MAED Capstone EDU 695 Ethel Stanford Instructor Kathleen Lunsford December 6, 2014

MAED Capstone Title | Holocaust Web Quest: Evaluation and Citations | Grade | Level: 7 | Type of Lesson: | Flexible Collaboration Continuum | Area Topic | Moderate Content Area: Language Arts Content Topic: Diary of Anne Frank Unit | Standards for the 21st-Century Learner | | Skills Indicator(s): | 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context. | Responsibilities Indicator(s): | 11.3.1 Respect copyright/intellectual property rights of creators and producers. | Dispositions Indicator(s): | 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information | Self-Assessment Strategies Indicator(s): | 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. | Scenario: | In two sessions, this lesson is designed to teach students how to evaluate and cite information gathered from web sites related to the study of the Holocaust. The lesson reinforces the concept that not all resources are reliable and useful and that all sources must be cited to avoid plagiarism. The lesson is part of a language arts unit on The Diary of Anne Frank, and it teaches research standards as they are imbedded in the literature content. The teacher will be responsible for teaching excerpts from the diary, stressing literary devices and historical value. The library media specialist will model how to evaluate a web site related to the study and cite information from that web site. Students will then practice their evaluation skills, gather information using suggested web sites, cite their sources, and relate the information to background and setting of The Diary of Anne Frank. The teacher will follow up with a virtual tour of the Anne Frank House online. (http://www.annefrank.org/en/Subsites/Home/) | Overview | As part of a unit on the Holocaust and their reading of The Diary of Anne Frank, students will learn how to evaluate internet sources; record information, including quotes and images; and provide formal citations. Students will be able to answer the following questions. Are selected internet sources reliable and useful? How do I cite sources in a formal, universally recognized format? How is the information related to The Diary of Anne Frank's setting? They also can judge the reliability of information you find on the Internet. | Final Product: | Two electronic worksheets: one for evaluation and citation and one for the Holocaust web. I can also provide a rubric as a guide of what is expected. | Library Lesson: | Students will learn how to evaluate internet sources for reliability and how to cite information properly, in the MLA format, using the reference tools provided in Microsoft Word. They are also shown how to do references manually in Microsoft Words. | Estimated Lesson Time | 120 minutes | Assessment | | Product: | Students with a Face Book sheet for each person featured in Anne Frank's diary, and students will fill out responses to questions about each person. The teacher will grade the pages for completeness and will look for an understanding of how the time, place, and the historical context influenced the actions of people living in the Secret Annex and working in the office building. Students will complete and turn in the Face Book pages to their language arts teacher after the library lesson. | Process: | On the Face Book pages, students will provide information about each person's age, profession, personality traits and actions (as observed by Anne), and what motivated each person to behave as he or she did. Included in the list of people, are those who hid and protected the Frank family and others in the Secret Annex. As part of the overall lesson, students will visit web sites featuring information on the Holocaust, especially on death camps and how some prisoners survived. This is the library research lesson. The background research will help students understand why it was necessary for the Franks and others to hide as well as why Otto Frank's colleagues were willing to hide them. Studying the setting will enable students to understand the underlying tone in the diary, the fear everyone felt and how it influenced what people said and did. Maybe send instruction home the day before on PowerPoints so they can practice before with parents. | Student self-questioning | : Students will ask questions such as: "Are these web sites reliable as long as the answers to the five W questions are acceptable?" "How do I properly cite quotes, images, paraphrased passages, and interviews using reference tools in Microsoft Word?" "Why did Anne Frank's family and others have to hide?" "Why were Mr. Frank's colleagues willing to hide the family and others while risking their own lives?" | Instructional Plan | Resources students will use | Interactive Resource (i.e. webpages, multimedia learning objects, chat services) Software Text (books, letters, poems, newspapers, etc.) Interactive Resource URL: http://iwitness.usc.edu/SFI/ | Resources instructor will use | Projector Laptop White board Smart board | Instruction/Activities: | Direct instruction: | The library media specialist will explain what each of the five W questions mean when applying them to the evaluation of web sites. Students will evaluate the IWitness web site using the 5 W method, asking who, what, when, where, and why? The library media specialist and students will discuss and come to a consensus on the reliability of the IWitness web site. | Modeling and guided practice | The library media specialist will post a research and a web quest worksheet on the school library web page to make electronic copies accessible. In the library, students will fill in the research worksheet at their computers as the library media specialist models the process using a projected image of the worksheet on a screen. The library media specialist will demonstrate exactly how students can find the reference tools in the Microsoft Word software and fill out each prompt accurately to create formal citations. In Microsoft Word, under the "References" tab, students will choose the proper style of citation, such as MLA Seventh Edition. The library media specialist will model and ask students to click on the "Insert Citation" link and choose "Add New Source." A box will open, and the library media specialist will explain how to choose either "Web Site" or "Document from Web Site," depending on precisely what students are citing. The library media specialist will model and guide students as they type the information required in each labeled field, and click on "OK." Once students have completed taking notes and creating citations, the library media specialist will show the students how to click on the "Bibliography" link, under the "References" tab, and choose the format requested by the teacher, either "Bibliography" or "Works Cited." Microsoft Word will generate the bibliography in the proper format.Do an interactive one on YouTube to show the different links they will be access in the library before the class the day before so students have some idea of what they will be doing before class the day before? | Independent practice: | In the second session, students will visit web sites listed on the web quest worksheet, evaluate the web sites, answer the questions, and cite their sources. They may work individually or in