Urena,+Leonarda-920FinPro

Type in the co FINAL PROJECT Teaching Unit: Informational Literacy CLASS EDC920 Leonarda Urena MPHS SUBJECT: Language Arts Grade 9-12 ESL Intermediate Level

The term Information Literacy is generally defined as the ability to access, evaluate, organize, and use information from a variety of sources, and subsequently turn that information into knowledge. So the purpose of this unit is to teach these (ELLs) students the most effective technique to search online for their classroom requirements in a variety of different subjects.
 * Rationale:**

1. To research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. 2. To explore what constitutes a reliable web page for research projects and papers. 3. Students will use reading, writing, speaking, listening and viewing to: gather and organize information.
 * Learning Goals:**

1. Be able to define World Wide Web terminology. 2. Conduct a search on the Web and develop a list of relevant and credible web resources on a given topic. 3. Explore various search techniques to find educational resources effectively. 4. Be able to explain the importance of authenticating online resources. 5. Recognize the signs of bias and omission in information and validate online information. 6. Be able to authenticate web sources based on site authorship or ownership, content, and currency 7. Be able to describe the structure of uniform resource locators (URL's) and how URLs can be used to determine authorship and credibility.
 * General Objectives Students will:**

ELP STANDARD 1: Social / Instructional Language Study Skills Strategies: L1 - L2 ELP STANDARD 2: Language Arts Multicultural /World Literature: L1 - L3 Critical Commentary: L1 - L3 Note - taking: L1 - L3 Conventions & Mechanics: L1- L3
 * WIDA Standards:**

Tittle OF The Lesson "Learning Internet Vocabulary " This Lesson will take 50 minutes session Grade Level 9 to 12 ESL Intermediate
 * LESSON 1**

2. This lesson’s goal is to practice using the internet to gather and locate information on the web.
 * Goal:** 1. This lesson’s goal is to learn basic Internet vocabulary.

1.- Demonstrate knowledge of the new vocabulary. 2.- Gather and locate information on the Web.
 * Objectives Students will be able to:**

word meaning and relationship 2.- R-10-2.1 Using strategies to unlock meaning. 3.- R-10-3.2 Use of content-specific vocabulary, precise language or technical vocabulary. 4.- R-12-3.2 Selecting appropriate words or explaining the use of words in content, including technical vocabulary.
 * GLEs/GSEs** 1.- R-10-3 R-12-3 Students breadth of vocabulary knowledge through demonstrating understanding of

2.- Learner involvement in class discussion 3.- Learner involvement in group work 4.- Teacher observation/questions and answer
 * Assessment 1.- Spelling Words**

1.- Students’ text book Language Level B Unit 7”Worl Wide Web” (Reading Comprehension) Material and Resources 2.- Computer with Internet access 3.- Students’ Journal, pencil or pen, overhead projector and transparencies, sticky notes
 * Instructional**

Being this group an ESL class students will gain for extra instruction and through modeling process done Factors by the teacher, and the use of visual aids to facilitate comprehension. Arrange students in groups of two and have them listening to the text. Teacher clarifies meaning of vocabulary making sure that the learners understand and can identify the terms and the meaning of the new vocabulary.
 * Environmental**

1- Use the overhead projector to display a question to students. 2.- Ask students to response to: For what does WWW stand? (World Wide Web) 3.- Tell students to open text book on page 20, teacher starts to read aloud clarifying meaning of the new vocabulary when necessary. 4.- Explain that the class will be reading about the use of Internet and the use of specific vocabulary that they should know before anything else. Teacher read aloud students listen while write on sticky notes the new words.
 * Lesson Sketch:**
 * Opening** 1.

