Title of Unit Grade Level Name: Amy Walker

Georgia Authors 6-8 School: DCMS

Curriculum Time Frame
Area Language Arts Two weeks, depending on school scheduling
Identify Desired Results (Stage 1)
Content Standards
ELA7LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade
others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment
tools.

Critical Component: When delivering and responding to presentations, the student:

b. Organizes information to achieve particular purposes and to appeal to the background and interests of the audience.
e. Uses rubrics as assessment tools.
g. Uses multimedia in presentations.

ELA7W3 The student uses research and technology to support writing. The student

a. Identifies topics, asks and evaluates questions, and develops ideas leading to inquiry, investigation, and research.
b. Gives credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations.
c. Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.).
d. Documents sources
e. Uses electronic media to locate relevant information.

Infornation Literacy Standard 2: The student who is information literate evaluates information critically and competently.

Indicator 1—Determines accuracy, relevance, and comprehensiveness.

Indicator 2—Distinguishes among fact, point of view, and opinion.

Indicator 3—Identifies inaccurate and misleading information.

 Understandings Essential Questions
Overarching Understanding Overarching Topical
• Authors help develop their craft by examining • How can I ensure that researched • What is an annotated
the works of other authors. information is relevant and factual bibliography and why do I need
• Good readers and writers read a variety of information? one?
texts. • How can I use research and • What is a rubric and why should
• Research and technology can help support technology to support writing? I refer to it when completing a
writing. project?
• Information that is used and documented from • Is it easier for me to interpret
multiple sources enhances credibility. data (compare/ contrast…etc.)
using a graphic organizer?
Why?
Related Misconceptions: • What can I do to identify
• All information found online is factual. inaccurate and misleading
• Technology is only used for fun; it isn’t a information when I use
reliable educational source. electronic media to locate
relevant information?

Knowledge Skills
Students will know… Students will be able to…
1. Fact vs. Opinion      
2. How to apply conventions and grammar 1. Use technology to research information and create different types of products
correctly in writing. (compositions, PowerPoint presentations, graphic organizers).
2. Create an annotated bibliography on materials read, heard, or viewed.
Stage 2: Evidence of Desired Results

Performance Tasks:
Performance Task Assessment
How do I get the information? Students will create a web quest in which they identify
and hyperlink at least one online source for using key words in search engines, two
sources linked on how to ensure that one has found relevant online information, and two
reliable sources about Georgia authors.( [Facet 1, Facet 2, , Facet 3, Facet 4]

Other Evidence:
(e.g., tests, quizzes, prompts, work samples, observation)
Quiz
• Why do some people get so frustrated when searching the internet? Given the
information that I have found, how could I help them? (Facet 5)
• What problems do I still face when searching the internet and what techniques
could I use to improve? (Facet 6)
• How is a WebQuest similar to and different from a PowerPoint presentation?
(Facet 4)
• Do you consider creating and using a WebQuest to be a technological
advancement? Why? (Facet 6)
Observation
The teacher will observe class discussion and student participation for comprehension on
a daily basis. The teacher will address all questions and concerns that students may have
by placing a “mailbox” in the room that encourages students to write their comments and
questions about the assignment for clarification.

Student Self-Assessment and Reflection:

Student self reflection of assignment (using self-reflection rubric to be completed by the
student)
[Facet 1, Facet 3, Facet 4, Facet 5, Facet 6]

Performance Task Assessment

No time for Hide & Seek—How do I find the Information? Students will create a web
quest in which they identify and hyperlink at least one online source for using key words
in search engines, two sources linked on how to ensure that they have found relevant
online information, and two reliable sources about Georgia authors. [Facet 1, Facet 2,
Facet 3, Facet 4]
Goal
• The problem is to identify inaccurate and misleading information that can be
found on the internet. You will use electronic media to locate relevant
information and organize that information through the use of a WebQuest.
Role
• You are a 6th grade language arts teacher.
Audience
• Your students have asked you to help them locate relevant information using
online search engines.
Situation
• You must help your students become familiar with the use of key words in search
engines and identify misleading or inaccurate information on the websites that
you locate. Your students are not familiar with searching the internet or locating
relevant and factual information.
Product, Performance, and Purpose
• You must create a WebQuest that will enable your students to learn about the use
of key words when using search engines. You must also include links on the
WebQuest that will provide information about identifying misleading information
online. You should also include a link that will allow your students to explore the
next topic of interest, Georgia authors.
Standards and Criteria for Success
• Your principal will evaluate your work using a rubric as a yearly observation tool.
Your students will also evaluate their experience with the WebQuest by grading
you through the use of the same rubric.
 Checklist for Creating your WebQuest

Name:________________________________________
Directions: Place a check beside each category that you have completed. Write
comments in each area that lists ways that you could improve your work before turning it
in as a grade.

