Brandi+Janzen+Language+Arts+6+Poetry+Brochure

Editor: Whitney Jones- Purple Length of Lesson:** 7- 40 min. classes **1)** English Language Arts Program of Studies **2)** ICT Program of Studies **3)** A to Z Teacher Stuff for Teachers Website  **4)** ICT Illustrative Examples Database  **5)** Poetry for Kids Website  **6)** Poetry Archive- W.B. Yeats: Poems Website [] • List of poems and authors as possible research topics • Computers for all students • Whiteboard/SmartBoard • Website Evaluation Handout • Computer Program including a Brochure Format option • Stock paper for handwritten brochures //Class 1: **Discuss Effective Research Strategies**// **(40 min.)** **1)** How many people like treasure hunts? Do you find them frustrating when you can’t find what you are looking for? What would you think if I said that research is like a treasure hunt? Today and next class we are going to explore this idea of research as a treasure hunt a little more by looking at some effective research strategies and at how to determine how accurate and reliable a website is. **(5 min.)** **1) Think Pair Share:** When I say ‘Effective Research Strategies,’ what do you think of? -have students write responses down in 1 min. and then share with their neighbours for 1 min. After partners share have students volunteer some of their answers to whole class **(5 min.)** -Why are effective research strategies important? · Get valid, reliable information · Find desired information more quickly **(5 min.)** - First we need to make sure that the problem we are researching is well defined. In other words, we must understand exactly what the information we want to find is. · **Example on Board:** You have just discovered a new band that you really like and want to see if they will be performing any concerts near your town. What is the problem you are trying to solve? What information must you have to solve that problem? What information is not necessary but would be helpful in your search? - Once we have clearly defined the problem, we need to figure out all of the key terms that describe our desired information. These are the terms that we will put into the **search bar** on a search engine webpage or the words that we will look up in the index of the book that we decide to use. - Mention that it is beneficial to think of as many key words as possible so that your search will come up with sites that use a variety of different words to refer to your topic. Explain how a thesaurus can help with this. · **Example on Board:** Using the band example again, what are the key words you would use to solve that problem? - We usually put single keywords that do not make a complete sentence into the search bar. The search engine then looks for pages that include at least one of the words; not necessarily all of them or in the order that we have typed them. Explain what a phrase is and why it is useful · 2+ words with quotation marks around them that the search engine will look for as a set · A combination of many phrases and single key words will help make your search more specific with fewer results. Perhaps doing some pre-research yourself for a band that will be traveling locally would help to enhance knowledge of this topic. What I mean is I think this is a great idea, but could be a stronger link if you were able to complete an actual search in the manner on the Smartboard with the students. Might be interesting to also show an example of when incorrect searching can lead to disappointment-- in this case, thinking a favourite band is coming when it is really not!!
 * Abstract:** This lesson concludes a unit of studying poetry and literary devices. It requires the students to look up information about a poem and its author with only the title of the poem and the author's name provided by the teacher. This lesson emphasizes the use of effective research strategies and of evaluating the accuracy of a website's information by teaching the students how to do these things, giving them the opportunity to practice them in a group environment, and then having the students go out and apply these skills in a practical situation by completing the poetry brochure assignment.
 * [|Int and Ed Website Reliability Assignment.doc] [|Int and Ed Lesson Poem and Author List.doc]
 * English Language Arts GLO:** Students will listen, speak, read, write, view and represent to manage ideas and information.
 * English Language Arts SLOs:** //Students will://
 * 1)** Locate information to answer research questions, using a variety of sources, such as printed texts, bulletin boards, biographies, art, music, community resource people, CDROMs, and the internet.
 * 2)** Skim, scan and read closely to gather information.
 * 3)** Evaluate the congruency between gathered information and research purpose and focus, using pre-established criteria.
 * ICT GLOs:** //Students will://
 * 1)** Access, use, and communicate information from a variety of technologies.
 * 2)** Critically assess information accessed through the use of a variety of technologies.
