Name: Adrian Bewley

Name: Adrian Bewley June 16, 2005

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(1) Evaluating Internet Resources: Most of what is posted on the Internet has never been subjected to the rigors of peer review common with many traditional publications. Students must learn to evaluate the reliability of information of the websites they visit.

• Select two websites that provide information about a topic related to your curriculum. Cite the URLs and names of both sites and explain which is more reliable using evaluation criteria.

We wrote persuasive essays last year, and several students took on the abortion issue. I looked for some websites through Google – the websites my students probably came across. 1. ReligiousTolerance.org http://www.religioustolerance.org/abortion.htm I was suspicious of this website at first, because at first glance it appeared that the sponsors were all religious organizations. On second look, though, this was not the case. The sponsors of the site came from a cross section of businesses. The site claims to have been created by a multi-faith group. Again, I was suspicious, but I looked at what they wrote on several different controversial issues, and it does appear simply to be an explanation of the range of viewpoints of each issue and where those viewpoints stem from. I could not find any culminating opinion put forward by the website itself (as I had, frankly, expected). 2. Abort73.com http://www.abortionismurder.com It’s obvious from the URL address that this site has a point of view and is out to argue one side without balance. At least it is up front about it, but there are problematic features on the site. The most problematic is the “medical testimony.” After researching some of the doctors quoted, it looks as if many are taken out of context, and many work closely with conservative religious groups to specifically help advance their cause. Also, the site is very sensational, appealing strongly to the visitor’s emotions. The first website is clearly the better one for research. (2) Research with Electronic References: Since we live in the Information Age, it is particularly important that teachers are able to access and evaluate information to prepare accurate, up-to-date lessons, and to teach their students the principles of electronic research. In this activity you will examine a variety of electronic references in your quest to acquire information for lessons or other professional activities.

• Identify two topics to research using electronic references (broadcast news, almanacs, quotations, etc.). Research the first topic using at least one resource


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from each of five categories of electronic resources. Repeat the process with the second topic, using references from five additional categories. Include the URL, name of the resource, key information acquired, and a screen capture from each resource. (See examples of research ideas).

• Identify the special features (e.g. hypertext linking of terms, Boolean search capabilities, archival search, knowledge tree, downloadable movies, online audio transcripts, animations, translations, reference lists, printer-friendly output, multimedia links, PDA or bookreader download, visible directory structure, etc.) of each of the reference tools you have used.

• Compare and contrast electronic references with their traditional paper counterparts. Discuss at least ten tasks or features that are possible with electronic resources that are not possible with traditional paper resources.

• Develop a lesson plan that incorporates electronic references. Your lesson plan should require students to use two or more electronic references to address a specific curricular objective.

Topic 1: Emily Dickinson

Broadcast News

NPR.org http://www.npr.org/templates/story/story.php?storyId=4529990

Emily Dickinson Video Games

News Magazine

Newsweek http://www.msnbc.msn.com/id/8186598/site/newsweek/

Article examining isolation in current days and in the past – getting further from society and closer to God

Local News

LA Times http://www.calendarlive.com/movies/reviews/cl-et-capsules15apr15,2,176148.story

Documentary: “Voices in Wartime” (Including Homer, Emily Dickinson, etc.)

Quotations Bartleby.com

http://www.bartleby.com/66/54/16554.html

Most famous quotes from Dickinson’s poetry and letters


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Public Domain Texts

Bartleby.com http://www.bartleby.com/65/di/DickinsoE.html

Literary criticism on Dickinson

Topic 2: To Kill a Mockingbird Broadcast News

CNN.com http://www.cnn.com/2004/SHOWBIZ/Movies/10/07/political.movies/index.html

Some movies bring partisan politicians together

Newspaper NY Times

http://www.nytimes.com/2005/07/10/movies/10morg.html

Relating the courtroom drama to the evolving expectations and experiences of jurors

Local Newspaper

LA Times http://www.latimes.com/search/dispatcher.front?Query=To+Kill+a+Mockingbird&target=article

Panel on significant literature

Book from a Library

Library of Congress http://lcweb2.loc.gov/cocoon/legacies/AL/200002672.html

Yearly production of play version at old courthouse in Monroe, Alabama.