I made excellent use of font, color, graphics, effects, etc. to enhance the presentation and illustrate
the main points.

COMMENTS:

I have checked over my work to ensure that I have no misspellings or grammatical errors.

COMMENTS:

I have provided appropriate content that attracts the attention of the audience. Other students will
benefit from and easily understand the presentation of the WebQuest.

COMMENTS:

The content is well organized. I used headings or bulleted lists to group related material.

COMMENTS:

All information collected for all graphics, facts and quotes have been sourced. All sources are
documented in the desired format.

COMMENTS:

All hyperlinks work and will direct the viewer to factual information that will help them progress
through the learning process. The webquest contains at least five hyperlinks and a brief summary of
the contents of each hyperlink can be found beneath the link.

COMMENTS:
 Creating a WebQuest

CATEGORY 4 3 2 1
Attractiveness Makes excellent use Makes good use of Makes use of font, Overall the use of
of font, color, font, color, graphics, color, graphics, font, color, graphics,
graphics, effects, etc. effects, etc. to effects, etc. but effects etc. distract
to enhance the enhance to occasionally these from the content of
webquest and webquest. detract from the the webquest.
illustrate the main content of the
points. webquest.
Mechanics No misspellings or Two or fewer Five or fewer More than 5 errors in
grammatical errors. misspellings and/or misspellings and/or spelling or grammar.
mechanical errors. grammatical errors.

Organization Content is well Uses headings or There is little logical There was no clear or
organized using bulleted lists to organization to the logical organizational
headings or bulleted organize, but the webquest. structure, just lots of
lists to group related overall organization facts.
material. does not produce a
smooth flowing
webquest.
Sources Source information Source information Only part of the Very little or no source
collected for all was collected but not source information information was
graphics, facts, in the desired format. was documented. collected.
information, and
websites. All
documented in
desired format.
Requirements Research skills are Although completed The project was not The project was late
evident with a wide on time, the project completed on time. and incomplete.
variety of facts that did not appear
are not common completed or did not
knowledge. The contain at least 5
webquest contained working hyperlinks.
at least 5 working
hyperlinks. The
project was
completed on time.

Quiz
Name:______________________________________________________

Directions: Answer each open-ended question as you reflect upon your experiences in
conducting research and creating a WebQuest. Be sure that your answers are thoughtful
and thorough.

1. Why do some people get so frustrated when searching the internet? Given the
information that I have found, how could I help them?

2. What problems do I still face when searching the internet and what techniques could I
use to improve?

3. How is a WebQuest similar to and different from a PowerPoint presentation?

4. Do you consider creating and using a WebQuest to be a technological advancement?

Why or why not?

5. What can I do to identify inaccurate and misleading information when I use the
internet to locate relevant information?
 Self Evaluation Rubric

Name_________________________________________________

CATEGORY 4 3 2 1
Effort I worked very hard to I worked long enough I worked on occasion I rarely worked on the
find everything I to get the information and got most of the project, which led to
needed for creating required for creating information required me having very little
the WebQuest. the WebQuest. for creating the information for
WebQuest . creating the
WebQuest.

Working with a I worked very well I worked fairly well I did not work that I did not work with my
partner (searching with my partner and I with my partner and I well with my partner partner at all and I did
did my share of the completed the work I and I did not not get my share of
the WebQuest) work with great was assigned. complete my the work completed
results. assigned work. as assigned .

WebQuest I learned everything I learned a lot from I learned very little I could have learned a
learning this project had to this project which led from this project lot more from this
offer which led to a to a good which led to a weak project and gained a
experience stronger understanding of understanding of better understanding
understanding of research techniques research techniques of research
research techniques when searching the when searching the techniques when
when searching the web. web. searching the web.
web.

Points_____________________ Percentage___________________

Comments:

Essay: What were my strengths and weaknesses in the project? How can I improve in
the future? (complete the essay on the back of this paper)
 Learning Plan (Stage 3)
Where, Why, & What

Goals:
To have students use technology to research information and create a WebQuest.
To understand essential ideas/questions in terms of the unit:
• How can I ensure that researched information is relevant and factual information?
• How can I use research and technology to support writing?
• What is an annotated bibliography and why do I need one?
• What is a rubric and why should I refer to it when completing a project?
• Is it easier for me to interpret data (compare/ contrast…etc.) using a graphic organizer? Why?
• What can I do to identify inaccurate and misleading information when I use electronic media to locate
relevant information?
Students will be given a schedule of the requirements of the unit. (calendar)

Expectations:
Students will create a web quest in which they identify and hyperlink at least one online source for using key
words in search engines, two sources linked on how to ensure that one has found relevant online information,
and two reliable sources about Georgia authors. Students will utilize the following website: http://www.zunal.com/
[Facet 1, Facet 2, Facet 3, Facet 4]

At the completion of the unit, students will complete a quiz and a self-assessment of the project.
The teacher and students will review the rubric for the assignment.