 * 3)** Demonstrate an understanding of the nature of technology.
 * 4)** Demonstrate a moral and ethical approach to the use of technology.
 * ICT SLOs:** //Students will://
 * 1)** Access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs).
 * 2)** Identify and distinguish points of view expressed in electronic sources on a particular topic.
 * 3)** Recognize that information serves different purposes and that data from electronic sources may need to be verified to determine accuracy or relevance for the purpose used.
 * 4)** Apply terminology appropriate to the technologies being used at this division level.
 * 5)** Comply with the acceptable use policy of the school and school authority for Internet and networked services, including software licensing agreements
 * Learning Objectives:** //Students will://
 * 1)** Create a brochure about a given author, poem and the literary devices used in that poem.
 * 2)** Recognize and use effective search skills to find author and poem information using the Internet.
 * 3)** Identify features that make a website reliable and appropriate for use in a school assignment.
 * Resources Consulted: **
 * Materials: **
 * Introduction: (5 min.) **
 * Body (30 min.) **
 * 2)** How can we research effectively?

What are some phrases that would be beneficial in our band concert search? - Another important aspect of research is choosing the best research tools. · For some types of searches books, academic journals and other materials published by scholars are best because the information in them is more likely reliable and based on fact and thorough research and not so much on personal opinion. · In searches for other types of information magazines and newspapers may be better because they express how the public is thinking and feeling about a topic more effectively. · The internet may be better in other searches because the information is likely more up-to-date than the information in a book because it takes so long to get books published. What do you think the best research tool would be to find out when and where our new favourite band is playing? - Once you have completed your search and found some good websites, you are not limited to using only the websites that the search engine you looked in returned. When you open sites that you found they may include links to other websites about the same topic, which can often be very helpful in getting the information you want without having to search and find those linked websites yourself. Can you think of any websites that may be linked from websites we find in our search? //Class 2: **Determining Usefulness of Websites**// **(40 min.)** Today we are going to take that knowledge a step further and look at how to evaluate whether the sites that we find in a search are reliable and accurate. **(6 min.)** **1)** It can be very difficult to tell whether a site is accurate or reliable just by looking at it, but knowing a few specific things to look for on the site can make the task much easier. - A key thing to look for is who the author is. · Suggests any biases site may contain (a drug company will likely say that a particular drug is really good if they sell it, etc.) ·  Shows whether the information is credible or based more on personal opinion (is the site written by a professor, research company, organization devoted to a particular cause or topic, or a person who has an interest in the topic but has no formal training or experience in it) If it is a wiki site where anyone can edit the information, do you think the information would be more reliable or less reliable? - Any biases that the website may be promoting/based on. <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Author helps identify this (biases author may have, such as a drug company, are likely portrayed in the information on the website) <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· If the website is trying to sell something (it will likely make all of its products look really good, whether they are or not) <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Is the website based on contributors’ personal opinions or contributions that must be based on fact and supported with evidence? (Peer reviewed?) <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Non-profit organizations trying to gain support and convince others of their position. - Although they may seem absolutely irrelevant, the date a website was produced and the last time it was edited are also helpful in identifying the website’s reliability. <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Shows how regularly the information is being updated (so you know the information is accurate for today and not just 10 years ago) <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· If it was produced in July 2008 and has never been updated, the information is still likely more accurate and reliable than if the website was produced in January 1990 and has never been updated. Still a good idea to check the July 2008 information against another source to be sure of its accurateness though. -The website’s actual URL can give hints about credibility <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· If the URL ends with “.gov” “.org” “.edu” they are likely reliable because have been produced by government, a professional organization, or an educational institution. <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· If URL ends with “.ca” “.com,” etc. then anyone in Canada or the world could have made them, so this does not give much suggestion about the website’s credibility. -Although they may not help in determining the credibility or reliability of a website, the title of the webpage and the short description of it that search engines provide can be helpful in deciding whether the webpage is actually applicable to your topic or not. **(20 min.) <span style="color: rgb(128, 0, 128);">Perhaps doing this portion of the assignment as a think-pair-share would be effective? Or as a small group discussion? My reasoning behind that would be that I think the students by grade 6 already know a lot of this stuff. ** //Class 3: **Introduce Poetry Assignment**// **(40 min.)