Technology Standards

1T-E1. Communicate about technology using developmentally appropriate and accurate terminology.
2T-E1. Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use.
2T-E2. Exhibit legal and ethical behaviors when using technology and information and discuss consequences of misuse.
3T-E1. Use formatting capabilities of technology tools for communicating and illustrating
5T-E1. Locate information from electronic resources
5T-E2. Evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources.

W-E1. Use correct spelling, punctuation, capitalization, grammar and usage,
along with varied sentence structure and paragraph organization, to complete
effectively a variety of writing tasks.
R-E2. Use reading strategies such as making inferences and predictions, summarizing,
paraphrasing, differentiating fact from opinion, drawing conclusions, and determining
the author’s purpose and perspective to comprehend written selections.

Academic

• Students will be able to demonstrate a variety of reading strategies to comprehend written selections.
• Students will be able to write a paragraph to demonstrate their ability to compare and contrast at least two website in order to evaluate the better of the two sites.

• Students will be able to evaluate websites in their study of Greek mythology as demonstrated through a compare/contrast paragraph (Write Source 2000).

Materials
Myth outline form
Website evaluation form

Accommodations for Special Needs
ESL Beginners need a hard-copy demonstration of the activity first.

Procedures
Prior to going to the lab:
1. In order to critique and evaluate websites, students have completed a study of Greek mythology. Myths have been accessed from a variety of materials: textbook, collection of library books, personal books brought in by students, plays, websites, and videos. After reading a myth, students have completed outlines in which they have analyzed the text in order to infer character traits, summarized the myth by identifying key events in sequence and inferred the moral of the myth. Outline form
2. Students and teacher have brainstormed criteria that differentiated one source of material from another. Criteria might be: (a) sufficient amount of information to fill out an outline, (b) sufficient information for analyzing main character’s traits (c) more than one character in myth, etc. Each student has filled out the criteria on their Website Evaluation Form.
In the Lab:
3. Students  will  search two of the websites listed in this lesson plan and must list evidence of the criteria from each site on their evaluation form. (Website evaluation form is attached).  The two websites may be self chosen from the list available, or the teacher may assign the two websites. If there are several websites to choose from, the teacher might choose to have a small group of students evaluate one or two of the websites in order to create a large class compare and contrast chart.
4. During the second session in the lab, students will word process a paragraph comparing and contrasting at least two websites. They will need the paragraph rubric as they type. Paragraph rubric

Assessment
Use the compare/contrast paragraph rubric to assess students’ ability to write a compare/contrast paragraph.
Assess student reading comprehension through information contained in paragraph.

Teacher Name: Cathy Crockett
Site: Coronado K-8
Date Submitted: October 17, 2001