Teacher read to students “World Wide Web” a reading exercise based on WWW. After that we practice spelling of new words, and then students have an assessment exercise: Spelling Activity # 1: Dictation.
 * Middle**

1.- Internet – A system connecting computers around the world Use in This Lesson 2.- System – A group of related parts working together for a common purpose 3.- Links - connecting elements in a communication system 4.- Commercial – related to buying and selling goods or services 5.- Unique – one of a kind 6.- Interact – to give and receive information 7.- HTTP - Hypertext Transfer Protocol 8.- HTML - Hypertext Markup Language 9.- URL - Uniform Resource Locator 10.- Search Engine - A web site with advanced searching software used to locate other web sites and Internet files. 11.- AUP - Acceptable Use Policy 12.- Netiquette - Contraction of Internet etiquette
 * Vocabulary:**

Teacher review vocabulary with students, making emphasis in spelling and pronunciation Students use self stick note to write the new words. At this moment students are ready for spelling exercise.

Now is time for student to use the Internet and analyze the following Web Site.

Help students work through the web address piece by piece.

[].

a. For what does www stand? **World Wide Web**

b. netlessons is the name of the site. Often, this part is the name of the company that hosts the site. It might even be your name like www.josegonzalez .net, .com, .org etc.

c. The name between the slashes (creatures) is a folder in which the website or webpage is housed. There can be folders within folders (You could write examples, such as:

Review with students work through the Web Address piece by piece. [|www.mywebsite.com/2ndgrade/science/geography/landforms.htm]. [|www.thomasjefferson.k12.ca.us]. \ [].
 * Closing** :

Review with students the meaning of the above vocabulary. Facilitate discussion and clarify meaning, before goes to the next lesson.

Tittle Of The Lesson "Internet Domain"** This Lesson will take 50 minutes session Grade Level 9 to 12 ESL Intermediate
 * LESSON 2

1. This lesson’s goal is to engage students with the use and meaning of different domains 2. This lesson’s goal is to practice using the internet to gather and locate information on the web. 3. Read and evaluate Internet sites
 * Goal:**

1. Describe the differences between all domain types 2. Understand the seven generic domain concepts. 3. Gather and locate information on the Web with the different domain 4. Use the Internet to identify domains when searching for “Children of the River” by: Linda Crew 5. Use the Internet for research background of the novel “Children of the River” by Linda Crew
 * Objectives Students will be able to:**

1.- R-10-3 R-12-3 Students breadth of vocabulary knowledge through demonstrating understanding of word meaning and relationship 2.- R-10-3.2 Use of content-specific vocabulary, precise language or technical vocabulary. 3.- R-12-3.2 Selecting appropriate words or explaining the use of words in content, including technical vocabulary.
 * GLEs/GSEs**

1.- Learner involvement in class discussionwriting activity 2.- Learner involvement in group work 3.- Teacher observation/questions and answer 4.- Whole class completion of a checklist about domain
 * Assessment:**

1.- Computer with Internet access 2.- Overhead projector/ transparencies, domain’s checklist handout
 * Instructional:**

Being this group an ESL class, students will gain for extra instruction and through modeling process done by the teacher, and the use of visual aids to facilitate comprehension. Teacher will model and and the use of visual aids to facilitate comprehension. . Teacher will model and show examples of the different types of domains discussing the purposes and differences between each one.
 * Environmental Factors:**

Explain the class that this lesson is designed as pre-reading activity for the novel Children of the River, by Linda Crew. Students become investigative who must find out about the history, current events, culture, and lives of the Cambodian people. For this reasons students need to learn about the correct use of Internet and the use of specific vocabulary that they should know before any research.
 * Lesson Sketch:** **OPENING**

