Submitted by Tamie Morphew
Time Frame:
Six 50-minute periods.
Materials Needed:
- Computers with Microsoft Word, Power Point or Front Page.
- Copies of handouts.
Description of Task:
Students will collaborate in small groups to decide what information about their high school to include in their web site. Lists will be generated in Spanish. Students should go back to their lists of perspectives, practices, and products that they identified for their home school, the Spanish-speaking school that they visited on the Internet, and the information from their interviews or email correspondence. They can use this information to decide what information that they want to include in the Spanish school web page and what information should be highlighted because it is different from the Spanish-speaking school. The school web page should clearly reflect the perspectives of their school through the practices and products that the students choose to include in the web site.
Using the lists that students generated, assign students a topic for the Spanish school Internet site. Students will be responsible to design and write one or more pages for the Internet site depending on the number of students in the class. Students can use assignments from previous lessons to help complete their Internet site. This would include the list of products and practices from lesson one, the essay about school perspectives from lesson 2, and the comparison report and organizer from lesson 5. The web page will be written in Power Point or Microsoft Front Page. The final result can be linked to the school web site.
In my district, competition for time in the computer lab is pretty stiff. So all writing and design work was completed in the classroom. Students made storyboards to show what they wanted their page layout to look like. This also provided me a chance to proof read and edit. Students were also assigned a partner for peer editing. Students should complete the peer review form to help them be successful in editing their partners work. (Handout 14) The class periods in the computer lab can then reserved for completing the Internet pages. All writing and design decisions had to be completed ahead of time.
Students will peer edit another student's web page. They will use an evaluation rubric and try to view the page as if they are students new to the district. I tried this with a small class and had them evaluate all the pages. You could also limit how many pages are to be evaluated by assigning specific pages to each student. An alternative form of evaluation would be to ask the students with whom they previously corresponded with by e-mail to view and evaluate the Internet site using the rubric. (Handout 13: Evaluation rubric)
References and Resources:
http://rubistar.4teachers.org/index.shtml
This site has templates for rubrics that you can customize for your objectives. The rubrics are even in Español!
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)Handout 13: Evaluation Rubric for Website
Handout 14: Peer Editing Form for web pages.