1

Final Key Assessment

Jessica Cox
FRIT 7231
Georgia Southern University

Part 1: Identification of Learning Problem

General Audience
The primary audience consists of 24 six graders in an English Language Arts classroom. The
students are in an Advanced Content class. Of the 24 students, 14 are considered advanced
content and the other 10 are gifted.
Problem Identification
Citing textual evidence is a Common Core Performance standard for sixth grade students in
Georgia (ELACC6RI6.1). According to previous lessons, the benchmark test, and a pretest,
students struggle with this standard. This standard is also one that the student revisits in seventh
and eighth grade. It is important for sixth graders to master this standard. The instructional
design project will teach students how to cite textual evidence using informational articles from
the Internet. It will give students an in-depth explanation of how to locate an informational
article and appropriately cite textual evidence to support their claim in an essay.
Instructional Goals

Students will be able to cite textual evidence to support analysis of what the text says

explicitly.
Students will be able to cite textual evidence to support inferences drawn from the text.
Students will be able to use a variety of web search engines to locate information.
Students will be able to identify types of Internet sites based on their domain names.
Students will be able to identify appropriate technology tools and resources by evaluating
the accuracy, appropriateness, and bias of the resource.

Part II: Learner Analysis

Introduction
The targeted groups of learners are 6th graders at Waycross Middle School in Waycross, Georgia.
The students are ages 11 or 12 with an equal number of both ages. There are 10 gifted students, 5
males and 5 females; 14 advanced content students, 9 males and 5 females. The class is
comprised of 3 African Americans, 2 Multi-Ethnic, 2 Asians, and 17 Caucasians. One of the
students has an IEP for speech. The demographic information for this learner analysis was
obtained by using the Statewide Longitudinal Data System (SLDS). The data collected is based
on the students first nine weeks formal post test scores, unit pretest scores, and benchmark
scores. Teacher observations and interviews were also conducted in an attempt to gain
information for the learner analysis.
Entry Skills and Prior Knowledge

Able to log on a computer using students personal login information

Use basic internet search engines
Navigate using the internet
Understand what citing textual evidence is

This information was attained by administering a pretest that assessed prior knowledge. The
pretest posed short answer questions. Students had to list basic Internet search engines, match
various Internet domain names, and explain how to evaluate the accuracy and appropriateness of
resources. The student also had to define citing textual evidence. Teacher observation was also
used to determine students understand what citing textual evidence is, but oftentimes have
trouble actually completing the task correctly.

Attitudes Towards Content & Academic Motivation

Through a student survey and various interviews, the teacher learned that the majority of the
students have some prior knowledge citing textual evidences to support what the text says,
however they do not understand how to cite the evidence appropriately. Of the students surveyed,
95% of them have used web search engines to locate information, but admitted they get confused
when deciding if the information is reliable. Only 25% of the students could identify the various
Internet sites based on their domain names. All students were highly motivated and interested in
the topic.
Educational Ability Levels
From the most current CRCT Reading scores, 19 students exceeded the CRCT in 5th grade, 4
students met, and 1 was not tested. From the most current Language scores, 21 students exceeded
the CRCT in 5th grade, 2 students met, and 1 was not tested. A student exceeds standards when
he/she ears at least 850 on the test; he/she meets standards earning at least 800 on the test. The
student without any scores moved to Georgia the beginning of this year, therefore did not take
the CRCT.
General Learning Preferences
After conducting a student survey, the students in this class enjoy working in small groups and
prefer hands on activities. They also enjoy using the Chromebooks for activities and projects.
Attitude Toward Teachers and School
After conducting a student survey, the students expressed they really enjoy coming to school and
learning new things. They all felt the learning environment is a positive one. Two students noted
they felt like the class was too much work. Two noted they are really shy and do not like
speaking out in large groups, but didnt mind speaking in small groups.
Group Characteristics

Waycross Middle School is located in Waycross, Georgia. 66% of the schools population is
eligible for free or reduced lunch which qualifies the school as a Title I school. Only 5 students
in the class studied are economically disadvantaged. There are approximately 530 total students
at Waycross Middle School. 53% are African American, 43% are Caucasian, 2% Hispanic, 2%
Multi-Racial, and 1% other. All of the students in this class seem to have needed supplies on
most days and are engaged in instruction the majority of the time.

