Web Evaluation

GRADE: 6TH
LIBRARY CONTEXT:
Combination
COLLABORATION CONTINUUM:
Limited
CONTENT TOPIC:
Biography
Standards for the 21st-Century Learner Goals
Skills Indicator(s): 1.1.5 Evaluate information found in selected sources on the basis of accuracy,
validity, appropriateness for needs, importance, and social and cultural context.
Benchmark(s): The following will be used to check for understanding:
Homework assignments
Ticket out the door
Informal assessment (Thumbs up or Thumbs down)
Dispositions Indicator(s): 1.2.4 Maintain a critical stance by questioning the validity and accuracy of
all information.
Responsibilities Indicator(s): 4.3.2 Recognize that resources are created for a variety of purposes.
Self-Assessment Strategies Indicator(s): 1.4.1 Monitor own information-seeking processes for
effectiveness and progress, and adapt as necessary
SCENARIO: The 6th grade students will go to the media center for 30 minutes once a week to work on
library, research, and technology skills. The students will work on the following skills:
Dewey Decimal System
Reference sources (both print and electronic)
Plagiarism
Web evaluation
The ELA teacher has assigned a research project about a person and would like the students to cite a
variety of sources for the project, including a web site. The ELA teacher has requested that the school
librarian teach a series of lessons during the weekly skills class on web evaluation in preparation for the
project.
CONNECTION TO LOCAL OR STATE STANDARDS
ELACC6W1: Write arguments to support claims with clear reasons and relevant evidence.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and
demonstrating an understanding of the topic or text.
ELACC6W8: Gather relevant information from multiple print and digital sources; assess the credibility
of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism
and providing basic bibliographic information for sources.
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ELACC6W9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grade 6 Reading standards to literature (e.g., Compare and contrast texts in different
forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their
approaches to similar themes and topics).
ELACC6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and
expressing their own clearly.
a. Come to discussions prepared having read or studied required material; explicitly draw on
that preparation by referring to evidence on the topic, text, or issue to probe and reflect on
ideas under discussion.
ELACC6SL2: Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
READING COMPREHENSION STRATEGY:
Using sensory images- the students will read, view, and listen for information presented in any
format.
Questioning- the students will find, evaluate, and select appropriate sources to answer questions.
Synthesizing- the students will make sense of information gathered from diverse sources by
identifying misconceptions.
LESSON OBJECTIVES:
Students will draw evidence from both print and electronic sources.
Students will discuss their information in groups
Students will interpret information from both print and electronic sources.
Students will use web 2.0 tool Podomatic.

OVERVIEW:
As part of the 6th grade ELA Research Unit, students research a person who has made a significant
contribution to society. A variety of sources are required including a web site, which should be
evaluated. Essential questions for this lesson are:
How do I evaluate a website based on credibility, accuracy, reliability, relevance, date, sources
behind text and scope and purpose?
What significant contribution has this person made to society and how has it affected me?
What similarities and differences do I have with this person?