Relevance and Value:

The teacher will lead the class in a discussion of the use and importance of technology and how it is applied in
our everyday lives. Students will give examples of how technology is used. The class will also discuss the
importance of using appropriate writing skills when writing.
To have students use technology:
 Students will research information and create a WebQuest. Students will also locate relevant and
factual information about a Georgia author.
Students will also complete the following:

 Evaluate a peer and complete a self-evaluation using a rubric as an assessment tool (facet 5&6).

 Apply peer-editing processes.

Diagnosis:
Prerequisite skills:
 Students will know how to apply conventions and grammar correctly in writing.
 Fact vs. Opinion
The teacher will evaluate what students know by giving a pretest on content knowledge. (Logical Entry
Point)
• The teacher will evaluate what students know about information found on the internet by asking how
one can ensure that researched information is relevant and factual information? (Narrative Entry Point)
 • The teacher will complete a K-W-L chart with the class. (Foundational Entry Point)

Hook & Hold

Begin class by calling on a student to read a passage on the board (the passage will be written in shorthand and
will use “text-talk”). An example sentence from the passage could be, “We r about 2 bgn a new unt on
tknolgy & wrting.” After the student reads the passage, the teacher will ask the class to re-write the passage
correctly. This will lead into a discussion over the importance of applying grammar and conventions
correctly in writing when using technology. (Aesthetic Entry Point)

To introduce the technology aspect of this assignment, the teacher will have a typewriter and a telephone
(rotary dial) set up in the front of the classroom. (Aesthetic Entry Point) A picture of an old record player
will also be displayed on the smart board. The teacher will randomly call on students to type on the
typewriter and ask them to compare and contrast a typewriter with a laptop computer. The teacher will
continue calling on students to demonstrate the usefulness of a rotary dial phone and discuss how technology
has improved over time. Students will then complete a think-pair-share of technological changes and how
they have impacted society, noting the changes that have occurred since the use of record players. After
students have been given the opportunity to share their work with the class, the teacher will activate prior
knowledge of a WebQuest by displaying the nonfiction unit that was previously completed and lead students
through a “scavenger hunt” of information (Experiential Entry Point). The teacher will ask students if all
information presented on the WebQuest is factual information and require them to provide justification of
their answers. This will lead into students creating their own WebQuests and how to find relevant and
factual information online. The website that students will use to create their WebQuests is:
http://www.zunal.com/
Explore & Equip

Introduce learning content in PowerPoint presentation. (Foundational Entry Point)

Components:
 Factual information Versus False information
 Annotated bibliographies
 When should I refer to my rubric?
 What’s the purpose of graphic organizers?

The teacher will review the research process and demonstrate the use of Galileo, Google, Ask Kids, and direct
website browsing.
Utilize the smart board to review tips for searching the internet and ensuring that the information is factual and
reliable: http://www.parentscentre.gov.uk/usingcomputersandtheinternet/searchingtheinternet/

http://www.parentscentre.gov.uk/usingcomputersandtheinternet/canitrusthis/

Watch BrainPop video about the use of technology and computers. Take the quiz on BrainPop and review with
the class: http://www.brainpop.com/technology/computersandinternet/internetsearch/preview.weml

Hand out worksheet about APA style citations and introduce the fundamental concepts and understanding
behind APA. This worksheet can be used electronically on the following website:
http://www.coconino.edu/library/handouts/APA%20Style%20Electronic%20Worksheet.htm

Utilize the smart board and review APA guidelines using the following website:
http://owl.english.purdue.edu/owl/resource/560/01/

Discuss the guidelines and review examples with the class. Review any questions the students may have about
APA citations.

Rethinking , Reflection, & Revision

 Students will work with a partner to cite 3 sources using APA citations in class. For example, the
teacher will have students cite the websites that were used in class that day.
 Students will complete a think-pair-share with their partner. They will be asked to write 3 things that
they did not know about searching the web for relevant and factual information.
 Students will create a web quest in which they identify and hyperlink at least one online source for using
key words in search engines, two sources linked on how to ensure that one has found relevant online
information, and two reliable sources about Georgia authors. (Experiential Entry point)
 Students will work with a partner to navigate other WebQuests.
 Students will complete a self-assessment using the self-assessment rubric after the project has been
completed.