Part III: Task Analysis

I conducted the task analysis using a topic analysis and procedural analysis. I looked at each
instructional goal and evaluated whether each goal was based on facts, concepts, and principles
or procedures. The content knowledge essential for mastering four of the five standards is based
on facts, concepts, and principles. Students will be able to use a variety of web search engines to
locate information using the procedural information. Students will cite textual evidence using
concepts and principles previously learned, but there is also a procedure for completing this task.
Task Analysis Outline
1.0 Identify types of Internet sites based on their domain names.
1.1 Domain names
1.1.1 .edu
1.1.2 .gov
1.1.3 .com
1.1.4 .org
2.0 Evaluate appropriate technology tools and resources
2.1 Evaluate the accuracy of technology tools and resources
2.1.1 Define accuracy
2.1.2 Determine if the website is accurate
2.2 Evaluate the appropriateness of technology tools and resources
2.2.1 Define appropriateness
2.2.2 Determine if the website is appropriate
2.2.3 Examples of appropriate tools and resources

3.0 Use three web search engines to locate information

3.1 Using search engines
3.1.1 Log onto the Internet
3.1.2 Click on the search engine (google, bing, or Galileo)
3.1.3 Use a variety of methods to search for year round school topic
3.1.4 Determine if the content is accurate and appropriate
4.0 Cite textual evidence to support analysis of what the text explicitly says
4.1 Cite textual evidence
4.1.1 Define citing textual evidence
4.1.2 Using the research article, answer the essay question using your opinion or
4.1.3

prior knowledge
Use the evidence from the text to support your answer

4.2 Cite textual evidence using inferences drawn from the text
4.2.1 Define inference
4.2.2 Using the research article, draw inferences to the essay question provided
4.2.3 Use evidence from the text to support your answer
Subject Matter Expert (SME)
I, Jessica Cox, will serve as the SME for this instructional plan. My formal education consists of
a bachelors degree in Business Education from Georgia Southern University, a masters degree
in Business Education from Georgia Southern University, and a specialist degree from Valdosta
State University. I am currently pursuing a certification in School Library Media.
I have been teaching for 12 years, 9 years in Reading and Language. I currently serve on the
schools technology team and have recently presented at the Georgia Middle School Conference.
Our current media specialist, Teresa Ganas, will serve as the SME for this instructional plan. She
will offer suggestions to the project as well as help guide the students with the research
instructional areas. Mrs. Ganas has been a media specialist for 15 years.

Topic Analysis
.edu:
educational
site

Begin

Identify
types of
Internet sites
based on
their domain
names.

.org:
organizational
site

.gov:
government
site

.com:
commercial
site

Define accuracy

Evaluate the accuracy of technology tools and resources

Determine if the website is accurate

Define appropriateness
Evaluate the appropriateness of technology tools and resources
Determine if the website is appropriate

Log onto the Internet

Use a variety of methods to search for the topic: year round schools

web search engines to locate information

Determine if the content is accurate and ap

9
Define citing textual evidence

extual evidence to support analysis of what the text explicitly says

Using the research article, answer the essay question provided using your opinion

Use the evidence from the text to support your answer

Define inferences

Cite textual evidence using inferences drawn from the text

Using the research article, draw inferences to the research question pr

Use the evidence from the text to support your answer

End

10

Part IV: Instructional Objectives

Terminal Objective 1: Identify the different types of Internet sites based on their domain names.
Enabling Objectives:
1A. Identify the four given domain names
1B. Describe the uses of the four given domain names
1C. Give examples of four different websites with the different domain names
Terminal Objective 2: Identify appropriate technology tools and resources by evaluating the
accuracy and appropriateness
Enabling Objectives:
2A. Define accuracy
2B. Define appropriateness
2C. Explain why this technology tool and resource is or is not accurate and appropriate
Terminal Objective 3: Use three web search engines to locate information
Enabling Objectives:
3A. Demonstrate how to log on the Internet
3B. Locate an appropriate search engine (google, bing, Galileo)
3C. Search for the given topic
3D. Determine if the content is accurate and appropriate
Terminal Objective 4: Cite textual evidence to support analysis of what the text explicitly says
Enabling Objectives:
4A. To define citing textual evidence
4B. Identify the question to be answered
4C. Compose an answer to the question