pairs as instructed by their teacher. In this session, students apply what they learned in the first session. After completing the library lesson, students can relate what they have learned to the motivation sections of the Face Book sheets. Send digital notes to you tube with important information about how to site sources. | Sharing and reflecting | Students will share their opinions on why the Frank family and their friends went into hiding. They will reflect on why Mr. Frank's colleagues were willing to help the families hide during the Holocaust based on what they learned about concentration camp conditions. Students will evaluate the actions and words of those in hiding, knowing how frightened they were at the time. Students will also complete exit slips asking if they feel confident that they can evaluate and cite internet sources. Students can use Facebook to compare answer and for discussion. | Strategies for differentiation | This lesson may be adapted for social studies lessons on World War II and the Holocaust. It may be used in conjunction with a field trip to any of the Holocaust museums located throughout the country. The lesson may be adapted for a study of Elie Wiesel's book, Night, if students spend more time watching and responding to the video clips from the Oprah Winfrey special broadcast from Auschwitz when Wiesel was a guest on her show. | AASL/Common Core State Standards Crosswalk | English Language Arts: CC.7.R.L.1 » English Language Arts » Key Ideas and Details » 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (7)CC.7.R.I.4 » English Language Arts » Craft and Structure » 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. (7)CC.7.W.9.a » English Language Arts » Research to Build and Present Knowledge » a. Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history"). (7) | Research: 5 W Evaluation and Citation of Internet Sources | Name Many internet sources found through searching the World Wide Web can be very informative, authoritative, accurate, and useful. Unfortunately, many web sites are biased or created and supported by people we cannot trust. Before recording any information from a web site for your research project, please evaluate the web site. There are five simple W questions you should ask about any web site before considering it reliable. Go to http://iwitness.usc.edu/SFI/Default.aspx and answer the questions below. 1. Who sponsored the web site? Who or what institution approved the articles on the web site, and what are his/her/their credentials? Can you trust the sponsor? 2. What is the focus of the web site? What subjects are addressed? 3. When was the website last updated? Can you tell? Is the information current? 4. Where is the person or institution that is sponsoring the web site, and does the location impact the information found on the web site? Is the site aimed at Americans, Europeans, Asians, etc.? 5. Why was the web site created? Was it created to provide readers with valuable, honest, unbiased information, or is there an intended bias found in the information? Proper citations and avoiding plagiarism Always record the full bibliographic information for each source and give credit for quotations, photos and other images, sound files, videos, and your background information. Use the built-in citation features in Microsoft Word or Google Docs and choose the latest version of MLA for your citations as you respond to the prompts below. 1. From the IWitness web site, copy and paste a brief statement from the “”Watch” page. Copy a statement related to the treatment of Jews during the Holocaust. This is a quotation, so use quotation marks. Provide a source citation. 2. Under the “Watch Testimonies” section, click on any of the links, such as “Auschwitz” or “Camps (Labor/Concentration)”. Read the description and watch at least part of a video. In your own words, write two or three sentences about the subject. This is paraphrasing and summarizing. Provide a source citation. 3. On the IWitness web site, you will find many photographs. Copy and paste a photo onto this paper. Provide a source citation. 4. Generate a bibliography. Name Holocaust Web Quest This is a list of web sites that may be used for gathering information about conditions in concentration camps during the Holocaust. Choose at least two web sites from the list, evaluate them using the criteria learned in class, and use the web sites to answer the questions below. Be sure to provide a formal MLA citation for each answer and generate a bibliography on the last page. Oprah Winfrey’s interview with Elie Wiesel, tour of Auschwitz School Tube videos with multiple short segments http://www.schooltube.com/video/7d5afe2a261101d87e45/ United States Holocaust Memorial Museum Background information on the Holocaust, a search option where you can search through a photo gallery, a timeline, information on specific concentration camps, and more http://www.ushmm.org/museum/ The Memorial Library and Home of the Holocaust Educators Network A video gallery includes clips of interviews with survivors; there is information about those who fought to educate the world about atrocities. http://www.thememoriallibrary.org/ IWitness from the University of Southern California’s Shoah Foundation This web site features over 1,300 video testimonies, multimedia activities, and digital resources that document Holocaust survivors’ stories and afford a wealth of primary resources for research. http://iwitness.usc.edu/SFI/ Questions Part I: Answer the five W questions for each of your chosen web sites: who, what, when, where, and why? Part II: As you answer each question below, insert a place marker citation, or footnote, using the builtin reference tools in Microsoft Word or in Google Docs. Make sure you choose the latest MLA style. After answering all questions, generate the bibliography on a new page. 1. What is the name of the concentration camp you are studying, and where was it located? 2. What is the name of at least one survivor of the concentration camp you chose? 3. After reading or listening to testimonies, describe the conditions in the concentration camp in your own words. This is paraphrasing. 4. Search one of the photo galleries in the web sites listed, and copy and paste a photo related to your chosen concentration camp or of the survivor you featured. Write a descriptive sentence to go with it. 5. From one of your chosen web sites, copy and paste a quote from a written passage, or type a short quote from one of the video interviews. Be sure to include quotation marks. 6. Now that you have learned about the conditions in concentration camps during the Holocaust, ask a classmate why he or she thinks Otto Frank’s colleagues were willing to risk their lives to hide the families in the “Secret Annex?” Record his or her response and explain why you agree or disagree. Anne Frank Images were taken from http://www.annefrank.org/en/Anne-Frank/All-people/Anne-Frank/ and https://www.facebook.com Personal Information (age, favorite things to do) Important Quotes Important Actions Motivation (Why did Anne hide and keep quiet about others hiding in the Secret Annex?) Do you like Anne Frank? Why or why not? Otto Heinrich Frank Images were taken from http://www.annefrank.org/en/Anne-Frank/All-people/Otto-Frank/ and https://www.facebook.com |