** **1)** –Remind students of Treasure Hunt idea introduced at the beginning of this unit and that it will help us put our new researching skills to work. Explain poetry treasure hunt activity <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Each student will make a brochure about a poet and one of his/her poems <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">·  I have a list of the titles of the poems and their author; that is all the information I will give the students to start with. *see list attached* <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">·  The students will have to research, using the Internet, to find an accurate copy of the poem, biographical information such as birthplace/date, death place/date, interesting life details, etc. of the author, and will need to identify the literary devices we have already studied that are used in the poem. <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· All of this information will be compiled into a brochure with three sections (one for each topic); the brochure must include a picture of the author and at least one other graphic and can be created either on a software program with a brochure format or be written out neatly by hand. **(20 min.)** - Ask for questions about assignment. Review names and definitions of literary devices studied (alliteration, simile, metaphor, imagery, couplets, free verse, etc.) - Have students pick the author/poem they will research. End class by telling students to go directly to the computer lab for the next class so that they can begin researching. **(5 min.)** //Class 4-5: **Research Poems and Authors**// **(2-40 min)** - Explain that students will have all of this class and next class to research, but if they finish early they can start working on putting their brochure together. Ask for any questions before letting students start **(5 min.)** - Mingle around class while students work. End class by telling students to come directly to the computer lab for the next class. //Class 6: **Create Poetry Brochures**// **(40 min.)** <span style="font-family: 'Times New Roman', Times, serif; color: rgb(0, 0, 0);">- Mingle while students work to help keep them on task and answer any questions that they might have. End class by reminding students that they should go back to the regular classroom for next class. <span style="color: rgb(128, 0, 128);"> I think you need to include some time here to show the students how to use the brochure software before getting started. Also, I would suggest that likely 1 period for them to put this together may be pushing it!! Perhaps 2 periods would be more adequate? //Class 7: **Closure of Poetry Brochure Activity**// **(40 min.)** <span style="color: rgb(128, 0, 128);">What if everyone wants to share?! ** **1)** I’d like to do a review of this activity to help us all get its main features firmly in our minds. Can I have a few volunteers to tell us one of the main parts of this assignment? <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">·  Effective Research Strategies <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">·  Evaluating Website Reliability, Accuracy and Usefulness <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">·  Review of literary devices already learned <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">·  Getting to know more poetry and about the authors of the poems - Let’s quickly review what the effective research strategies and website evaluating tips are that we learned about. Did anyone come up with other strategies or tips of their own? What were some of the successes that you had or benefits you found from using the effective research strategies we learned about? What were some difficulties? What were some of your struggles with evaluating the reliability or credibility of a website? Did you find it surprising that so many famous poets use the literary devices we learned about? Did you learn anything new about the literary devices we learned about or others from your poetry research? What were some of the things that you learned about poetry through this exercise? About poets? About the specific poems that you each researched? What did you like about the assignment? What did you dislike? What would have made it better? Is there anything else anyone would like to comment on about this assignment? **1)** With this activity we have finished the poetry unit, but next class we are going to start looking at the book we will be doing a novel study on for the next few weeks. We are going to look at the author’s biography, a summary of the book and a brief introduction to some of the main characters. Expert Researcher and Evaluator || 4 Amateur Researcher and Evaluator || 3 Apprentice Researcher and Evaluator || 2 Potential to become a Good Researcher and Evaluator || 1 Little Effort Given to show Ability to Research or Evaluate || careful research was done, all information was accurate || It is evident that much research was done, all but one or two pieces of information were accurate || It is evident that some research