11

4D. Support your answer with evidence from the text

Classification of Instructional Objectives:
Content
Fact
Concept
Principles
Procedure
Interpersonal
Attitude

Recall
2, 2A, 2B, 4A
1, 1A,1B
2C, 4B
3

Performance
Application
1C
4, 4C, 4D, 3D
3A, 3B, 3C

Relationship between Instructional Objectives and Standards:

Instructional
Objectives
3, 3A, 3B, 3C
1, 1A, 1B, 1C
2, 2A, 2B, 2C, 3D
4, 4A, 4B, 4C, 4D

Common Core Georgia Performance Standards

Tech8E1. Use a variety of web search engines to locate information
Tech8E4. Identify the type of Internet sites based on their domain names
Tech8E5. Identify appropriate technology tools and resources by evaluating
the accuracy, appropriateness, and bias of the resource
ELACC6RI6.1. Cite textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.

12

Part V: Development of Assessments

Instructional
Strategies
Lesson 1: The student
will determine
appropriate and accurate
technology tools.

Goals

Objectives

Identify and give an

Objective 1: The
example of four Internet student will identify
domain names.
types of Internet sites
based on their domain
names.
1A: The student will
define the following
domain names: .edu,
.gov., .com, .org.

UDL
The teacher will provide
a guide to determine
appropriate and accurate
technology tools to fit
students needs.

Mult
the d

This provides multiple

means of representation.

The s
asses

The teacher will provide

multiple examples of
websites in which student
can choose. He/she may
locate a website of
his/her choice.

Mult
quiz
Geor
bank
choic

Fill in
exam

1B: The student will

list the domain names
and an example of
each.

Determine if the
website is accurate and
appropriate.

1C. Give examples of

four different websites
with the different
domain names.
Objective 2: The
student will determine
if the website is
accurate and
appropriate.
2A: The student will
define accurate and
appropriate.
2B: The student will
determine what makes
a website accurate and
appropriate.
2C: The student will
identify examples of

This provides multiple

means of action and
expression.

The s
asses

13

Lesson 2:
The student will use
three web search
engines to locate
information.

Determine how to
appropriately use
various Internet search
engines and if the
content found is
accurate and
appropriate.

accurate and
appropriate websites.
Objective 3: The
student will use three
different search
engines.
3A: The student will
log onto the Internet
3B: The student will
click on a search
engine (google, bing,
Galileo).

Students are assigned to

one of three groups tiered
by difficulty. All students
are working on the same
task, but each group will
use a different search
engine to research the
topic.
This provides multiple
means of action and
expression.

Lesson 3:
The student will cite
textual evidence to
support analysis of what
the text explicitly says.

Use a research article

found online to
complete an essay topic
citing textual evidence
to support the students
opinion.

Citin
cited
essay
articl
locat
be de
rubri

The c
avail
must
check

3C: The student will

search for the given
topic.
3D: The student will
determine if the
content is accurate and
appropriate.
Objective 4: Cite
textual evidence to
support analysis of
what the text explicitly
says

Cite e
to de
appro

Students will decide

which online research
article to use to complete
the essay topic. A list of
sites will be given to
struggling learners.

4A: The student will

define citing textual
This provides students
evidence and inference with multiple means of
4B: The student will
action and expression.
answer the essay
question provided
using his/her opinion
and/or prior
knowledge as well as
draw inferences to the
question

Artic
the C
Asse
asses
stude
and q
from
stude
evide
answ
quest
rubri

The s
articl
the q

A rub

14

4C: The student will

use evidence from the
text (research) to
support his/her claim
in the essay

grade
Citin
the ta
grade

The r
avail
stude
essay
Assessments:
The assessments used are criterion referenced based. The student must show they understand the
concepts through the assessments of each lesson. All assessments could be given in various
media and formats.
Lesson 1 Quiz: Quiz could be changed to short answer for advanced learners.
The student will determine appropriate and accurate technology tools.
_____1. Internet domain names include top-level domains based on the entities that they
represent. Which of the following top-level domains are associated with non-profit
organizations?
A. .com
B. .org
C. .gov
D. .au
2. Internet domain names include top-level domains based on the entities that they represent.
Which of the following top-level domains are associated with educational institutions?
A. .com
B. .org
C. .gov
D. .edu
3. Internet domain names include top-level domains based on the entities that they represent.
Which of the following top-level domains are associated with government agencies in the United
States?