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Almanacs Nationmaster.com http://www.nationmaster.com/encyclopedia/To-Kill-a-Mockingbird

Encyclopedia entry on the author, Harper Lee. Biographical info, etc.

All of these sources have hyperlinks to other texts and search engines within that site. NPR.org and The New York Times page, as well as the LA Times, page also have archives that can be accessed – sometimes for a fee. NPR.org also has audio download capabilities. The online versions of these texts are much more nimble and flexible than their paper counterparts. 1. You can have many sources open and easily click between them instead of moving between a stack of papers. 2. You can use the FIND feature to take you directly to a word/section in the article that is interesting. 3. These sites often have links directly to other sites of interest that might not have occurred to the reader. 4. These sites give you access to a much larger body of work than simply that day’s edition of the work (or weekly, etc.) 5. Many times these sites have archival features which can be used to access primary sources dating back many years. 6. These sites have search engines to allow you find articles that, again, may never have occurred to you. 7. Often, these sites have audio downloads if they deal with on-air journalism (i.e., television or radio). 8. With online translation services, you are not limited to sources in a language you understand. 9. Transcripts are often available for download or purchase. 10. Along with audio downloads, some television-based journalism sources allow you to view the original newscast. Lesson Plan: Write a persuasive essay on the topic of your choice. Be sure to use at least three online sources in gathering supporting evidence for your argument. Also, be sure to corroborate important information from other sites/periodicals, etc. in order to ensure that the information on which you are building your argument is reliable. Standard: Writing 2.4: Write persuasive compositions: a) structure ideas and arguments in a


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sustained and logical fashion, b) use specific rhetorical devices to support assertions, c) clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning, d) address readers’ concerns, counterclaims, biases, and expectations. Struggling Average Advanced Instructional Resources

Computer, library – teacher provides a list of acceptable sources

Computer, library – students left to decide reliable vs. unreliable sources

Computer, library – students left to decide reliable vs. unreliable sources – students to find their own op-ed piece online for analysis

Content Students must gain an understanding of elements of persuasion, structure of a persuasive essay, research/bibliography format, how to back up assertion with supporting evidence and how to address counter-arguments.

In addition to what the struggling student must accomplish, the average student must deal with verifying/identifying sources as reliable or not. They must also produce on a more rigid timetable.

In addition to what the average student must accomplish, the advanced student must dissect the arguments of another writer.

Process 1. Students must pick a topic that interests them, and then choose a position to argue. 2. Students must brainstorm the pros and cons for each side, creating a chart for arguments and counter-arguments. 3. Using a list of acceptable sources, students may use either the computer or the library to research their topic. 4. After finding at least three sources that the student feels are useful, he/she must turn in a list of bibliographies according to MLA

The process is the same for steps 1 and 2. 3. Using the computer or library, student must find at least 3 sources they believe reliable. 4. Students must turn in a bibliography sheet documenting his/her sources according to correct MLA format. Student must also explain why the source appears reliable – Was there peer review? Could the information be verified by other sources?, etc. 5. Students must turn in an outline, including a thesis statement, for teacher approval.

The process is the same for steps 1-6. 7. Look online for an op-ed piece from a major newspaper. Identify the conclusion of the writer, as well as at least 3 premises he/she uses to support that conclusion. In a multi-paragraph essay, defend or contest the writer’s logic. (Scott, should these extension activities be worth extra credit, or what? How do you make it worth the while of these gifted students to do the extra work?)


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format. 5. Students must write a thesis statement that is approved by the teacher. 6. Student must turn in an outline that contains at least three arguments and at least two counter-arguments. 7. Student must turn in a fully-realized introduction and first body paragraph (that includes support from an outside source and citation of that source).

6. Students write a full draft of the essay, including introduction, at least 4 body paragraphs (3 arguments/1 addressing counter-arguments) and a conclusion. Each body paragraph must include supporting evidence from outside sources that is cited correctly.

