Collaborative way to teach Online Research and Comprehension.

1. Lesson Title​: Navigating and Locating sources (2 Days)
Grade/Level/Subject​: Grade 8/On-Level/English/45 minute class periods
Student Background​: Students have been studying Greek myths. In Grades 6 and 7 students learned basic
levels of searching using Google and Library databases. Students have also learned about Internet safety
and signed a Responsible Use agreement. Students have selected or been assigned a Greek god. Students
will refresh and review the importance of Internet Safety before beginning their searches.
Lesson Objectives​:
● Students will review search safety and personal safety on the Internet.
● Students will be able to create an effective search on the Internet using Keywords
● Students will be able to refine their keywords to support their search.
● Students will be able to reflect on the differences between effective and ineffective search term
combinations.
● Students will be able to locate Internet articles, database sources, or relevant websites to provide
information on their Greek Mythological character.
Materials​: Chromebooks or laptops, Internet Connection, paper copies of​“Google Search Tracker” ​or, if
possible, use Google Classroom and provide students with an electronic copy.
Exit paper slip​or ​Google Form​link for students to complete.
Procedure​:
Day One:
(5 minutes) Teacher distributes Chromebooks to students. Provide students with digital resources through
email or shortened URL on the whiteboard/presentation.
(30 Minutes) Review of Internet Safety with ​EdTed Online Safety:Tracking Teresa​from ​Netsmartz.org​.
Each student reviews the Tracking Teresa video and answers the questions. When they have completed the
video and questions students will write a short two paragraph response on personal safety online using
Google Docs or notebook paper to reflect upon their Internet use and how they stay safe.
(10 Minutes) Gather in groups of 4 or 5 to share their reflection on personal safety online. and determine if
they are safe enough online. Students will place Chromebooks back on cart and plug in the power cord.
Day Two​:
(5 Minutes) Chromebook Distribution
(10 Minutes) Using the ​Search Strategy Presentation​, the teacher will first ask students what they do when
they want to get information from Google. This will help the teacher gauge the level of expertise in the
student group. The group will review the YouTube video by Matt Cutter that reminds them of how a
Google Search is done. Then the teacher will model the example of the question for Tyson and model the
thought process for refining the search.
(30 Minutes) The Google Search Trackers are handed out for students to record their initial search terms.
Each student writes a question for their Greek god and determines some search terms.
Then complete a Google search.
After checking in students may refine their search by taking notes on the tracker. Students have a goal of

2. finding three credible and usable sources for their final project​.
Students may continue to work on their searches for homework. ​Exit slips​are due before leaving.
Chromebooks need to be returned to the cart.
Formative/Summative Assessments​:
Google Search Tracker
Exit Slip
Rubrics​: ​Greek god Web Search Rubric
Lesson Title​: Evaluating Credible Sources (2 days- Teacher may need to be flexible based on students’
needs.)
Grade/Level/Subject​: Grade 8/On-Level/English
Student Background​: Students have been studying Greek myths. Students have some experience with
researching material and previously spent two days searching for sources for this project. Students are
familiar with the Chromebooks/laptops and will now use them to evaluate their sources’ credibility.
Lesson Objectives​:
Students will be able to work in pairs to evaluate the credibility of their sources using the CRAAP Test.
● Students will be able to identify the currency of the source.
● Students will be able to identify the reliability and relevance of the material.
● Students will be able to identify the accuracy of the content.
● Students will be able to identify the author.
● Students will be able to identify the author’s credentials, point of view, and purpose.
Materials​:
Chromebooks or laptops, Internet connection, projector, electronic copies of ​Evaluating Sources: Packet
Procedure​:
Day One:
Teacher will distribute Chromebooks or laptops to all students. Teacher projects the materials from his/her
computer as well. Students and teachers will visit the website: ​http://www.mythweb.com/​together.
(20 minutes) Teacher will model how to answer the questions on the CRAAP Test Worksheet. Since none of
the students in the class chose to research “Bellerophon,” the teacher will use that as the model.
● Teacher will “slow down” the process by modeling the thought process for students. The first
question asks about the currency of the material. The teacher will say to students that usually the
dates of the website are at the bottom of the page. If they are not there, maybe there is an “about
us” section. The MythWeb website has been updated recently because the copyright dates are
1993-2015.
● The second section asks about the relevance. The teacher locates the link for heroes and finds
Bellerophon. There is a section about Bellerophon. The website is designed for young learners and is
accompanied with graphics.
● The third section asks about authority. Again, this information is typically at the bottom of the page.
On the homepage, the author’s name is Joel Skidmore and the advisor is William Saturno. The