15

A. .gov
B. .au
C. .org
D. .edu
4. The ".com" of a domain name stands for:
A. commercial
B. communication
C. commodity
D. commerce
5. Give an example of a website with the domain name .edu: ___________________________
6. Give an example of a website with the domain name .gov: ___________________________
7. Give an example of a website with the domain name .com: ___________________________
8. Give an example of a website with the domain name .org: ____________________________
Answer Key:
1. B) .org
2. D) .edu
3. A) .gov
4. A) commercial
5. Appropriate Example
6. Appropriate Example
7. Appropriate Example
8. Appropriate Example

Lesson 2 Quiz: Quiz could be changed to short answer for advanced learners.
The student will determine if the website is accurate and appropriate.
1. Jane Johnson used an internet website to gather facts about World War II for a school report.
Before including the facts in her report, she should confirm that the website is:
A. biased.
B. plagiarized.

16

C. inaccurate.
D. accurate.
2. The internet includes several encyclopedias where a student can research information. Which
of the following is an example of a free online encyclopedia that anyone can edit?
A. World Book
B. Wikipedia
C. Britannica
D. Columbia
3. Angela wants to get the newest CD from her favorite artist, but she does not want to go to the
store to get it. She wants to download it from the internet at home. What is the most appropriate
way for Angela to download this music from home?
A. visit a news group to download the music for free
B. have her friend e-mail the audio tracks to her for free
C. visit a peer-to-peer file sharing site and download the music
D. pay a fee and download the entire album from I-tunes
4. If you are trying to find a current article from a publication, it can be located on Google by
clicking on:
A. Maps.
B. Images.
C. Gmail.
D. News.
5. One of the biggest challenges to using the Internet for research is finding the Web Pages with
the information you need.
Identify the online features used to help you with your research:
A. Intranet
B. Search Engine
C. Cookies
D. Web Browser
6. Mary Simmons is looking for an internet website that houses more than one database. Georgia
citizens are able to access a virtual library with multiple databases through:
A. GALILEO.
B. GCIS.
C. World Book.

17

D. Britannica.
7. Which is a warning sign that a website might NOT have trustworthy information?
A. The author is an expert
B. The information comes from the site of a well-known newspaper
C. It is not clear who the author is
8. True or false: Only experts can post things on the Internet, so everything you read online has
been put there by people who know what they are talking about.
A. True
B. False
Answer Key:
1. D) accurate.
2. B) Wikipedia
3. D) pay a fee and download the entire album from I-tunes
4. D) News.
5. B) Search Engine
6. A) GALILEO.
7. C) It is not clear who the author is
8. B) False

Website Test: Website test could be condensed for the struggling learner.
1.
2.
3.

4.
5.

Purpose of the Site

Can you tell if the site is fact or
opinion?
Is the site free of advertising?
If there are ads, is it easy to tell
the difference between ads and
content?
Is the site sponsored by any
organizations?
Is it clear who the site is for? (for

Circle One
Yes
No
Yes
Yes

No
No

Yes

No

Yes

No

Add details to explain

18

example, college students or

young children)
6. Is the tone calm and fair? (Sites
that are mean and angry may not
be good sources of information)
7. Is the site open to everyone? (no
age requirements, fees,
passwords, or registration)
8. Is the sites domain .edu, .net,
.org, or .gov?
Trustworthiness of the Author
9. Is the author identified by name?
10. Is the place the author works or
the organization he/she belongs
to given?
11. Is the authors biography
provided, and does he/she have
credentials related to the subject
of the site?
12. Has the author or site received
any respected awards?
13. Was this site recommended by a
site you trust?
14. Are sources given for statistics?
15. Can the author be contacted if
you have questions?
16. Is the site free of spelling,
typographical, and grammatical
errors?
Usefulness of Information
17. Does the site have enough
information for your research?
18. Is most of the information on the
site useful for your research?
Up-to-Date Information
19. Can you find the date the article,
page, or site was created?
20. Can you find the date it was last
revised?
21. Do all the links lead to active
pages?
Ease of Use
22. Can you understand the text?