Now, lest talk about domains names. They really tell a lot about the website. Sites are often written for the following purposes: to sell something, to educate, to sound off, or to organize for or support a cause. What is a domain name? In the URL of the Website you will find a DOMAIN name. These domain names will often help you to decide who is sponsoring the site and where they are coming from. 1.- ,com - commercial organizations (usually will be trying to sell you something) a good example is [|www.harcourtschool.com]. This website requires you to buy their textbook before you can use it. Often, you would have a username and password to get into it. Let’s talk about other domains 2.- .org - usually non-profit organizations, but not always. Example: [|www.belllevuepublicschools.org] 3.- .edu - is a college or university – The information probably would be more useful for reports on certain subjects. 4.- .net - is a network and almost always a person’s personal website. You must be careful when using one of these sites and there is no way to really know how good the information is. 5.- .int - international organizations 6.- .gov – is a government site. If you were writing a report on a president or something about our country this probably would be a great kind of site to find factual information. 7.- .mil - is a military website. If you were writing a report on a naval submarine, this would be the domain to find you information and would be probably the best domain to use. Some addresses also end with a country name; such as, .us, .ca, .uk, .etc. Here is an example: http:// [|www.thomasedison.k12.ca.us]. What do you think this address would be? It is a school. You can tell by the .k12 in the address. This is not used very often because in a state there might be many schools with the same name. The CA stands for California and, of course, the us stands for United States.
 * The Most Common Domain Names Are:**

You now know that you can learn a lot just by looking at the address of a website. It isn’t always easy to read, but at least it is a place to begin when you are trying to decide if a website is a good one or not.

Explain to students that the next part of the lesson will be for evaluating websites using the given checklist’s handout.
 * Assignment:**

1.- [|http://www.pantheon.org]. 2,- [|http://www.rc.umd.edu]. 3.- [|http://www.newsbusters.org]. 4.- []. 5.- [|www.noaa.gov]. 6.- [|www.kidzone.ws/water].

Each group will type their assigned URL into the browser bar. They will alocate information on the water cycle, write the full URL address and use the checklist below. Share with whole group their findings in the form of a panel discussion where each group will present what they found on the water cycle at different domain sites. When that is complete, we will then compare the differences between the purposes of the domains creating a whole class Venn Diagram.

Website URL 1.- This site has advertisements. Yes_ No_ 2.- This site has interactive games. Yes_ No_ 3.- You can buy items from this site Yes_ No_ 4.- This site is designed by college. Yes_ No_ 5.- This site is from U.S. government. Yes_ No_
 * Writing Activities Checklist:**


 * Assessment Rubri:** Using the 2-4 point rubric below
 * Score of 4**
 * Accomplishes task completely with active participation.
 * Uses knowledge of internet vocabulary to locate information with no assistance.
 * Clearly explains the differences between all domains with no assistance.
 * Correctly cites the URL address of each site visited.
 * Score of 3**
 * Accomplishes part of the task with some participation.
 * Uses knowledge of internet vocabulary to locate information with some assistance.
 * Explains the difference between some domains with some assistance.
 * Cites the URL address of sites visited with some errors.

> > > **LESSON 3 > Tittle Of The Lesson "Use Boolean Search Terms toShorten W****eb Searches"** This Lesson will take 50 minutes session
 * Score of 2**
 * Accomplishes few or none of the task.
 * Unable to locate information without assistance.
 * Can name one or two of the domains learned but cannor explain the differences.
 * No evidence of citing the URL address visited.
 * Grade Level** 9 to 12 ESL Intermediat

The purpose of this lesson is to teach students how to use the Boolean Operators of “AND”, “OR”, “NOT”, (or “AND NOT”) in on line searching to either narrow or expand the results. It is one of many lessons for a Unit Using the Internet in the Classroom
 * Context of the Lesson:**

1.- Students will know the definition of Boolean logic and Boolean Operators. 2.- Students will be able to use Boolean Operators to connect key ideas and conduct search. 3.- Students summarize notes from reading texts in paragraph form.
 * Goals** :

WIDA Standards ELP STANDARD 1: Social / Instructional Language Study Skills Strategies: L1 - L2

ELP STANDARD 2: Language Arts Multicultural /World Literature: L1 - L3 Character Development: L1 - L3 Critical Commentary: L1 - L3 Note - taking: L1 - L3 Conventions & Mechanics: L1- L3

· Learn the common Boolean search terms: AND, NOT, OR · Learn that there are differences and similarities between major search tools on the Web · Use higher-level thinking skills in participating in a classroom activity · Apply those skills when giving directions to classmates and writing searches.
 * Objectives Students will:**

