Assignment#2 Title: Selecting and Evaluating Print Digital Resources for Unit Plan

Assignment Description
You will be given directions for all steps of the unit that you will create as your final project for this course (see
description of course assignments). This will demonstrate your understanding of Information Literacy and its
connection to finding and evaluating appropriate digital and print resources for student learning. This is the
official assessment for the SED Program for these ISTE standards: 2a, 2c, 3d, 4a and these InTASC
standards: 3m, 4 f, 4g, 5k, 5 l, 5 n, 5 p, 8 g, 8 n, o, 9 f.

For each resource identify:

 The lexile level of the resource if it is a reading resource.

 Whether you would use it as a teacher “Read Aloud,” if it would be used in class with support
(cooperative learning and/or other strategies), or if students would read independently at home.
 Evaluate the resource:
o Who authored and published the material?
o Is this a reliable source for the resource?
o Is the author an expert? Credentials?
o What year? Is this the most recent information or is there a reason for using an older resource?
o Original purpose of the resource (inform, persuade, entertain)?
o Is there is bias? Is it appropriate to have a bias for this material (as in, does it fit the purpose of
the unit?)?
o Why is this material appropriate to the unit? For each, explain how this resource will help
students reach your planned objectives.

Required resources:

 Online resources: find at least two websites (organizational or educational websites, etc) that support your
unit (you must link to these sites) where you would send students to locate/gather information related to the
topic. These websites should be at two different lexile levels to accommodate/differentiate for student
reading levels.
 Two non-fiction/informational text journal articles, blogs, or newspaper articles (whether online, in a
database, or print) related to the topic at a level that students could read with support. Either attach as a
pdf or link to the article. These should be at two different lexile levels to accommodate/differentiate for
student reading levels.
 An online video that relates to the topic (YouTube? TeacherTube? Vimeo? BrainPop? Subject-specific
websites?).
 At least one children’s book related to the topic.
 At least two trade books (can be fiction, informational text, adult or young adult) related to the topic.

Ethical use – make sure that you follow all laws, regulations, and policies regarding access to and use of
information sources (i.e. always link to originals, always cite sources, etc).

To make sure you have all of the elements, follow this format:

Resource Lexile Author / Link to original or How will resource be Evaluation:

Publisher citation used in class (describe
whether it will be a Read
Aloud, collaborative
reading, independent
research, etc)
 Is this a reliable
source for the
resource?
 Is the author an
expert? Credentials?
 What year? Is this
the most recent
information or is
 there a reason for
using an older
resource?
 Original purpose of
the resource (inform,
persuade, entertain)?
 Is there is bias? Is it
appropriate to have a
bias for this material
(as in, does it fit the
purpose of the
unit?)?
 Why is this material
appropriate to the
unit? How this
resource will help
students reach your
planned objectives?
Website #1 Depends Depends on the https://www.google. This site will be used in The site offers a variety of
on the source com/url?sa=t&rct=j class for research for primary sources including,
Eye Witness
source &q=&esrc=s&sourc both their essay and letters, photos, and
History
e=web&cd=1&ved= project. Students can propaganda. As students chose
2ahUKEwjS_q- explore primary sources their leaders or time periods
I2ObeAhVIjFQKHf from the time period of they will use for the essay and
5JBGoQFjAAegQI their choice. project this site will serve as a
BBAC&url=http%3 useful tool to find first hand
A%2F%2Fwww.eye accounts and propaganda
witnesstohistory.co examples.
m%2F&usg=AOvV
aw1jhl3aKJS-
MOyhqSMQ93cc

Website #2 Depends Depends on the https://www.google. This site will be used in The New York Times offers up
on the article com/url?sa=t&rct=j class to research current to date and relevant articles
New York
article &q=&esrc=s&sourc events in feminism that about present day feminism.
Times
e=web&cd=5&ved= will be used as topics for Students can use this as a tool
2ahUKEwj1zavl2O discussion. to compare and contrast past
beAhVMzVQKHb_ and present.
CCVgQFjAEegQIC
BAB&url=http%3A
%2F%2Fwww.nyti
mes.com%2Ftopic
%2Fsubject%2Fwo
mens-
rights&usg=AOvVa
w1WI44hEZ-
4lugvbBkvOW3d

Informationa 1200-1300 Linda Nichols http://openscholarsh

l Text #1 ip.wustl.edu/cgi/vie
wcontent.cgi?filena
Feminism in
me=0&article=1029
"Waves":
&context=wgss&typ
Useful
e=additional
Metaphor or
Not?

Informationa 900-1,000 Smithsonian http://americanhisto This text will be viewed The Smithsonian article
l Text #2 National ry.si.edu/ in class. Teacher will includes a variety of images
Museum of read the passage to the geared towards involving
Women and
American students and then view women in the war. Students
the War
History and discuss the can discuss how this was an
propaganda images empowering time for women
shown. and how it sparked the
continuation of feminism .