Yes

No

Yes

No

Yes

No

Circle One
Yes
No
Yes
No

Yes

No

Yes

No

Yes

No

Yes
Yes

No
No

Yes

No

Circle One
Yes
No
Yes

Add details to explain

Add details to explain

No

Circle One
Yes
No
Yes

No

Yes

No

Circle One
Yes
No

Add details to explain

Add details to explain

19

23. Is the type easy to see?

24. Do the titles and headings give a
clear idea of the content?
25. Are there photos, maps, charts,
or other illustrations that help
you understand the information?
26. Is there a site map?
27. Is there a tool for searching the
site?
28. Is there a whats new feature?
29. Are links labeled clearly?
30. Do pages load quickly?

Yes
Yes

No
No

Yes

No

Yes
Yes

No
No

Yes
Yes
Yes

No
No
No

How many times did you circle YES? ____________________________ out of a total of 30
Score the site!
25-30: Youve got a winner! You can trust the information on the site, and its easy to use, too!
15-25: Proceed with caution. If you use any information from this site, be sure to fact check it on
a site you can trust. You can also quote the authors opinion, but make sure you say thats what it
is.
0-15: Sorry, this site is a dud. It isnt safe to use this site as a source of information, so find a
better one.
The Generals of the Civil War and Rubric: Teacher could scaffold for the struggling
learner by providing paragraph numbers and clarifying questions.

20

21

Name: ___________________________________
Date:_____________________________
Directions: Answer the following questions in complete sentences.

1. Why did General Lee fight for the Confederacy with a heavy heart?

2. When General Lee said, He has lost his left arm but I have lost my
right arm, what does he mean?

22

3. How can General Sherman best be described?

4. Why were the generals important in the Civil War?

5. According to this passage, which of the generals attended West Point?
6. Describe one similarity and one difference between General Grant and
General Jackson.
7. Using evidence from the passage, what characteristics seem
important for a general to have?
Directions: Answer the following questions based on the sentences below.
8. When General Sherman reached Atlanta, he burned it to the ground.
Who? General Sherman
(did) What?
Where?
9. At the end of the war, Sherman marched his troops all the way
through the southern countryside in Tennessee to the coast.
Who? Sherman
(did) What?
Where?
When?
10.
At the battle of Antietam, the single bloodiest day of the entire
war, Stonewall Jackson was shot, and his arm was amputated.
Who? Stonewall Jackson
What?
Where?

23

Scoring Guide

Rubric for Essay and citing textual evidence: Students will decide which online research
article to use to complete the essay topic. A list of sites will be given to struggling learners.

6th Grade Rubric for: RI6.1: Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Task
Make inferences
and cite textual
evidence to
construct a written
response

Score

Insufficient
Response
No textual evidence
is cited
OR
Student writing is
off topic
OR
Not enough was
written to determine
if standard was met

Below Mastery

Developing
Mastery
Student cites textual Student responds to
evidence but does
the prompt with a
not explicitly state
legitimate key idea
key ideas
and uses at least 1
OR
piece of relevant
Student states key
evidence to explain
ideas but does not
their response
cite textual evidence BUT
OR
Connection between
Connection between key idea and
key idea and
evidence is not
evidence is unclear
entirely clear
OR
AND
Irrelevant
Some irrelevant
information
information
interferes with
interferes with the
and/or is the basis of students analysis
the student analysis

0% (10 points)

65% (13 points)

75% (15 points)

Emerging Mastery
Student responds to
the prompt with a
legitimate key idea
and uses 1 or 2
pieces of relevant
textual evidence to
explain their
response
AND
Connection between
key idea and
evidence is mostly
clear
AND
Irrelevant
information does
not interfere with
and is not the basis
of the students
analysis
85% (17 points)

24

25

Part VI: Content Sequencing and Instructional Strategies

Instructional Sequence
Sequence
1
2
3
4

Description

Objectiv

Evaluate appropriate technology tools and resources

Identify types of Internet sites based on their domain names
Use three web search engines to locate information
Cite textual evidence to support analysis of what the text explicitly says
Lesson 1: How do I know which technology tools and resources are appropriate?

