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Transcript of Destination: Information!
1.In what ways do people in the 21st century
identify and utilize informational text? 2.How and why do we identify the author’s purpose
in writing informational text? 3.Are all informational texts created equal? 4.What impact does informational text
have on our lives? So...let's get started with Stage One, shall we? Stage 1: Information Overload! During this stage students will sort through multiple texts - both online and in person - and sort and classify these texts in groups using their own Classfication Criteria. Hook: The Walk-Through Obviously this is not me...and I do not have THESE skills...but...imagine a walk-through of your TEXT day... I will get valuable pre-assessment done while informally
observing the students' sortin and classifying techniques... ...while students will show me their tech operations and
concepts skills and collaborate with their peers. Student tech skills assessed: internet browsing skills, google DOcs. Stage 2: Identify and Dissect! During this stage students will spend 8-10 days
delving into different kinds of informational text. "The Little Guys" - 1-2 days recipes, menus, invitations, brochures... ...the aim is to help students realize these are the
things we use the most in everyday life. Providing me a sense of how they work creatively and collaboratively,
what kind of digital citizens they are, and how they use their critical thinking skills. "Biographies" - 2-3 days Students will view and dissect both print and online
varieties of biographies and determine the multiple uses they have. Informal assessment: mini-bio on another fifth grader. "The Web" - 5 days Students will view and dissect various online sources
...including many they themselves go to the most. The hook: where do you go online? source: www.xkcd.com Students will learn searching techniques...how do you find
the website you're looking for and is it what you want? Students will learn about Media Literacy...know why your author is writing what you're reading before you "buy in"! Students will participate in a "Web Safari" where they weed through
both accurate and helpful sites as well as inaccurate and just plain dumb sites. Stage 3: Why Write That?!
Students will identify and understand why authors
write what they do by creating skits that show persuasion,
entertainment, and information. This is the hook. Students will learn about media literacy through
scrutinizing the WHY's of the texts they see... going to hoax websites...
...learning about hoax debunkers... ...and learning how to determine
what the author's motivation is. This will culminate in an informal journal entry
detailing how students view all resources NOW...
at the end of the unit. Grasps Assessment:
3rd Grader Look-Book G - "Your task is to create a user-friendly guide to informational texts students use. Your goal is to identify informational texts most commonly used by students and create a how-to-use guide students can easily navigate." - R/A - "You are part of a third grade teaching team and you want to make an easy-to-use guide to informational text for your students to study and learn from. You want it to be exciting and you want to include texts that they use in their lives outside of school. You don’t want to bore them!" 3 P's - "You will create a “Look Book” of different informational texts elementary-aged children encounter. You will give tips and handy-dandy references as to how to successfully navigate these resources and know if they are legitimate and helpful for what their needs. You will provide examples of each text so students will know what they are looking for. You may use any format you wish for this “Look Book” (paper, Glogster, Voicethread, etc) ; however, you will be graded on the ease of use of your look book. Included must be examples of: a website, a biography, an invitation, a menu, and one informational text of your choice (directions, etc)." S - "Many of your students are using informational text every day and they don’t even know it! A lot of your students are using the internet for research and you want to make sure that they are using the right sites. Students are seeking answers and don’t know where to look! Help them!" S - Rubric of awesome. In short: everyone wants valid, up-to-the minute, accurate information. we can get it if we know how to navigate the system...
After viewing samples in small groups and evaluating them,
groups will create their own using their self-created classification criteria.