Observe student participation in the search games and discussions. Use the search terms on index cards to judge understanding, but allow students to find out for themselves whether they used the terms well. Assess students' search refinements while they work online.
 * Assessment:**

Use wH - questions to search George Boolean. Write the complete answers to make 2 pararagraph. Include a photograph.
 * Writing exercise:**

1.- Did I follow the instructions. 2.- Did I used the model 3.- Does my writing make sense ? 4.- Did I write un complete sentences 5.- Did I use correct punctuaction and spelling 6.- Did I write my best?
 * Checklist:** After you write, read what you wrote. Ask yourself:

1.- Computers with Internet access 2.- Index cards, pencils and the following Web sites: 3.- ADAM: Boolean Search Tips 4.- Search Strategy Planner
 * Instructional Material and Resources:**

1.- Begin by asking whether anyone has ever conducted a Web search and received too many hits. Discuss the frustration of not knowing which articles are best and how to conduct a meaningful search. 2.- Organize students in a circle. Ask them to stand if they can answer “yes” to questions such as the following: 3.- Are you wearing jeans? 4.- Jeans AND a T-shirt? 5.- Jeans that are NOT blue jeans? 6.- Sneakers? 7.- Sneakers that are not mostly white OR sandals? 8.- Earrings? 9.- Earrings OR hair ornaments? 10.- Ask students to tell which words are telling them when to stand or sit. Answer: 11.- (AND, NOT, OR) 12.- Tell students that these are Boolean terms, named for a British mathematician, George Boole.
 * Lesson Sketch: opening**
 * Instructional Procedures:**

Now, let students review basic Boolean search terms on their own, using ADAM: Boolean Search Tips a at http://adam.ac.uk/info/Boolean.html#bool and Boolean Machine to practice the use of the terms http://kathyschrock.net/rbs3k/boolean What is the Boolean Machine? It is a tool for visualizing the effects of Boolean operators on keyword searches. It was created to teach the importance of Boolean Operators. While students are reviewing the basic Boolean, walk around the room to monitor their progress, encourage them to make notation and help any student’s confusions.
 * Engagement:**

1.- Use a large set of logic blocks or teacher-made construction-paper shapes to demonstrate the following games for everyone. Invite three students to take part at first. Give the following directions: 2.- Listen carefully so you can choose a block that matches the description given because I will not repeat it. 3.- Find a block that is red. 4.- Find a block that is red and round. 5.- Find a block that is red and round but not thick. 6.- Find a block that is large and thick but not a circle. 7.- Find a block that is red or thin but no a triangle
 * Whole Class Activity#1**

Review the Boolean operators: AND, NOT, OR Organize students into groups of three or four, and provide each group with a set of logic blocks. Appoint one student to be the leader and begin giving directions. Caution students to begin with simple blocks before moving to more complex blocks. They should also be sure they know the correct responses so they can judge teammates’ responses. Allow students to work for ten to fifteen minutes so everyone has a turn leading. Direct students to collect the blocks and return them to a designated place. Give each student an index card and tell him/her to write the name of a pet they would like to search for, such as a cat or a dog. What does he/she want to learn about the pet? Remind everyone to use Boolean terms to narrow or widen search categories. Sent students to a search engine to test the results of their search terms. Discuss the results
 * Closing:**

This Lesson will take 50 minutes session
 * LESSON 4**
 * Tittle Of The Lesson** "Websites Evaluation"
 * Grade Level** 9 to 12 ESL Intermediate

This lesson will encourage students to be aware that some Web sites have accurate and non-accurate information. Discuss the importance of using Web Sites that have accurate information when searching, and apply the five criteria for evaluating Web Pages.
 * Introduction:**

