Jessica Holtzman-Rich

Online Reading Lesson

I. Standards:
A. International Reading Association Standards
1.2, Candidates understand the historically shared knowledge of the profession
and changes over time in the perceptions of reading and writing development,
processes, and components.
2.2, Candidates use appropriate and varied instructional approaches, including
those that develop word recognition, language comprehension, strategic
knowledge, and reading-writing connections.
2.3, Candidates use a wide range of texts (e.g., narrative, expository, and poetry)
from traditional print, digital, and online resources.
4.2, Candidates use a literacy curriculum and engage in instructional practices
that positively impact students' knowledge, beliefs, and engagement with the
features of diversity.
B. National Educational Technology Standards for Students
2a, Interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media;
3c, Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media;
4c, Collect and analyze data to identify solutions and/or make informed decisions.
C. Kentucky Teacher Standard 6: The teacher demonstrates the implementation on
technology and uses it to support instruction; access and manipulate data; enhance
professional growth and productivity; communicate with colleagues, parents and the
community; and conduct research.
6.,1Uses available technology to design and plan instruction;
6.2, Uses available technology to implement instruction that facilitates student
learning;
6.3, Integrates student use of available technology into instruction.
D. Common Core State Standards
Reading: Integrate and evaluate content presented in diverse formats and media,
including visually and quantitatively, as well as in words.
Writing: Use technology, including the Internet, to produce and publish writing
and to interact and collaborate with others, and Gather relevant information from
multiple print and digital sources, assess the credibility and accuracy of each
source, and integrate the information while avoiding plagiarism.
Speaking and Listening: Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.

II. Grade Level: 5th grade

III. Time needed: two 70-minute class periods
IV. Materials: student journals, chrome books (one per student)
V. Learning Target (for student):
I (the student) can

determine the difference between fact and opinion on a website;

provide evidence to support whether each website is factual or opinionated;
determine an authors purpose; and
support his/her opinion with research

VI. Procedures:
A. Prior to todays lesson the students will have already done the following:

learned the definitions of fact, opinion and authors purpose

identified factual and opinionated characteristics in traditional print text
determined the authors purpose using traditional print text
supported their personal opinions about characters, conflicts, and themes with
relevant quotes from community novel
completed previous Weebly assignments and know the procedure/routine for
doing so

B. At the start of class, manager will pass out chrome book, and assistant manager will
pass out composition notebooks. The teacher will instruct them to log in to the class
Weebly page, and follow the instructions on the Weebly page.
1. On day one of the lesson, students will complete steps 1, 2, and 3 of the
Weebly assignment.
2. On day two of the lesson, students will complete steps 4, 5, and 6 of the
Weebly assignment.
C. Ten minutes before the end of each lesson, students will be instructed to log off, and
managers will recollect journals and chrome books.
D. On the third day, students/table groups will come back together as a whole group to do
the following:

share/read journal entries (Which one is better and why?)

view survey and poll results (Does anything surprise you?)
read info gathered/shared on google docs (Which quotes were most helpful, and
why?)

discuss each website (How helpful is each one? When would each one be most
useful?)

VI. How student will be assessed:

anecdotal records of teacher observations

participation in small and large group discussions
information posted on google.doc
quality of second journal entry (Was opinion supported with relevant quotes and
sufficient support?)
student self-assessments /self-monitoring and reflections

IX. Accommodations and modifications:

Students will be in mixed ability groups.

Based on individual student learning plans, some students will answer journal
questions orally, receive a hardcopy of the homepage of each website and notes,
and have extended time.

What will be on the google doc:

Back up your opinion with good proof!

Group Member 1:
Group Member 2: Group Member 3: Group Member 4:
________________ _______________ _______________ _______________
Most
against
Most
neutral
Biggest
supporter