FINAL PRODUCT:
Multi-media presentation of essay with a works cited slide in MLA format.
LIBRARY LESSON(S):
Students will use the presentation Web 2.0 tool, Podomatic to create a well-organized and creative
presentation using voice recordings, pictures, and animation.
ESTIMATED LESSON TIME:
120 minutes
ASSESSMENT
Product: The ELA teacher, media specialist, and students will use a rubric which was created by
the ELA teacher essay with a teacher-created rubric to evaluate the presentation.
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 Process: Students fill out an evaluation sheet for each web site they look at. Using the
evaluation sheets, they choose the web site that is the best one to find information on their topic.
The school librarian looks at each web evaluation form to determine whether the student
accepted or rejected the correct web sites based on each of the criteria on the sheet. The students
will defend their choice using the information from the evaluation sheet. Students will also
organize their gathered information. They will then create a sketch in order to visually organize
the material. Students will finally compile the information on their given person using
Podomatic.
Student self-questioning: Where can I find the best sources of information for my research
project? Which slide will I insert this image? Am I speaking clearly enough through the
microphone during recording.
INSTRUCTIONAL PLAN
Resources students will use:
Webpages
Multimedia learning objects
http://uploads.podomatic.com/minicast/publish
http://www.flocabulary.com/source-evaluation/
Music/sound clips, pictures
Smart Board
Projector
Computers
Instruction/activities:
Direct instruction: The librarian will lead the discussion about web evaluation using the
following web site presentation http://www.flocabulary.com/source-evaluation/ The librarian
will guide the class on a discussion about resources and sites credibility, accuracy, reliability,
relevance, date, sources behind text and scope and purpose.
Modeling and guided practice: The media specialist and the ELA teacher will collaborate and
create an exemplar that is almost complete. In the review of Podomatic, the media specialist will
add the finishing touches to the model presentation.
Independent practice: Student pairs will go to the flocabulary site and evaluate the web sites
using the web evaluation sheet. Students will then create their Podomatic.
Sharing and reflecting: At the end of the presentation students will reflect by answering the
following questions:
o How have I organized the presentation to make my major points and present accurate
information?
o How have I contributed to the learning of others?
o How did I draw evidence from both print and electronic sour draw evidence from both
print and electronic sources?
Students will use the rubric provided to them to evaluate themselves before they present their
Podomatic slide show to the class.
Strategies for Differentiation:
o Allow students to use the flocabulary site to reference while researching and evaluating
sites.
o Shorten the number of questions on the evaluation sheets.

Digital Essay : Web Evaluation and Research

Teacher Name: Mrs. Vickers and Mrs.
Bowen
Student Name:
CATEGORY
Point of View Purpose

________________________________________
3
Establishes a
purpose early on
and maintains focus
for most of the
presentation.
Voice quality is clear
Voice quality is clear
and consistently
and consistently
audible throughout the audible throughout
presentation.
the majority (8595%) of the
presentation.
Uses a conversational
Uses a
style throughout.
conversational style
the majority (8595%)of the time
All of the music is
Most (over half) of
original.
the music is original.

2
There are a few
lapses in focus, but
the purpose is fairly
clear.

1
It is difficult to
figure out the
purpose of the
presentation.

Voice quality is clear

and consistently
audible through some
(70-84%)of the
presentation.

Voice quality
needs more
attention.

Uses a conversational
style most (70-84%)
of the time.

Presentation style
is primarily
monologue.

Some of the music is

original.

None of the
music is original.

Soundtrack Emotion

Music stirs a rich

emotional response
that matches the story
line well.

Music stirs a rich

emotional response
that somewhat
matches the story
line.

Music is ok, and not

distracting, but it
does not add much to
the story.

Music is
distracting,
inappropriate, OR
was not used.

Images

Images create a
distinct atmosphere or
tone that matches
different parts of the
story. The images may
communicate
symbolism and/or
metaphors.
Length of presentation
was 4 minutes.

Images create an
atmosphere or tone
that matches some
parts of the story.
The images may
communicate
symbolism and/or
metaphors.
Length of
presentation was 3
minutes.

An attempt was made

to use images to
create an
atmosphere/tone but
it needed more work.
Image choice is
logical.

Little or no
attempt to use
images to create
an appropriate
atmosphere/tone
.

Length of
presentation was 2
minutes.

Grammar and usage

were correct (for the
dialect chosen) and
contributed to clarity,
style and character

Grammar and usage

were typically
correct (for the
dialect chosen) and
errors did not

Grammar and usage

were typically correct
but errors detracted
from story.

Presentation was
less than 2
minutes long OR
more than 4
minutes.
Repeated errors
in grammar and
usage distracted
greatly from the
story.

Voice Consistency

Voice Conversational
Style
Soundtrack Originality

Duration of
Presentation

Grammar

4
Establishes a purpose
early on and maintains
a clear focus
throughout.

development.

detract from the

story.

Biography Graphic Organizer

Early Life

Adult Life

Name
Accomplishments

Impact on Society

Link to student website evaluation from flocabulary- Web Evaluation Sheet