1.- Learn how to evaluate the information in the Web Sites. 2.- Analyze and evaluate the significance and accuracy of information anad ideas presented in written, oral, visual, and multi-media communication. 3,- Use a variety of reading strategies to increase comprehension and learning. 4,- Define and clarify an issue so that its dimensions are well understood. 5.- Acquire and organize materials from primary and secondary sources. 6.- Access, organize and analyze information to make informed decisions, using one or more technologies.
 * Objectives Students will:**

School Life: L1 - L2 Study Skills Strategies: L1 - L2 Classroom Routines: L1 - L2 ELP Standard 2: Language Arts Multicultural/World Literature: L1 - L2 Note Taking: L1 - L3
 * WIDA Standards:** ELP Standard 1: Social / Instructional Language

1.- R-10-8.6 Evaluating clarity and accuracy of information 2.- R-10-13. Uses comprehension strategies before during, and after reading literary and informational text. 3.- R-10-15 research by reading multiple sources to solve a problem or to make a decision. 4.- R-10-15.1 Identifying and evaluating potential sources of information. 5.- R-10-15.2 Identifying and evaluating and selecting the information presented in terms of completeness, relevance, and validity. 6.- R-10-15.3 Organizing, analyzing and interpreting the information. 7.- R-12-15 research by reading multiple sources (including print and non-print texts). 8.- R-12-15.1, R-12-15.2, R-12-15.3, R-12-15.4.
 * GLEs/GSEs:**

Students will be assessing by using their detective skills to find good information on the web. Using handout
 * Assessment:**
 * Activity #1** and by taking Web Sites Self-Check, using the Internet.

1.- Computer with Internet, Index cards, Pencils, Web Site Evaluation Checklist Handout. 2.- Handout: HOW TO EVALUATE WEB SITE INFORMATION “BE A DETECTIVE”
 * Instructional Material:**

1.- Ask students if they know HOW TO EVALUATE WEB SITES INFORMATION? 2.- Listen to students answers and engage in discussion, clarifying and analyzing the five criteria. The Internet is quickly becoming a source of primary information for us all. There is an enormous amount of information for us all. There is an enormous amount of information available online like no other time in the history of the World. Most of us have access to this information, and we all need to know how to critically evaluate Web pages. 3.- Using the World Wide Web is like becoming a detective. You must learn to check out Web Sites for clues that will tell you if the site is good one, or a poor one. Anyone can put a site on the Web, and it is not illegal to put incorrect information on the Web. A good detective will know how to look for clues to determine what type of site they are looking at. 4.- What is a Good Web Site? A good Web site has information you can trust.
 * Lesson Sketch: OPENING**

a) You can easily find who wrote or sponsors the site. b) There is an e-mail or postal address for the author. c) The site loads easily, works the way it's supposed to, and has links that are all active. d) The information is easy to read. e) The site should be interesting and fun to look at and spend time on. f) There should be a date that shows when the site was made or updated. Extremely good Web sites are good in all these things.
 * These are some characteristics of a good Web site:**

After review wills students the caracteristics of a good web site. Now is time for students to practice what they have learned about how to evaluate a good web site doing the following exercise. Teacher gives students direction of what to do next. Teacher walks around the class to monitor their progress.
 * Middle:**


 * Activity #1**

and search through a Web site for clues to decide how good the site really is.**
 * Use your detective skills to find good information on the Web. The following activity will let you be the detective

Print off the worksheet (PDF) and then evaluate the following Web sites: Web site #1: [|www.janbrett.com]. Opens in a new window. Close the window to return here.
 * Activity #1**:

Web site #2: All About Fractals Opens in a new window. Close the window to return here.

How to Evaluate Information: Web Sites Self-Check Answer the questions below and then click "submit" to send your answers. 1. A good Web site will have the date when the site was last updated.

TRUE FALSE 2. A domain name tells you where the information on the site was found.

TRUE FALSE 3. A poor Web site will not show any date that tells when the site was updated.

TRUE FALSE 4. A good Web site has information you can trust.

TRUE FALSE 5. It is illegal to put information on a Web site that is NOT True.