e
2
1
3
4

Objective 2: The student will define accuracy and appropriateness

Objective 2A: The student will determine what makes a website accurate and appropriate
Objective 2B: The student will identify examples of accurate and appropriate websites
Initial Presentation: The student will brainstorm the definition of accurate and appropriate.
Students will view the website about the Pacific Northwest Tree Octopus; using their
definition of accurate and appropriate, determine if the information from this website fits their
criteria of being reliable. Students will watch a YouTube video to learn how to evaluate
technology tools and resources for accuracy and appropriateness.
Generative Strategy: Students will use the Identifying High-Quality Sites checklist to
evaluate the website about the Pacific Northwest Tree Octopus. Determine if the website is
accurate and appropriate.
Differentiation: The teacher will provide multiple examples of websites in which student can
choose. He/she may locate a website of his/her choice. This provides multiple means of action
and expression (Three principles of UDL, 2012).
Objective 1: The student will identify types of Internet sites based on their domain names.
Objective 1A: The student will define the following domain names: .edu, .gov, .com, .org
Objective 1B: The student will list the domain names and an example of each

26

Objective 1C: The student will give examples of four different websites with the different
domain names.
Initial Presentation: The teacher will ask the students to name and describe various websites
they are familiar with. The students will figure out what type of websites they are.
Generative Strategy: Using the YouTube video from the previous activity, the student will
define the domain names. (.edu, .gov, .com, .org). Students will recall the various domain names
and create a list of the domain names and an example of each.
Differentiation: The teacher will provide a guide to determine appropriate and accurate
technology tools to fit students needs. This provides multiple means of representation (Three
principles of UDL, 2012).
Lesson 2: Use three web search engines to locate information
Objective 3: The student will use three different search engines
Objective 3A: The student will log on the Internet
Objective 3B: The student will click on a search engine (google, bing, Galileo)
Objective 3C: The student will search for the given topic year round schooling
Objective 3D: The student will determine if the content is accurate and appropriate
Initial Presentation: Students will respond to an online discussion to determine what web
search engines they use most often.
Generative Strategy: Students will use one of the three search engines to locate information
about year round schooling. Students will write down their findings including pros and cons
for year round schooling. The transfer of training using the performance-based tasks will allow
students to practice searching for relevant information on a specific topic.

27

Differentiation: Students are assigned to one of three groups tiered by difficulty. All students are
working on the same task, but each group will use a different search engine to research the topic.
This provides multiple means of action and expression (Three principles of UDL, 2012).
Lesson 3: Dont forget to citegive credit where credit is due!
Objective 4: Cite textual evidence to support analysis of what the text explicitly says
Objective 4A: The student will define citing textual evidence and inference
Objective 4B: The student will answer the essay question provided using his/her opinion
or prior knowledge as well as draw inferences to the question
Objective 4C: The student will use evidence from the text to support his/her claim in the
essay
Initial Presentation: Students will respond to an online discussion about the importance of
citing textual evidence when writing an essay or a response to literature. They should discuss
why citing textual evidence will help the reader see his/her view point and how he/she will have
a stronger argument for the topic.
Generative Strategy: Using the information the students located in the previous lesson, students
will write a multi-paragraph essay on the following topic: Should schools be in session year
round? Write a persuasive essay defending your point of view. Cite textual evidence to support
your claim. Students will be able to provide his/her opinion and prior knowledge as well as
draw inferences to the topic. The student will cite textual evidence using the article he/she
located and evaluated in lesson 2.
Differentiation: Students will decide which online research article to use to complete the essay
topic. A list of sites will be given to struggling learners. This provides students with multiple
means of action and expression (Three principles of UDL, 2012).

28

References
Fadde, P.J., (2007). Instructional design for advanced learners: training recognition skills to
hasten expertise. Springer Science and Business Media B.V., 359-376.
Morrison, G.R., Ross, S.M., Kalman, H.K., Jerrold, E.K., (2013). Designing Effective
Instruction. New Bakersville: Laserwords Inc.
National Center on Universal Design for Learning (2012). Three principles of UDL. Retrieved
from http://www.udlcenter.org/aboutudl/whatisudl/3principles.

29

Part VII: Design of Instruction

Instructional
Strategies
Lesson 1:
The student will
determine appropriate
and accurate technology
tools.

Goals

Objectives

Identify and give an

Objective 1: The
example of four Internet student will identify
domain names.
types of Internet sites
based on their domain
names.
1A: The student will
define the following
domain names: .edu,
.gov., .com, .org.