was done, two or three pieces of information were inaccurate || It is evident not much research was done, several accuracy mistakes were made || It is evident that little or no research was done, most information provided was inaccurate || biographical information about author, correct literary devices were identified || Correct poem included, most biographical information about the author is correct, correct literary devices were identified || Correct poem included, most biographical information is correct, most literary devices were identified correctly || Correct poem included, some biographical information correct, some literary devices were identified correctly || Correct poem not included, few biographical details were correct, few literary devices were identified correctly || information divided into logical and clearly defined categories, information was relevant and interesting, graphics were appealing and relevant to the information they accompanied || Had a good balance of graphics and text, neat, information was divided into logical categories, most information was relevant and interesting, most graphics were relevant to the information they accompanied || Balance between graphics and text was acceptable, neat, information divided into logical categories, most information relevant and interesting, graphics were relevant to the information they accompanied || Some Balance between graphics and text was present, fairly neat, information was divided into non-logical categories, some information was revelant, graphics were not included || Little balance between graphics and text, not very neat, information not divided into any categories, information mostly irrelevant, graphics not included || additional graphic, engaging biographical information about author, copy of correct poem || Picture of author, no additional graphic, some engaging biographical information about author, copy of correct poem || Picture of author, little biographical information about author, copy of correct poem || No graphics included, little biographical information, copy of correct poem || No graphics included, little background information, incorrect copy of poem || <span style="color: rgb(128, 0, 128);">Brandi, I really like your series of lessons. I think you very clearly address the ideas of web awareness and successful research that are required by this assignment. Nice job!
 * Note:** Correct spelling is very important!
 * Introduction:** Last class we discussed how to do an effective search, let’s review what we learned.
 * Body: (30 min.) **
 * 2)** As a class, complete the website evaluation activity *see outline attached* **(10 min.)**
 * Introduction:** Over the last two classes we have been looking at how to do effective research and then decide how reliable our internet sources are. To review, I want everyone to take out a piece of paper and when I say “go,” I want everyone to write as many of the effective research strategies and the aspects that can show a website’s credibility that they can remember, in two minutes. After the two minutes are up, we will go over them as a class to make sure everyone remembers them all. **(6 min.)**
 * Body: (30 min.) **
 * Introduction:** -Remind students of appropriate computer room behaviour and to use the effective research and evaluation strategies that we discussed in class
 * -Remind students in Class 5 that this is their last chance to do research in class and that they will have to complete any that is left for homework
 * Body: (35 min.) **
 * Introduction:** - Remind students that they should be finished researching and are to work on putting their brochure together; anything not finished in this class will be homework because the brochure is due next class. Ask for any questions before the students start. **(3 min.)**
 * Body: (37 min.) **
 * Introduction:** Everyone should be finished your poetry brochures now. Would anyone like to share your brochure with the class? **(5-10 min.)
 * Body: (25-30 min.) **
 * Closure: (5 min.) **
 * Assessment Methods: Ruberic to Evaluate Brochure **
 * Criteria || 5
 * Research || It is evident that thorough and
 * Accuracy of Information || Correct poem included, accurate
 * Brochure Presentation || Had good balance of graphics and text, neat,
 * Necessary Information Included: || Picture of author, at least one

I also really like your rubric! It is very clearly detailed and there is no doubt in my mind what you will be looking for when marking this assignment.

As a possible extension, we have discussed in the discussion forums the pride that our students can take in Internet publishing. Perhaps as a final step, the students could create a website to showcase their brochure. This would create a place where all students could do to look at each others work. This would help to save time if everyone was excited about their brochure and wanted to share in front of the class. It could also open the discussion about credibility as well; if other students were researching poetry and came across the sites our students have just made, would they take it as a credible source? What could they do as publishers to make their site look my credible to the outsider?

Since all the brochures would be available online, another possible extension could be that the students would look at one of their peers brochures online and look at the references their peers used, and perhaps comment on whether or not they think their peers have conduced successful research.

Overall, great job! I did PS2 in a grade 6 classroom, and I could totally see my students getting a kick out of this assignment!!