TRUE FALSE

Evauation Of Web Documents How To Interpret The Basics
 * FIVE CRITERIA FOR** EVALUATING WEB PAGES

1.- **Accuracy of Web Documents = 20** him or her? why was it produce?
 * Who wrote the page and can you contact Accuracy = 20
 * What is the purpose of the document and Make sure author provides e-mail or a contact address / phone - number = 20
 * Is this person qualified to write this document? Know the distinction between author and Webmaster. =

2.- **Authority of Web Documents = 20** separate from the = "Webmaster"? institution publishes = this = document? qualifications?
 * Who published the document and is it Authority = 20
 * Check the domain of the document, what What credentials are listed for the authors? = 20
 * Does the publisher list his or her Where is the document published? Check URL domain. =

3.- **Objectivity of Web Documents = 20** meet? the author? = written and for whom?
 * What goals / objectives does this page Objectivity = 20
 * How detailed is the information? Determine if page is a mask for advertising; if so = information might = be biased.
 * What opinions (if any) are expressed by View any Web page as you would an infommercial on = television. Ask = yourself why was this

4.- **Currency of Web Documents = 20**
 * When was it produced? Currency = 20
 * When was it updated' How many dead links are on the page?
 * How up-to-date are the links (if any)? Are the links current or updated regularly?

5.- **Coverage of the Web Documents = 20** complement the If page requires special software to view the information, = how much = 20 are you missing if you documents' theme? don't have the software? imagenes? correctly?
 * Are the links (if any) evaluated and do they Coverage = 20
 * Is it all images or a balance of text and Is it free or is there a fee, to obtain the information?
 * Is the information presented cited Is there an option for text only, or frames, or a suggested = browser = for better viewing?


 * Putting It All Together =**

him / her and…
 * Accurracy If your page lists the author and - institution that published the page and provides a way of = contacting


 * Authority If your page lists the author credentials and its domain is preferred (.edu, .gov, .org, or = .net),

the information, and … up-to-date, and…
 * Objectivity If your page provides accurate = information with limited advertising and it is objective in = presenting
 * Currency If your page is current and - updated = 20 regularly (as stated on the page) and the links (if any) are = also

requirement, then … = 20
 * Coverage If you can view the information = 20 properly--not limited to fees, browser technology, or software = 20

This Lesson will take 1 - 2 hours
 * LESSON 5**
 * Tittle Of The Lesson "Providence Google Maps Lesson"**
 * Grade Level** 9 to 12 ESL Intermediate

1.- Students will use Google Maps to locate points of interest in Providence city. 2.- Students will locate URL addresses of town sites, find the address, driving directions, and descriptions of activities. 3.- Students will create a brochure to give tourists about the points of interest.
 * Goals**:

ELP Standard 1: Social / Instructional Language School Life: L1 - L2 Study Skills Strategies: L1 - L2 Classroom Routines: L1 - L2 ELP Standard 2: Language Arts Multicultural/World Literature: L1 - L2 Note Taking: L1 - L3
 * WIDA Standards:**

1.- R-10-8.6 Evaluating clarity and accuracy of information 2.- R-10-13. Uses comprehension strategies before during, and after reading literary and informational text. 3.- R-10-15 research by reading multiple sources to solve a problem or to make a decision. 4.- R-10-15.1 Identifying and evaluating potential sources of information. 5.- R-10-15.2 Identifying and evaluating and selecting the information presented in terms of completeness, relevance, and validity. 6.- R-10-15.3 Organizing, analyzing and interpreting the information. 7.- R-12-15 research by reading multiple sources (including print and non-print texts). 8.- R-12-15.1, R-12-15.2, R-12-15.3, R-12-15.4.
 * GLEs/GSEs** :

Opening Teacher introduce the lesson saying, imagine that you need to give a city tour to your friend that will be visiting you during the summer vacation, What places are you going to take him?
 * Lesson Sketch:**

Allow students time to brainstorm and record points of interest in Providence, like restaurants, Universities, museums, parks, important cities and places, Newport mansions, Strawberry Picking farm, Watch Hill Carrousel, etc.