3. authors have published an ​Illustrated Guide to Greek Mythology​and they created the ​Wrath of the
Gods​video game. There are several links to sources that the authors used, as well as other relevant
sources.
● The next section ask about the accuracy. There are several sources listed to support the author’s
information as we learned in the authority section.
● The final section asks about the purpose of the information. The website clearly states “This site is
devoted to the heroes, gods and monsters of Greek mythology.”
(20 minutes) After the teacher has modeled how to evaluate sources, students will pair up with another
student who is researching the same mythological character. Students will begin the process of discussing
and peer reviewing each other’s sources using the modified CRAAP Test worksheets. Students will work
together to determine the credibility of the sources.
Day Two:
(45 minutes) Through their collaboration, students will determine if their sources are credible and if they
should be used for this project.
Homework: Students will write a one page reflection and evaluate themselves using the attached rubric.
Formative/Summative Assessments​:
Formative​: ​Evaluating Sources: Packet
- This activity assesses students’ ability to evaluate sources using the CRAAP test method, collaborate
in small groups, and reflect on the activity to determine which sources to use.
Summative​: Class Blog
Rubrics​: Please see attached packet: ​Evaluating Sources: Packet
Lesson Title​: Synthesizing/ Integrating Mythology Research (Two Days)
Grade/Level/Subject​: Grade 8/On-Level/English
Student Background​: As a continuation of the mythology research, students have learned how to effectively
search for and evaluate the veracity of online resources. Each student has three credible sources regarding
their assigned myths. Students are aware of and capable of correct citation via preferred method
(MLA/APA)
Lesson Objectives​:
● Students will be able to outline and summarize the story associated with their assigned mythological
figure based upon their three internet resources.
● Students will be able to edit and integrate two perspectives of a story into one unified whole.
Materials​: Chromebooks or laptops, Google Drive, access to internet.
Procedure​:
Day One:
(5 Minutes) Chromebook distribution to students.
(20 Minutes) Students begin class by loading up their three web resources from the previous lesson. Then,
after reading the sources, they create an outline of their assigned mythological figure in Google Drive.
References should be drawn from at least two of the previously selected internet resources.

4. (20 Minutes) Using the outline, the students will create a new document in Google Drive and will share it
with teacher. In this document, they will craft an original summary of their assigned mythical characters.
Included at the end of the summary should be a bibliography of the sites that were used.
Collect Chromebooks as exit ticket.
Day Two:
(5 Minutes) Chromebook distribution to students.
(20 Minutes) Using the completed summaries from the previous day, each student is partnered with a
classmate whose mythological character’s myth coincides. These pairs will then peer review each other’s
papers within Google Drive.
(20 Minutes) Each pair will then combine their individual summaries in order to produce one unified version
of the myth. A bibliography of the primarily used references (not necessarily all) will be created as well.
Collect Chromebooks as exit ticket.
Formative/Summative Assessments​:
Teachers granted editing rights to Google Drive summaries, both individual and joint.
Rubrics​: ​Synthesizing Sources: Rubric
Lesson Title​: Greek Mythology and Communication (3 Days Teacher may need to be flexible based on
students’ needs.)
Grade/Level/Subject​: Grade 8/On-Level/English
Student Background​: Students have been studying Greek mythology and life in ancient Greece. Students
have previously worked to gather three credible sources, as well as synthesize material from these sources.
Lesson Objectives​:
● Students will be able to communicate with their classmates using Edmodo, assuming the role of one
of the characters from their given myth.
Materials​:
Chromebooks or laptops, access to internet, Edmodo- It is a safe and private from outside sources. The
teacher will need to create an Edmodo account before class. Students will need to sign up for this as well.
The teacher can preset groups in Edmodo. One mythological character should be represented in each group.
Procedure​:
Day One:
(10 minutes)To begin the class, the teacher will hand out several sticky notes to each student. On the
whiteboard or a piece of chart paper in the front of the room, the teacher will write several examples of
how people communicate using the Internet. Students will be asked to place their sticky notes next to a
form of communication that they are familiar with. Students may write a question or observation on their
sticky note to use as a talking point within the discussion.

5. (10 minutes) Teacher holds short discussion with students about the purpose of Internet communication
and collaboration; who uses it, why, and how. Questions may include:
- “Why do people use social media?”
- “How is communicating online different than communicating in person?“
- “Can you trust what people say online? How do you know?”
(10 minutes) Using the interactive whiteboard, teachers will introduce students to the Metropolitan
Museum of Art website, where students will be able to search the museum for authentic imagery relevant
to their myth to upload into Edmodo.
(15 minutes) Students will begin their search for their image.
Homework: Teacher will send home a note to parents about Edmodo. Parents and students will need to
read the terms and agreement to sign up for the account. Teacher may also request parent permission. It
may be beneficial to send this notice home at the beginning of the school year or before the start of the
project to allot enough time for students to get permission.
Days Two and Three:
Students will be responsible for:
- finding a picture from the Metropolitan Museum of Art that represent their character as their
“Profile Picture”
- creating an “About Me” section containing relevant information about their character (suggestions
include: hobbies, friends, family, fears, weaknesses, etc.)
- communicating with one another as their character with at least 3-5 posts.
The attached rubric has all of the guidelines for the assignment.
*Teachers and students will be able to track their discussions within their groups. After each day, the
teacher will check in on the progress of students. Students should complete an ​Edmodo Exit Slip​as well.
Formative/Summative Assessments​:
Formative Assessment:
Edmodo posts according to rubric
Summative Assessment:
Edmodo exit slip, Creation of the Edmodo Profile for mythological character
Rubric: ​Edmodo Communication Rubric