Online Video John Green https://www.google. Students will view the Crash course history is a
com/url?sa=t&rct=j 14-minute video to get a reliable source because it is
Women’s
&q=&esrc=s&sourc quick overview of written and produced by
suffrage:
e=web&cd=1&cad= women’s suffrage. This Historians and experts on the
Crash
rja&uact=8&ved=2 will allow them to gain topic. The source provides an
Course U.S
ahUKEwjhwdyxzO background knowledge unbiased overview of
history
beAhWHB3wKHY of suffrage and the 19th Women’s suffrage.
LzByMQtwIwAHo amendment before
ECAoQAQ&url=htt reading Bring Out the
ps%3A%2F%2Fw Banners.
ww.youtube.com%2
Fwatch%3Fv%3DH
GEMscZE5dY&usg
=AOvVaw3YVwSK
kqNiy1qfs4AEHaJU

Children’s 400-500 Geoffrey Trease Geoffrey. Students will be divided Geoffrey Trease is a historical
book Trease /Walker Bring Out the into groups. Each group fiction author (reliable source).
Books Banners . Walker will read different Although the book is non-
Bring Out the
Books, 2013 chapters/letters from the fiction it discusses secret
Banners
book and then present meetings, police oppression
their findings to the and social upheaval that
class. suffragettes encountered. This
will allow students to reached
planned objectives through
reading and discussion of what
it was like to fight for votes.

Trade book 1500 Betty Friedan / Friedan, Betty. Excerpts will be read The source was published in
#1 W.W Norton The Feminine aloud in class or in 1963 and a feminist writes it
and Co. Mystique. New York groups. The whole novel from the time about the life of
The Feminine
:Norton, 1963. Print. will not be read be read a women. It gives a non-fiction
Mystique
however we will use it to first hand account on the
get and insight on the life second wave of feminism.
of a housewife, and what
media and advertising
was like during the late
1950s.

Trade book 600-700 Yezierska, Anzia. This novel will be read The author Anzia Yezierska
#2 Bread independently but was a feminist fiction author.
Givers: a discussed as bell work at Bread Givers is based on her
Bread Givers Novel. the start of each class. life as an immigrant in the
Persea
early 1900s and her struggle to
Books,
break free of her family and
2010.
societies expectation of women.
This will give students an
 insight on both the feminist
and the immigration
movement.

Rubric for Assignment #2: Selecting and Evaluating Print and Digital Resources for Unit Plan
(Information Literacy)

Element InTASC/ Exemplary (5) Highly Proficient Proficient Approaching Unsatisfactory

ISTE Proficient
(4) (3) (1)
Standards (2)

Access ISTE 2a, Locates reliable, Locates quality Locates needed Minimally Unsuccessful
Information 2c, 3d discipline- successful at at locating
information on a information on a
& all
specific information topic topic locating information on
required
from a needed the topic or
elements InTASC: from a variety of from a variety of
meets none of
(lexiles, etc) 3m; 4 f, variety of sources that sources. sources and meets information
the criteria.
4g; 5k, 5 l, exceed the required required criteria. that may leave
5 n, 5 p; 8 criteria. out some of
(10 points) g, 8 n, 8 o the required
criteria.

Evaluate ISTE 2a, Analyzes quality, Analyzes quality Analyzes Shows Shows no
2c, 3d information from minimal evidence of
information discipline-specific information from
evaluation
and various various sources to source
information from
assess of sources. evaluation
sources InTASC: various sources to assess
critically 3m; 4 f, accuracy, accuracy,
sources to assess
4g; 5k, 5 l, authority, bias,
accuracy, bias, authority, bias,
5 n, 5 p; 8 and
and timeliness
(5 points) g, 8 n, 8 o authority and
timeliness
timeliness

Rationale for ISTE 2a, An Thoroughly Adequate Minimally Little or no

relevance, 2c, 3d explains explanation of successful at relevance to
in-depth and
connection to relevance to relevance and connecting the unit topic and
thoughtful analysis of
objectives, integration with materials to little or no
topic and
and InTASC: relevance to topic and planned topics and connection to
advanced
integration of 3m; 4 f, demonstrates objectives for planned planned
integration with
resources 4g; 5k, 5 l, sophisticated each resource objectives. objectives.
planned objectives
5 n, 5 p; 8 integration to planned identified
for each resource
g, 8 n, 8 o objectives for each
identified
(5 points) resource identified

Use ISTE 4a Follows laws, Follows laws, Follows laws, Lacks Lacks
information regulations, regulations, regulations, adequate knowledge of
ethically and knowledge laws,
and institutional and institutional and institutional
legally InTASC:
policies policies policies of laws, regulations,
9f
regulations, and
regarding access to and regarding access regarding access
and
institutional
(5 points) use to and use to and use institutional policies
policies
of information of information of information regarding
resources resources resources regarding access to and
access to use
and demonstrates an and demonstrates and demonstrates
and/or
an an of information
understanding of
use of resources
understanding of understanding of
plagiarism information
and shows
plagiarism plagiarism
resources and evidence of
commits
willful
unintentional plagiarism.
plagiarism.