Online Literacy Assignment

Lesson Plan
Aria Bailey
Bellarmine University

Lesson Plan
1.

Standards your lesson is addressing

International Literacy 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.
5.1 Candidates design the physical environment to optimize students use of traditional print,
digital, and online resources in reading and writing instruction.

International Society for Technology in Education

1. Creativity and innovation: Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology.
2. Communication and collaboration: Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual learning
and contribute to the learning of others.
3. Research and information fluency: Students apply digital tools to gather, evaluate, and use
information.
4. Critical thinking, problem solving, and decision making: Students use critical thinking skills to
plan and conduct research, manage projects, solve problems, and make informed decisions using
appropriate digital tools and resources.

Kentucky Teacher Standards

6.1 Uses 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.

Common Core Standards

CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
Locating CCRA.W.8
Gather relevant information from multiple print and digital sources

2.

Grade level

This lesson will be conducted with 3rd through 5th ESL students grouped according to reading
level.

3.

Time needed to complete the assignment

30 minutes for mini-lesson, up to 120 min. to carry out independent practice and create class
anchor chart.

4.

Materials (ex. Computers, handouts, etc.)

Smartboard
Computers for teacher and students
Webpages from website: litr630abailey.weebly.com
Software from http://www.readwritethink.org/classroom-resources/student-

interactives/creator-30846.html for creating KWL chart.

Software available at bubbl.us for note taking
Software available at gliffy.com for creating anchor chart

5.

Learning targets of the lesson

6.

I can use a search engine to find answers to my questions.

I can use keywords to create good search questions.
I can find search engine results that are just right for my reading level.

Procedures of the assignment (Steps)

1) Have students go to http://litr630abailey.weebly.com/online-literacy-assignment.html
2) Talk to students about what they already know about finding information online.
3) Create KWL chart with them on the smartboard using tool at
http://www.readwritethink.org/classroom-resources/student-interactives/creator30846.html
4) Introduce the task by saying: Today were going to learn how to use the internet to find
out about our favorite food. First youre going to turn and talk to the person next to you
about what his/her favorite food is. Youre going to take notes on what he/she says so
you can share it with the class. Ill go first!

5) Conduct interview using questions on the Turn & Talk webpage

(http://litr630abailey.weebly.com/turn--talk.html) and a simple bubbl.us diagram. Next
have students do the same with their partner.
6) As students share out, discover the questions to which they dont know the answer. From
these, students will pick one question they would like to find the answer to.
7) Introduce the idea of a search engine. Who knows how we can find these answers? We
can use whats called a search engine to look for the answers to our questions.
My favorite search engine is KidRex.org. Has anyone heard of KidRex.org? KidRex is
my favorite so thats what were going to use today.
Lets go ahead and click on the KidRex.org link in this page.
Who can tell me how we use this page?
Yes, we put our cursor in this box and type in our question. (Student), what was the
question you wanted to find an answer to? (e.g., What country does it come from?)
8) Discuss the importance of using specific language in search terms: Should I just type,
What country does it come from?
Lets see what we find. (Have students read entries) Do you think we might find our
answer here? Why/Why not?
So what words do we need to change in our question?
Lets try What country does pizza come from? Lets read these entries and see if they
might have our answer. Do you think so? Why/Why not?
Lets try another. (Student), what question do you want to find the answer to?

Repeat process with one to two more students. Discuss the wording we had to use to find
answers. Focus on using specific rather than general words.
9) Create a flow chart through class discussion for use as an anchor chart in future web
searches.
7.

How students will be assessed

Students will be assessed with an exit slip in which they write down what they learned
and what they would like to learn more about in a future lesson. This information will be
used for determining next steps in teaching.

8.

Accommodations and modifications for students

Language throughout the lesson is kept simple and concise to accommodate ELLs.
Writing is done collaboratively with teacher support. Reading done by teacher when
necessary based on students reading levels.