Introduction The 21st century learning style has change the way we see education to day. We have moved from just simple work she and blackboard to a more modernized way such as using smart boards and social media sites to help students. It is more of a technology revolution. We now live in a progressively diverse, globalized, and complex, media-saturated society. It is particularly important engage educators and representatives of the business community in this dialogue (Wagner, 2008). According to Dr. Douglas Kellner at UCLA this technological revolution will have a greater impact on society than the transition from an oral to a print culture (Kellner, 2010). ISTE, The International Society for Technology in Education, is dedicated to the improvement of teaching and learning through the effective integration of technology in education. NETS-S – Equipping students with 21st century technology and learning skills to become effective global digital citizens. The way education is imparted now is totally shifting. As educations, we have to learn how to adapt to these changes. These issues lead to a need for students to be able to communicate, function and create change personally, socially, economically and politically on local, national and global levels.

RANKINGS OF PLO’S
PLO 1 Instructional Planning for Learner Development
I think this PLO should be number one. The reason I say this is because, this is where the teacher began to develop instruction for the students. Teachers need to understand the child and how they grow and develop. The teacher can learn what style of learning the student use. They might be visual learner and you just teaching auditory. If you if you know how the child learns then you know how to set up the right designs and implement developmentally appropriate and challenging learning experience. As a teacher this will be valuable to me because I can make sure instructional planning is alignment to standards which will allow students to be ready for either a career or college. If I know how to plan for a student it will help me meet the individual learning needs of each student in the classroom instead of guessing what to teach. It will also reduce the time and guessing what to teach them. Teachers need to organized and make sure they align units with identified standards. This is important because we do not want to tech a child the wrong thing. We need to assess more and find out what we need to teach and be observant of our students. I can use instructional planning by using essential question and aligning units and grade–specific standards. For example I would not use fourth grade common core state standards for a child on a third grade level. I can use whole class and small groups, and students and teacher directed instruction. I can use instructional planning to record student learning progress. I can use variety instructional strategies to empower student to develop a deeper understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

