Kelly Wheatley

Mary Morgan
LITR 630
June 25, 2017

Wiki Lesson Plan

Context: I see this lesson plan as a continuation of the Fake News unit, which I
introduced with the online literacy lesson plan. In that lesson students received an
introduction as to WHY we must evaluate websites and the dangers of fake news,
and in this lesson, we begin to work through HOW to evaluate websites using Kathy
Schrocks 5 Ws of website evaluation.

Learning Target:

I can evaluate if a website is credible using the 5 Ws of website evaluation.

Time:

1-2 50-minute class period

Grade Level

11th grade ESL class (students who have had 1-3 years of English instruction
prior to this course)

Materials Needed:

Internet access through laptops or iPads (students can be partnered)

Activity located at: https://wheatleylitr630.wikispaces.com/Dasani+Lesson
Print out of Kathy Schrocks 5 Ws of website evaluation.
Anchor charts for the classroom with the 5 Ws to post and refer to during
the lesson and throughout the year.

Standards:

ISTE
3c. Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.

ILA
Element 5.1
Candidates design the physical environment to optimize students use of traditional
print, digital, and online resources in reading and writing instruction.
Kentucky Teacher Standard
6.1 Uses appropriate technology to design and plan instruction that supports and
extends learning of all students.

Procedure:
1. Students will be placed into reading groups of 2-3 students in mixed ability
groups so that high-level ELs may support students with lower language
proficiency.
2. Using iPads or laptops, students will access the Wiki site:
https://wheatleylitr630.wikispaces.com/Dasani+Lesson
3. Show facebook post about parasites in Dasani water (thats my real aunt who
posted that).
4. Have a quick whole class discussion about Dasani water. Has anyone see it?
Bought it? Teacher will show a bottle and move quickly into the lesson
(hoping that no students who know its a hoax spoils it).
5. Discuss what a parasite is using the photo on the wiki to explain. Supplement
with additional internet photos if necessary. Ask students what they know
about parasites and how they can hurt humans and animals.
6. Have students click on the link to read the article from prohealthytips.com
7. Students will then click on questions about the article within the wiki and
collaborate to answer. I purposefully made most of the questions Level 1
comprehension questions so the students could answer them quickly and to
see if they would focus on finding answers without evaluating the source at
all.
8. Discuss answers to the questions whole class. Focus particularly on question
5: Did the article persuade you not to drink the water? Why or why not?
9. Tell students the article is false. (We will discuss snopes.com in a future
lesson, but I dont want to teach that too soon or else Im afraid students will
only use that and not go through the 5 Ws problem-solving steps
themselves)
10. Click on to the evaluating websites lesson page.
11. Review Kathy Schrocks 5 Ws questions and give students a hardcopy of the
PDF to use.
12. Each group will be assigned one of the Ws to use to go back and evaluate the
proheathytips.com article through the perspective of a fact-checker.
13. Groups will publish their responses on their group wiki page under
Evaluating Websites lesson.
14. Groups will share out what information they could find and what information
they couldnt find to give a thumbs up or thumbs down vote.
15. Students will respond to the discussion question as their exit slip.

Accommodations:
 Grouping will be intentional so some ELs who need more support have a
partner with the same home language.
To make the reading more accessible, I chose a very short online article that
has enough high frequency words that most students will be able to make
sense of it. I will strategically choose groups to read with for additional
guided reading support.
For groups who struggle with the questions, Ill provide paragraph numbers
to help them focus their reading and not get overwhelmed.

Assessment:
I will review students individual responses to the online wiki discussion to
gauge depth of understanding and to see if they can identify the more
significant indicators that help us identify untrustworthy sites more quickly.