Sarah Jessie

Wiki Lesson Plan

LIT630
June 27, 2016
1.

Standards

CCSS.ELA-LITERACY.W.2.2
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to
develop points, and provide a concluding statement or section.
CCSS.ELA-LITERACY.W.2.7
Participate in shared research and writing projects (e.g., read a number of books on a single topic
to produce a report; record science observations).
CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or gather information from provided sources to answer a
question.
ISTE 3. Research and information fluency Students apply digital tools to gather, evaluate, and
use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media
d. Process data and report results
ISTE 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.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media
and formats
d. Contribute to project teams to produce original works or solve problems
KTS:
6.1 Uses available technology to design and plan instruction.
6.2 Uses available technology to implement instruction that facilitates student learning.
6.5 Demonstrates ethical and legal use of technology
ILA 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.
ILA 2.2 Candidates use appropriate and varied instructional approaches, including those that
develop word recognition, language comprehension, strategic knowledge, and readingwriting
connections.

ILA 5.1 Candidates design the physical environment to optimize students use of traditional print,
digital, and online resources in reading and writing instruction.
3.

Time needed to complete the assignment: 60 Minutes

4.

Materials (ex. Computers, handouts, etc.)

Previously completed groups notes

iPads
Mixed ability groups
Rubric
5.

Learning targets of the lesson

Students will be able to synthesize information gathered from shared research in order to write
and digitally publish an informational paragraph on a focused topic.
6.

Procedures of the assignment (Steps)

Background knowledge:
Prior to this lesson, students will have been put into mixed ability groups with preference
of a famous individual from history that made a positive impact on our world in some way.
Students have also had experience in shared research using the SEARCH framework for
essential internet searching skills (Henry, 2006). Students will have previously accessed the Wiki
page to post their focused research questions and to build familiarity with the Wiki framework.
In this lesson, students will publish their research digitally on the Wiki and provide feedback to
their peers.
Procedures:
Mini Lesson: Model synthesizing information gathered from research to write a stoplight
paragraph on the iPad/Wiki. Introduce students to the rubric being used to assess whether or not
the paragraph modeled in the mini-lesson is reaching the expectation. Students will assess
teacher created paragraph on the projects Wiki page, where a survey is listed. Students will have
collaborative conversations with the table on what score the paragraph should receive in each
criteria area using the provided sentence frames
I think the paragraph is _____ in this area because _______________.
I agree/disagree with __________ because _____________________.
Im wondering __________________________.
Why would you score it there? What evidence do you have from the writing?
The teacher will be walking the room and monitoring/scaffolding conversations.

Work Time: Students will write/type their paragraphs in Microsoft word. When they are prepared
to add it to the Wiki, they will open the Wiki and add it to the appropriate page. The teacher will
provide time at the end of the lesson (or the next day if necessary) for students to add picture and
finalize editing.
If students finish early, they are encourage to provide feedback through plus and deltas in
comments on group Wiki pages or collaborate with another teammate in typing/producing their
paragraph.
Reflection: Students will independently answer the reflection question on the Wiki through
Padlet. Question: What are the two most important things you have learned about the
informative writing process?

7.

How students will be assessed

Published informational paragraph using the provided rubric.

8.

Accommodations and modifications for students

Students are in mixed-ability groups to allow access to all research that was gathered on the
varying topics and to provide support to one another through the writing process. This is a shared
research project that encourages collaboration. Additionally, different strategies are being utilized
to reach varying learning styles. Students will have the opportunity to reflect independently and
small groups. Also, the classroom teacher will visit each group to clear up misconceptions. For
students who find it difficult to type their paragraph, they are encouraged to first write their
paragraph on a piece of paper and then type it once they have a written draft.