Creating a Web-Based Research Notebook: the "Formative Assessment" (Part 6 of 6)

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Objective

SWBAT create and layout a simple, four-page website to function as a semester-long, "pre-writing" tool.

Big Idea

a simple Google Site will serve to keep all of a student's pre-research organized

Introduction and Context

5 minutes

[THIS IS ONE PART OF SIX PARTS IN A SEQUENCE OF LESSONS FOR THE FIRST "MINI-UNIT" IN MY COURSE.]

At the end of this "mini-unit," I spend one class period (or maybe less), making sure that students have all of the required elements to their "notebook" sites.  I mention that this is a "self-assessment" before my "formative" assessment at the quarter.  (Later, I will distribute the final "rubric/checklist" for their "summative" assessment at the semester.)  

I begin by distributing the attached .pdf/student copy to use as a "checklist."  (I also have a marked-up copy for the teacher attached as a resource.)  After students have a copy of the "rubric/checklist" I simply direct them to open their sites and follow along as I click through the appropriate sections on my own, mock-site.

Guided Review

30 minutes

After students receive the .pdf copy of the rubric for their own self-assessment, I walk them through each required section of the Research Notebook, as I show them my own mock-site as an example.

At the end of the lesson, I mention the due date for my formative check of the Notebook, and I redirect them to the numerous resources, linked from my Google Slides presentation of the entire course.

(In the resources portion of this section, you will find a short screencast that guides you through how we complete this "guided review.")

Preview of Reading for Next Week (Homework for Tonight)

For homework following this lesson, I expect students to begin reading Alicia's Story at the San Francisco Chronicle website.  Alicia Parlette was a young, cub-reporter at The Chronicle when diagnosed with cancer.  She narrates her amazing story in a multi-part set of postings at the paper (which is also in hardbound form).

Over the past three years, in both this course and my basic, 1st yr. college course, I have foundAlicia's Story to be "high interest" AND a good illustration of the principles of narrative (for memoir) writing. 

I ask students to read Chapter 1 for homework, and I give them a few minutes to do so in class at the end of this lesson.