Lesson 2: Websites!

(Tuesday: Diverse Teaching Styles)

Subject: Honors Language Arts
Grade: 7
Duration: 1 hour
Common Core State Standards:
Literacy:
CCSS.ELA-LITERACY.SL.7.2
Analyze the main ideas and supporting details presented in diverse media and
formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a
topic, text, or issue under study.
Goal 1: Students will understand, analyze, and use different types of print, digital, and
multimodalmedia.
Cognitive Objective:
Students will draw conclusions about the quality of information available via a search
engine, an online database, and Wikipedia; they will prepare a chart comparing and
contrasting the sources of information using a rubric scale (1-3; 1= not yet within
expectations).
Affective Objective:

The students will demonstrate willingness to complete a chart to compare and

contrast the quality of information available via a search engine, an online database,
and Wikipedia, earning a score of at least 2 using a rubric scale (1-3; 1= not yet
within expectations).
Resources/Materials:
-

One laptop per student (10)

Evaluating websites worksheet (10)
One pencil per student (10)

Prepare the Environment:

The main part of the class will be focused on a Prezi presentation, where students
will be able to learn the 5 W's of website evaluation through a link in the Prezi
that displays a YouTube video. The teacher will set up the computer and projector
before the class begins. Also, the classroom setting will include setting up the
desks in a semi-circle shape for easier access among the teacher and classmates.
Following the presentation, students will be given work time to fill out an
evaluating websites worksheet to help them apply the 5 W's of website evaluation.
They will also choose a topic of interest and compare information on their chosen
topic using the website comparison chart. The chart will enable students to
compare the information across three different websites in relation to their chosen
topic. Each student will have a classroom laptop with Internet to complete the
worksheets.
Before starting the lesson, the teacher must close the classroom door for
fewer distractions. To accommodate the student with a visual disability, the
teacher will have shared a copy of the presentation with the student's intervener,

so that the intervener can appropriately convey the content of the presentation to
the student using tactile sign language, the student's preferred method of
communication.
Prepare the Audience:
To prepare the students, the teacher will provide copies of the Concept Map at the
beginning of the class so that the students are ready for the week's focus on media
literacy. In addition, the Concept Map will be displayed on the projector as soon
as students walk into the classroom, with the Prezi minimized and ready to open.
The first slide on the Prezi will be the goal for the week and the objectives for the
day. Showing the students the first slide will give them a "road-map" for the
media literacy unit.

Procedures:
Warm-Up/Pre-assessment (9:00 AM):
As the students walk in the classroom, the Concept Map will be set up for the
students. Students will be greeted. Explain to the students: We will be discussing
media in different ways. This is a concept map where it shows how we will
approach different kinds of media throughout the week. Ask students to jot down
responses for pre-assessment: What do you know about websites? Are all websites
accurate? Teacher will collect student responses.
1. Explain the agenda to the students: Today, we will evaluate different
websites, comparing source, content, reliability, and bias.
Lecture (9:10 AM) (Prezi)

1. Using the Prezi, the teacher will demonstrate how to evaluate websites.
Ask students: What do you think is the most important aspect of
evaluating websites? Why?
2. Using the Prezi, the teacher will outline what to look for when
evaluating/analyzing websites. The Prezi also includes a YouTube video
showing different aspects of websites to aid in evaluation.
Work Time: Evaluation Practice (9:30 AM)
1. Students will fill out the evaluating websites worksheet, after selecting a
topic of interest (current event, sports, animal, etc.).
2. Students will use the available classroom laptops to complete the
evaluating websites worksheet and comparison chart.
3. The teacher will circle the room as students are working, answering
questions if needed.
Wrap Up (10:00 AM)
1. Tell students that they may finish their worksheets at home, and bring the
completed assignments for the next class session. Ask students: What did
you learn today that you did not know before about websites?
2. Let students know that they need to check the class blog to print, complete
the self-rubric for their comparison worksheet, and bring it to the next
class session.
3. For the next class session students should turn in their evaluating websites
worksheet, comparison chart, and self-rubric.
Evaluation:
Pre-Assessment: None for Tuesday
Formative Assessment: inquiry questions, observations during work time,
evaluating websites worksheet, comparison worksheet, rubric (for
comparison chart), and daily affective rubric.
Post-Assessment: None for Tuesday

5:5 websites
**Diverse teaching styles: Tuesday's lesson will consist of evaluating websites for
bias and information quality. Following a presentation, students will have access to a
computer. Students will have the flexibility to choose a topic, in which they will consult,
the information of three different websites and record the information on a compare and
contrast handout. Students will have prior knowledge of how to fill out the chart, as the
procedures will be modeled in the presentation. In addition, students will also pick one of
the three websites to complete the evaluating websites student worksheet. Diverse
teaching styles are used, as the teacher uses a Prezi presentation with a YouTube clip. Not
only are students receiving auditory information, but visuals as well.
Modification:
Before starting the lesson, the teacher must close the classroom door for fewer
distractions. To accommodate the student with a visual disability, the teacher will have
shared a copy of the presentation with the student's intervener, so that the intervener can
appropriately convey the content of the presentation to the student using tactile sign
language, the student's preferred method of communication. The student with a visual
disability will also use headphones to use the voice over feature when using the laptop
during work time. The intervener will use tactile sign to share to communicate
conversations between the student and her peers.
Additional time will be given for students to complete assignments if
needed. The students are expected to communicate concerns.
Furthermore, if indicated by an IEP, students may have additional time
to complete their blog posts. The content of the lesson does not need
differentiation for the class, as all students are at honors-level, which
the content is designed for.