PLO 2 Differentiated Practice for Diverse Learners
I chose this as number because I think everybody should be treated fairly and have a chance to learn and not be left out because of differences. As teachers, we have to labor with others to construct and surrounding support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. We have to ensure that they are including in inclusive learning environments that will allow them to reach their fullest potentials. No child should be left out because they have vision problems. Effective differentiate on does not call on a teachers to be all things to every student at all times of day (Sousa & Tomlinson, 2011). Differentiated instruction helps to create an environment in which differentiated instruction can grow. For example, the climate can help you to provide a safe and positive learning environment for the student. With the learning profile we can learn what student’s strengths and weakness are. For example, we can use multiple observations to learn how a student learn and find out what they know and they do not know, then the teacher can tailor the instructional strategies to suit them. Adjustment assessments are designed to get a better fit for all students. Teachers can use instructional strategies to add novelty, and choice to the learning. A leader can use the information to better the school by see what is effective and what is not. I believe that this supports differentiation because one of the principles of differentiation is building community in the classroom (Sousa & Tomlinson, 2011). I think this could easily be translated into the education field. As a teacher I want to strive to do in the classroom is create a safe environment in which students are best able to learn and be successful. If teachers are able to use empathy to create individual connections with their students they will be better able to teach the student and understand the student’s learning process. Make sure my planning is geared to all students.
PLO 3 Assessment for Learning in the 21st Century
This one is important because it provides you with important feedback. I t basically make sure the teacher is meeting every child needs. So they use different assessment such as formative ns summative assessments. Assessment can be valuable if I want to know what type of learner the student is or if the students is mastering a task or need assistance. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Summative assessments are used to measure what a child has learned from day-to-day instructional effectiveness. Summative assessment can be used by instructor if they are teaching a class and administer comprehensives test at the end of semester to see what child have learned. This is a good assessment to measure child learning after they have given them instruction. Formative Assessment is part of the instructional process and when incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening (Garrison & Ehringhaus, 2007). Formative assessment is more of a decision making process. An educator can use to instruct the teacher and the child of the need to be adjusted in the child learning. Without assessments we would not be able to effectively provide feedback on student’s strengths and or weaknesses and find the appropriate method/s of learning to meet the needs of each specific individual. Assessments are also used for improving teaching techniques. Critical reflection not only provides students opportunities to examine and question their beliefs, values and opinions but also it provides teachers with the opportunity for observing, asking questions, and collecting data to enhance their teaching and bring new meaning to learning for their students.

PLO 7 Content Knowledge
Content knowledge is important because you have to know what you are teaching. You have to be competent in the area you are teaching and what the students are expected to learn. Content knowledge usually refers to the facts, concepts, theories, and principles that are taught and learned, rather than to related skills. The teacher should know what they are going to teach, the tools they will use and structures of the discipline they will teach and create learning environment that will be available and significant for learners to assure mastery of the content. For example, how is a proof in mathematics different from a historical explanation or a literary interpretation? Teachers who do not have these understandings can misrepresent those subjects to their students (Ball, & McDiarmid, 1990). This is valuable because we take the knowledge and find various ways to link learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. The teacher use instructional planning to make sure every students is comprehending their learning goals and objectives. As teachers we can use this by knowing our content knowledge and applying to makes sure every students is mastering their goals.

PLO 8 Communication and Collaboration in a Digital Age
We have to communicate and collaborate with many participants through written communication, verbal communication, and a variety of current and emerging digital age tools to ensure learner growth and to advance the profession. Teachers are building relationships online with other professors in their districts and over the world because of the use of technology to solve problems and issues in the classrooms. They connect through Facebook, Twitter, Pinterest, and other social media site to communicate with others online for advice, reflections, and ideas. Students build leadership skills, find and fulfill their role in a group, and develop career-ready skills while using technology while being supported by educators. When students talk with other on different subject they are learning to become more engaging and Students are more engaged as they provide peer feedback to others which promote social skills and digital etiquette. Teachers can use this as a way to motivate students to open up more that is shy in the classroom but talking to other online they open up more. As a teacher I can talk with parents using digital methods such as email or Facebook or simply the school website.

PLO 6 Professional Growth, Leadership, and Ethical Practice in the 21st Century
S teachers we have to be professional and follow rules and regulation because they are there for a reason. We have to be polite and courteous to other. We have to be example setters for the students, parents, colleagues, administration and others. We have to be professional through leadership in educational environments and the demonstration of legal and ethical behavior in professional practices. We have to take the role of the one that’s being responsible for the student learning and make sure we are growing as professionals. When we allow student to use internet they must understand as teacher so also that there is a right and a wrong way to use digital technology. We have to be the one to show them what is right or wrong when it comes to ethical issues. We can not do wrong on the internet and expect the students to do right. As a teacher I would show them the proper way of me being a professional teacher. I would be honest and fair and treat everybody he same.

