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Students will explore criteria for evaluating web sites.
Students will evaluate the Wikipedia entry for their school and/or their hometown.
Students will update the Wikipedia entry for their school and/or hometown using a class logon.
Boxer, Sarah. "Mudslinging Weasels Into Online History."
New York Times 11 Nov. 2004.
New York Times on the Web Learning Network. 2005. 29 Mar. 2008 .
Seelye, Katharine Q. "Snared in the Web of a Wikipedia Liar."
New York Times 5 Dec. 2005.
New York Times on the Web Learning Network. 2005. 29 Mar. 2008 .
Schrock, Kathy. "Middle School Critical Web page Evaluation Tool."
Kathy Schrock's Guide for Educators. 2003. Discovery Education. 29 Mar. 2008 .
"Wikipedia: About." Wikipedia. 28 Mar. 2008. 29 Mar. 2008 http://en.wikipedia.org/wiki/Wikipedia:About. Inspiration:
Millman, Sierra Prasada, and Javaid Khan. "Tell it Like it is.
Debating the Reliability of Online Information Resources."
Daily Lesson Plan. 2005. New York Times/Bank Street College. 29 Mar. 2008
http://www.nytimes.com/learning/teachers/lessons/20041111thursday.html.
Richardson, Will. "Wikipedia Lesson Plan." Weblog entry. 12 July 2005. Weblogg-ED. 29 Mar. 2008.
| The TL or teacher will . . . | The student will . . . |
Day 1
| Distribute the Website Evaluation form designed by Kathy Shrock. The form will be familiar to the students since they have used it for evaluating websites. The TL will review some of the important points of website evaluation.
Introduce the concept of a wiki.
Teacher will pose questions about the validity of Wikipedia entries. Who are the authors? Who are the authorities? Who’s doing the fact checking?
| Use the Schrock form to evaluate their school’s webpage.
Discuss the pros and cons of a wiki. Read and discuss the “Wikipedia: About” article from Wikipedia
Participate in the group discussion.
For homework, the students will read the two New York Times articles about Wikipedia.
Complete the pros/cons organizer.
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Day 2
| Ask the students to discuss the two NYTimes articles they read about Wikipedia.
Project the Wikipedia entry on the school or hometown of the students.
Lead a discussion about what (if anything) is wrong with the wiki entry.
| Discuss the New York Times articles.
Review/redefine: Discuss the pros and cons of Wikipedia.
Use the Schock form to evaluate the Wikipedia entry on their school.
As a group, students will brainstorm about what information should be in the Wikipedia entry about their school or hometown.
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Day 3
| Distribute the Wikipedia planning document/web planner.
Facilitate group work; circulate among the class making sure all groups understand their tasks.
| Students will use a webbing organizer to help them decide what information should be edited/added to the Wikipedia entry.
Work in groups to flesh out the sections of the proposed expanded Wikipedia page.
For homework, students will check the factual information. |
Day 4 | Create Wikipedia signon for the class
Review with students editing of Wikipedia entries.
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Using a Smartboard, students will take turns updating the Wikipedia entry for their school using the class signon. Each content group will send a “scribe” to the Board to edit the entry while the rest of the class offers editing suggestions.
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