Product • Research gathered

• Outline, including thesis

• Introduction and first paragraph written

• Bibliography • Extended time

to finish draft

• Research gathered


• Draft of essay • Bibliography

• Research gathered


• Draft of essay • Bibliography • Analysis of op-

ed piece from newspaper: identify conclusion, premises, then defend or contest the writer’s logic

(3) Educational Research: Teachers should be familiar with research related to the teaching of their discipline. The Educational Research Database (ERIC) provides access to abstracts from numerous educational publications, and is the best place to start when conducting educational research. Find two or more abstracts of recent, relevant articles related to the use of technology in the teaching of your subject. Summarize implications for the teaching of your subject. Cite the articles using APA format., and include the text of the abstracts.


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1. Virgen-Heim, V., Erlanger, W. & Crowe, J. “California Reading Language Arts Technology Research Project.” http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchValue_0=language+arts+and+technology&ERICExtSearch_SearchType_0=kw&_pageLabel=RecordDetails&objectId=0900000b80179f47 (July 12, 2005). Like this class, this article tries to take teachers by the hand who may be a bit intimidated by the technological revolution. Students are far more advanced in this area than teachers. This article tries to get teachers familiar with those things that might be of help to them – basic website designing, use of Inspiration, etc.

2. Matthew, Kathy. “Reading, Language Arts and Literacy.” http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_pageSize=10&eric_viewStyle=list&ERICExtSearch_SearchValue_0=language+arts+and+technology&ERICExtSearch_SearchType_0=kw&eric_displayNtriever=false&eric_displayStartCount=11&_pageLabel=RecordDetails&objectId=0900000b80179ca5 (July 12, 2005). This paper contains many ideas on incorporating technology into the classroom in order to serve goals for literacy. This, at first, sounded like it was geared toward elementary schools, but at looking at the topics, it could help a secondary teacher as well. Web-based journal writing, the use of Inspiration, and using technology to integrate meaningful assessment into writing programs would all advance the cause of getting kids engaged in their academic work.


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(4) Online Academic Journals: A growing number of academic journals are available online, some of which are free, and others of which require a subscription. Find an electronic journal related to your subject and include a screen capture of a relevant article. Briefly summarize the article. Administrators should be familiar with the legal code as it pertains to education. Research a legal case relevant to education in secondary schools and include a screen capture from this case. Briefly summarize the case. *PTP-tip The PTP requires that "Candidates for a Teaching Credential understand and honor legal and professional obligations to protect the privacy, health, and safety of students, families, and other school professionals. They are aware of and act in accordance with ethical considerations and they model ethical behaviors for students. Candidates understand and honor all laws relating to professional misconduct and moral fitness." You may wish to cite relevant laws or cases as an aspect of an artifact for TPE 12.


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This article pertains to Walt Whitman’s writings – specifically some notes left by the poet juxtaposing the words “absence” and “apostle.” The author of this article finds a correlation between the juxtaposition of these words and Whitman’s concepts of “the scene of writing” vs. “the scene of reading.” He Wilhite suggests that the “scene of reading” correlates to “absence” for Whitman – and that his reputation is as a poet who tries to explain to the reader what he/she should think and feel about his work. (5) Locating multimedia teaching resources: At many libraries, teachers can obtain cards which give them special privileges as educators, including the ability to check our more resources and keep them longer. Teachers can check out books, CDs, DVDs and and videos. Find a video related to the teaching of your course in the Los Angeles Public Library System (or other public library system), CSUN main library, or the CSUN Teacher Curriculum Center. Describe the video resource and its call number, and if possible, find a teacher study guide for the video by performing an Internet search.

• Using an advanced search engine with Boolean search features (such as Altavista), find text from one of your students or from a website related to your field that appears to be plagiarized. Copy and paste the text and the URLs of both pieces in question. Alternatively, you may wish to use an online plagiarism detection service such as tunitin.com

Booklist, August 1999 v95 i22 p2072 Summary: This is a 30 minute program that details the reclusive life and times of the poet Emily Dickinson, including the events that followed her death – how her poetry came to be discovered and subsequently published.

This article pertains to Walt Whitman’s writings – specifically some notes left by the poet juxtaposing the words “absence” and “apostle.” The author of this article finds a correlation between the juxtaposition of these words and Whitman’s concepts of “the scene of writing” vs. “the scene of reading.” He Wilhite suggests that the “scene of reading” correlates to “absence” for Whitman – and that his reputation is as a poet who tries to explain to the reader what he/she should think and feel about his work..


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Documents

Name: Adrian Bewley