Evaluation & Self-Evaluation

Student completed checklist over assignment before turning in assignment.

Students will grade peers by using the rubric and providing constructive criticism, as well as positive feedback
when appropriate.
Students will complete a self-assessment of the project using the self-evaluation rubric.
Students will complete a quiz over concepts taught during the unit (see quiz).
In a class discussion students will evaluate the following questions: (facets 5&6)
 What tools were most effective in searching the internet?
 What was least effective in searching the internet?
 What would I do differently the next time?
 What did I learn about Georgia authors?
 What am I most proud of and why?
 How have I changed my strategies for finding information about certain topics online?

Tailor to student needs

ESL learners:
Students will receive teacher notes and written instructions of all assignments and discussion items. Work will
be provided in Spanish, as well as English when available. A translator will be available once a week and will
work with these students in all of their assignments. Graphic organizers will also be given to the student as a
way to organize information more effectively. Students with very limited English speaking skills will complete
a Dolch Word List as an alternate assignment. (see Dolch Word List)

Slow readers:
Slow readers will be given extended time on assignments. Students will receive oral, as well as written
instruction on assignments. The inclusion teacher will also be available to assist these students and may read
material to them when necessary.

Attention deficit disorder:

Students with ADD will be asked to repeat directions to ensure that the directions are understood. All students
will be provided with written, as well as oral instructions. Graphic organizers (“Fact and Opinion” graphic
organizer) will be used when appropriate. These students will also have their assignments broken down into
smaller assignments.

Gifted learners:
Gifted learners may use the “buddy-system” to allow them to guide others through complex learning tasks.
Gifted students will be given the enrichment activity to further their writing and technology skills.

Slow Learners:
Slow learners will work with the inclusion teacher as a group when appropriate. They will use the “buddy
system” to allow students of higher ability levels guide them through more complex learning tasks. Students
will have the option of creating a PowerPoint presentation in place of a WebQuest.
Organize Learning: Calendar
Week One:
Monday
Classroom Activity
Present the unit, course goals,
and calendar.
Discuss the essential questions
using a K-W-L chart and invite
students to generate questions.
Introduce content vocabulary.
Think-pair-share: Ask
students to identify personal
goals for the unit.
ActivityComputer lab
Note: ESL students may have modifications to this plan. Some ESL students may work best with the Dolch word list assignment.
Tuesday
Have students complete the
posttest.
Complete the “Hook and
Hold” procedures to introduce
technology and the importance
of applying grammar and
conventions correctly in
writing.
Present the task requirements
and review rubrics for
assignments.
Review a model of the
assignment and post the
model, as well as the rubric, in
the classroom.
Wednesday
Activate prior knowledge by
reviewing the WebQuest over
the Lizzie Borden murder trial.
Discuss the EQ: How can I
ensure that researched
information is relevant and
factual information?
Discuss how technology can
be used to support writing.
Thursday Friday
Using a PowerPoint Review the notes and
presentation, review the discussion from
yesterday.
research process and Watch BrainPop video
demonstrate the use of about the use of
Galileo, Google, Ask technology and
Kids, and direct website computers. Take the quiz
browsing. on BrainPop and review
with the class.
Hand out worksheet about
APA style citations and
introduce the fundamental
concepts and
understanding behind
APA.
Week Two:

Monday Tuesday Wednesday Thursday Friday

Classroom Activity

Utilize the smart board and

review APA guidelines.
Students will work with a
partner to cite 3 sources using
APA citations in class.
Students will complete a
think-pair-share with their
partner.
Review the rubric and
assignment for creating a
WebQuest. Ensure that all
students know how to begin
once they are in the computer
lab.
Computer lab Activity

Begin creating a
Webquest/Powerpoint (student
choice).
Students will continue Students will finish their
working on their WebQuest. WebQuests.
The teacher will scaffold Students will navigate each
students as needed as they other’s WebQuest.
work on their projects. Students will complete the
checklist to ensure that all
components on the rubric have
been satisfied.
Complete the quiz and a
self-evaluation of the
project using the rubric.
Have some students share
their work with the class.
In a class discussion,
students will evaluate
their experiences when
working on the project.
 Dolch Word List
1.Cut out the list of words and write the definition as well as an example
sentence using the word on the back of the “card”. Use the flash cards as
a tool to help you study and learn the words.

2.Once you are familiar with the words, shuffle the cards and turn them
over to use them in another sentence. Turn this in to your teacher.