PLO 9 Information, Media, and Technology Skills
I think as a teacher we have to use what student are used too. We have to make thing engaging for students and allow them to be creative and ways to do that is thought the use of technology and media. Most students are used to that virtual environment and I think it is a great way to teach them. NET-S encourages student creativity and innovation, critical thinking, communication and collaboration, and the effective use of technology. Technology-enhanced items (TEIs) may be administered online, which allows assessment developers to take advantage of new technologies that can supplement human observation, such as audio- or video-recording devices, chat software, programs like Power Point, and basic word processing programs (Dolan et al., 2011) “21st century skills” and “college and career readiness” have recently become watch words in education. The Partnership for 21st century skills advocates adoption of local, state, and federal policies that support explicit integration of 21st century skills into instruction for all students (P21, 2009Technology has replaced workers who perform routine work, while it complements workers with higher-level skills— and empowers them to be more productive and creative (Autor, Levy, & Murnane, 2003). We can use this as a way to communicate with parents and students. We can use technology to connect to a parents works during the day but want be a part of the child learning environment, a teacher can connect with the parents through social media or email. I can use.

PLO 4 Leading Change through Research
We all know that research is essential. Action research is not like typical research in which we are searching for information on a particular subject matter or content yet it is rather furthering our own knowledge as to how we can improve to benefit all stakeholders i.e. our students and schools. Action research places control and direction in the teacher’s hands rather than administrators or researchers that may not know the ins and outs of the classrooms like the teacher’s do. Action research can be seen as individual or in a group collaboration as long as everyone is looking for the same outcome; improvement. The benefits to action research, is that the educator has the opportunity to act in the direction of the solution of their own problems. More the educator has the ability to evaluate the outcomes of their own practice and modify their problems, ideas and action through their evaluations. It fosters an openness towards new things and learning new things. There are no experimental or control groups, independent or dependent variables, or hypotheses to be supported. Teachers are always looking for ways to better themselves and elevate their teaching and learning. The teachers employed the action research cycle of data gathering and reflection about teaching practice and learner needs, planning and implementation of change to address the problem, and additional data gathering and reflection to assess the effects of the change and to determine future modifications. I wanted to develop an authentic learning experience for the children.

Conclusion
With the 21st Century leaning skills, it gives every child that is able to learn a chance to be educated and included n regular classrooms. Lesson plan are more open to every students and not just particular student. Ways of instructing is more open-minded to multiple learning styles of the students in the classroom. The 21st century has brought about many changes to education. It is more of a technology revolution. We now live in an increasingly diverse, globalized, and complex, media-saturated society. It is particularly important engage educators and representatives of the business community in this dialogue (Wagner, 2008). It’s critical for states, districts, and schools to have these conversations and agree on the student outcomes they value and then to create systems that can deliver in this environment, manual labor and routine tasks have given way to interactive, non-routine tasks, even in many traditional blue-collar occupations. The use of visual, media and other digital technology to help them advance in the future and provide meaning to what they are doing.

Narrative – Challenges/Solutions
When first started out, design and development of ePortfolio in Pathbrite was a big challenge for me. I did not know how add my work to the ePortfolio and did not know how to change different thing in the ePortfolio. Thank God for my classmate. She told me how to maneuver around and add my work. Other than that I had no other issues.

References
Autor, D., Levy, F. & Murnane, R. (2003). The skill content of recent technological change: An empirical exploration. Quarterly Journal of Economics, 118(4), 1279-1333.
Ball, D. L., & McDiarmid, G. W. (1990). The subject matter preparation of teachers. In R. Houston (Ed.), Handbook of research on teacher education (pp. 437-449). New York: Macmilla
Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom. Retrieved from http://www.amle.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx.
Kellner, Douglas. (2010). New Media and New Literacies: Reconstructing Education for the New Millennium. Retrieved from http://www.21stcenturyschools.com/what_is_21st_century_education.htm.
Partnership for 21st Century Skills (2008). 21st century skills, education & competitiveness. Tucson, AR: Author.
Sousa, D. A. & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Bloomington, IN: Solution Tree Press.
Wagner, T. (2008) The global achievement gap: Why even our best schools don’t teach the new survival skills our children need—and what we can do about it. New York, NY: Basic Books.
https://pathbrite.com/portfolio/P0DyFPw8V/all-about-me