Information on Google Maps will be gathered in pairs using handout bellow: Each student is responsible for individual brochure to be completed individually. 1.- Students pairs will fill in their handout with names and titles of locations in Towns they will search during Lab Class. 2.- Students will go to Google home Page and click on Google Maps. 3.- Then locate the names, addresses and information about each point of interest they want to visit.
 * Middle:**

__Address__ _ __Driving Direction:___ Fun Activities:
 * HANDOUT: location # 1**
 * Name:**

__Writing Assignment: Create and design a brochure listing at least three points of interest for visitors to see when they visiting Providence. Each point of interest must have a picture and a short paragraph describing each point of interest with address and driving directions from Google Maps.

Assessment/Checklist: After you Write, Read what you wrote> Ask yourself:__ ___Did I follow Instruction?__ ___Did I use Google Maps?__ ___Did I write in complete sentences?__ ___Did I use correct punctuation and spelling?__ ___Did I try my best?

CULMINATING ACTIVITY FOR UNIT
 * Subject :** Language Arts Reading and Writing
 * Activity :** Journal Writing
 * Grade Level**: ESL Intermediate 9-12

1.- Evaluate the given web sites follow the 5 criterias 2.- Understand the background for the novel 3.- Use the internet for research evaluation 4.- Read and evaluate internet site
 * Objectives Students Will:**

ELP STANDARD 1: Social / Instructional Language Classroom Routines L1 - L2 ELP STANDARD 2: Language Arts Multicultural /World Literature: L1 - L3 Critical Commentary: L1 - L3 Note - taking: L1 - L3 Conventions & Mechanics: L1- L3
 * WIDA Standards:**


 * Introduction The following activity is giving to students after finished unit.**

To evaluate their comprehesion of the lessons tought to them about the use of the Internet in the classroom. Based on the novel "The Children Of The River" by Linda Crew. [|http://ask.reference.com]. [|http://www.Cambodia.org]. [|http://www.Cybercambodia.com]. [|http://www.np.k12.mn.us]. [|http://archive.abcnews.com].
 * Web Sites given:**

Now students become investigative who must find out about the history, current events, culture and lives of the Cambodian people. This includes discovering about the atrocities of war as well as the trump of the human spirit to survive. Students explore the Internet, research topics, and write their discoveries in their journals.

1.- What is Cambodia's history? Find a brief history of Cambodia. Write down five interestind comments about what you discover. Include one piece of information from before 1953, and at least four comments since 1953.
 * Question To Be Search** :

2.- What happened April 17, 1975? What was the result of this event?

3.- What are some of the cultural beliefs and lifestyles of the Khmer people? Look for information about attitudes, about touching someone's head, stepping oven someone who is lying down marriage rites, and rituals medical practices, and other interesting cultural traits.

4.- What were the killing fields? Discover as much as you can about the number of deaths, the reason for these killing fields, and what the survivors have to say about the killing fields.

5.- What is happening in Cambodia today? What would you do if you had left Cambodia in 1975?

6.- What are living conditions like in America for Cambodians who have settle here in U.S.?

"**Evaluation for "Children of the River" Writing Journal**
 * Assessment**
 * RUBRIC**

4. Clearly answered the questions showed visiting at least four Web Sites strong knowledge revealed with research knowledge, included a list of sites visited; wrote down while reading, and answered the questions when information was found.

3. Answered at least 3 questions clearly, showed visiting at least three webs sites, included a list of sites visited, some knowledge revealed from the research, wrote down a few questions and attempted to answer them.

2. Answered 2 questions showed visiting at least two web sites, wrote at least one question while researching.

1. Answered at least 1 question, but answers were incomplete or lacked research or insigh, include a list of web sites visited, did nor wrote down questions while reading.

0. Did not complete any of the questions, did not include a list of web sites visited, did not write down questions.

ntent of your page here.