3.Write in a journal including as many Dolch words as you can!

*A list of the words can be found on the following website:

http://specialed.about.com/library/list5.pdf

http://specialed.about.com/library/list4.pdf

http://specialed.about.com/library/list3.pdf

The list of words used will be based on the student’s readability level and STAR test
results.

Students will also complete work on Rosetta Stone (depending on the individual language
learner).
 Name ____________________________________Date ________________

Fact and Opinion

Write your topic at the top. Add details to each column.

Topic:

Fact Opinion

A graphic organizer will be used from the following website:

http://www.eduplace.com/graphicorganizer/pdf/cluster.pdf
Name______________________________

Enrichment Activity

Expand the use of your WebQuest! Provide a link and summarize at least 2 other sources
for information on how to use key words when searching to produce effective results.
Also, provide the user with information about the Georgia author that you chose to
research. What reading selections did you read? Provide a summary of each book.
Would you recommend the book? Why or why not?

Be prepared! You will present your findings to your classmates. Ensure that all links are
working links and that they provide factual information.
 Worksheet for research of electronic sources – APA style
* Always review the correct APA citation format for each source when preparing a References page
Author last name, *(Date) * Title of Title of Journal Volume,
*page(s).(if * Date of *Database and *URL address.
first name. or Periodical(if
. Article. available) retrieval Service. (ex. from (only needed for web
applicable)
(if available) OR *Title (if
applicable)
(month day,
year),
Academic ASAP,. Gale
Group database)
sites, not databases)

of web site, (if applicable)

publication or
article
(if no author)

C. Petersen 6/05
 Creating a PowerPoint
(facets 1,2,3,4)
CATEGORY 4 3 2 1
Attractiveness Makes excellent use Makes good use of Makes use of font, Overall the use of
of font, color, font, color, graphics, color, graphics, font, color, graphics,
graphics, effects, etc. effects, etc. to effects, etc. but effects etc. distract
to enhance the enhance the occasionally these from the content of
PowerPoint and PowerPoint. detract from the the PowerPoint.
illustrate the main content of the
points. PowerPoint.
Mechanics No misspellings or Two or fewer Five or fewer More than 5 errors in
grammatical errors. misspellings and/or misspellings and/or spelling or grammar.
mechanical errors. grammatical errors.

Organization Content is well Uses headings or There is little There was no clear or
organized using bulleted lists to organization to the logical organizational
headings or bulleted organize, but the PowerPoint structure, just lots of
lists to group related overall organization presentation. facts.
material. does not produce a
smooth flowing
PowerPoint
presentation.
Sources Source information Source information Only part of the Very little or no source
collected for all was collected but not source information information was
graphics, facts, in the desired format. was documented. collected.
information, and
websites. All
documented in
desired format.
Requirements Research skills are Although completed The project was not The project was late
evident with a wide on time, the project completed on time. and incomplete.
variety of facts that did not appear
are not common completed or did not
knowledge. The contain at least 5
PowerPoint working hyperlinks.
contained at least 5
working hyperlinks.
The project was
completed on time.

Score:_______________

Comments: __________________________________________________
 References

“Can I trust this?”. Department for Children, Schools, and Families. Retrieved July 13,

2009 from http://www.parentscentre.gov.uk/usingcomputersandtheinternet/canitrusthis/

“Dolch Word List”. About.com: Special Education. Retrieved July 10, 2009 from
http://specialed.about.com/od/literacty/a/dolch.htm

“Internet Search”. BrainPop. Retrieved July 12, 2009 from

http://www.brainpop.com/technology/computersandinternet/internetsearch/preview.weml

Peterson, C. (2007). “Student Handouts”. IRLS Staff. Retrieved July 11, 2009 from

http://www.coconino.edu/library/handouts.htm.

Purdue University Online Writing Lab (OWL). APA Formatting and Style Guide.

Retrieved July 12, 2009 from http://owl.english.purdue.edu/owl/resource/560/01/.

“Searching the Internet”. Department for Children, Schools, and Families. Retrieved

July 13, 2009

http://www.parentscentre.gov.uk/usingcomputersandtheinternet/searchingtheinternet/

Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all

learners. Alexandria, VA: Association for Supervision and Curriculum

Development. ISBN 0-87120-342-1

Wiggins, G., & McTighe, J. (2005). Understanding by design, (2nd edition) Alexandria,

VA: Association for Supervision and Curriculum Development. ISBN 1-4166-

0035-0.

Wiggins, G., & McTighe, J. (2005). Understanding by Design: Professional development

workbook. Alexandria, VA: Association for Supervision and Curriculum

Development. ISBN 0-87120-855-5.