UDL
The teacher will provide
a guide to determine
appropriate and accurate
technology tools to fit
students needs.

Mult
the d

This provides multiple

means of representation.

The s
asses

The teacher will provide

multiple examples of
websites in which student
can choose. He/she may
locate a website of
his/her choice.

Mult
quiz
Geor
bank
choic

Fill in
exam

1B: The student will

list the domain names
and an example of
each.

Determine if the
website is accurate and
appropriate.

1C: The student will

give examples of four
different websites
with the different
domain names.
Objective 2: The
student will determine
if the website is
accurate and
appropriate.
2A: The student will
define accurate and
appropriate.
2B: The student will
determine what makes
a website accurate and
appropriate.
2C: The student will

This provides multiple

means of action and
expression.

The s
asses

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Lesson 2:
The student will use
three web search
engines to locate
information.

Determine how to
appropriately use
various Internet search
engines and if the
content found is
accurate and
appropriate.

identify examples of
accurate and
appropriate websites.
Objective 3: The
student will use three
different search
engines.
3A: The student will
log onto the Internet
3B: The student will
click on a search
engine (google, bing,
Galileo).

Students are assigned to

one of three groups tiered
by difficulty. All students
are working on the same
task, but each group will
use a different search
engine to research the
topic.
This provides multiple
means of action and
expression.

3C: The student will

search for the given
topic.

Lesson 3:
The student will cite
textual evidence to
support analysis of what
the text explicitly says.

Use a research article

found online to
complete an essay topic
citing textual evidence
to support the students
opinion.

3D: The student will

determine if the
content is accurate and
appropriate.
Objective 4: Cite
textual evidence to
support analysis of
what the text explicitly
says

Students will decide

which online research
article to use to complete
the essay topic. A list of
sites will be given to
struggling learners.
4A: The student will
This provides students
define citing textual
with multiple means of
evidence and inference action and expression.
4B: The student will
answer the essay
question provided
using his/her opinion
and/or prior
knowledge as well as
draw inferences to the

Cite e
to de
appro

Citin
cited
essay
articl
locat
be de
rubri

The c
avail
must
check

Artic
the C
Asse
asses
stude
and q
from
stude
evide
answ
quest
rubri

The s
articl
the q

31

question
4C: The student will
use evidence from the
text (research) to
support his/her claim
in the essay

A rub
grade
Citin
the ta
grade

The r
avail
stude
essay

32

VIII: Formative Evaluation Plan

I will conduct a survey using GoogleDoc. The students will be able to complete the survey
anonymously and the results will be compiled into an Excel document. I will ask my colleague to
review my design as she also teaches 6th grade and is familiar with the content being addressed.
Survey Questions for Students:
Questions:
When Im in this class, I read the directions very carefully to understand what I
am required to do.

Answer:
Yes
No

I feel interested in the lessons for this class.

Yes

No

I feel excited by the work in this class.

Yes

No

I enjoy the work I do in this class.

Yes

No

I enjoy learning new things in this class.

Yes

No

When I read something for this class, I ask myself questions to make sure I
understand what it is about.

Yes

No

If I dont understand what I read for this class, I go back and read it over again.

Yes

No

The lessons are very clear and concise.

The lessons are easy to access and it is easy to submit my work online.
I learned a lot and enjoyed this online class.
Suggestions to improve this class:

Yes
Yes
Yes

No
No
No

Peer Review Evaluation:

The learning goals are clear.

Questions:

Answer:
Yes
No

Directions are clear and easy to understand.

Yes

No

Expectations are clear for daily assignments and rubrics are given when
necessary.

Yes

No

Students are given chances to show learning in various ways.

Yes

No

33

Standards are clear.

Yes

No

The UDL is well written and easy to access.

Students are given opportunities to ask questions when they do not understand
something.

Yes
Yes

No
No

The lessons are very clear and concise.

The lessons are easy to access and it is easy for students to submit work online.
Suggestions to improve this class:

Yes
Yes

No
No

GoogleDoc will allow the surveys and evaluation results to be compiled into an Excel document.
I will then be able to view the results and look at the data. I will analyze the data using
qualitative analysis to see what the impressions of the students are. When I analyze the data, I
will be able to see if there are common responses to questions. I will also look at the suggestions
made. At that time, I can make the necessary changes needed to make my plan a stronger and
more efficient one.