1. M ODULE 4A: U NIT 2: L ESSON 10 Gathering Information about Screen Time: Assessing and Reading Internet Sources, Day 2

2. A GENDA Opening Vocabulary Entry Task (5 minutes) Work Time Setting Purpose for Research (5 minutes) Internet Research (30 minutes) Closing and Assessment Exit Ticket: Next Steps (5 minutes) Homework Continue reading your independent reading book

3. M ATERIALS Researcher’s notebook (begun in Lesson 4) Domain-Specific Vocabulary anchor chart (begun in Unit 1, Lesson 1) Assessing Sources document (from Lesson 1; one new blank copy per student) Exit Ticket: Next Steps (one per student)

4. L ESSON V OCABULARY Student-selected vocabulary

5. O PENING : V OCABULARY E NTRY T ASK (5 MINUTES ) Return researcher’s notebooks, if have not done so already. Look through your researcher’s notebook to identify any domain-specific vocabulary words you have encountered Raise your hand when you find a word that should be added to the Domain-Specific Vocabulary anchor chart Add to the anchor chart

6. W ORK T IME : S ETTING P URPOSE FOR R ESEARCH (5 MINUTES ) Turn your attention back to your researcher’s notebooks. Remember that you have already written many questions that you have about screen time Look through you researcher’s notebook and star two questions that you may want to research further today Take 2 minutes to reread your questions Then, discuss your supporting research questions and choose one question you will try to understand during this class

7. W ORK T IME C ONTINUED … Report the question you will research today Discuss what might be effective search terms to use when searching the Internet for an answer to your questions Share your answers. Repeat this process, explain why your search terms are effective The words are: “specific” “unique” “use context terms appropriately.” Read aloud the first learning target: I can use search terms effectively to gather information about screen time.”

8. W ORK T IME C ONTINUED … Use Fist to Five to evaluate how well you think you can use search terms. Distribute a new Assessing Sources document for today’s work Remember that you have used this document previously, and you will need to again evaluate your source(s) based on this document. Read aloud the second learning target: “I can evaluate a source’s accuracy and credibility.” Discuss what makes a source accurate and credible. Popcorn-share ideas that will help determine a source’s accuracy and credibility

9. W ORK T IME : I NTERNET R ESEARCH (30 MINUTES ) You will have the next 30 minutes to find an article that answers your chosen research question, to read the article, and to add information to your researcher’s notebook. Remember that you should paraphrase your reading and keep all the information about your source in your researcher’s notebook so you can properly cite it later using the MLA format. Remember that sources can differ in the information you give about your publications You may find this to be the case especially regarding Web articles and websites For the moment, you only need to put forth your best effort to find the citation information in such a case

10. C LOSING AND A SSESSMENT : E XIT T ICKET : N EXT S TEPS (5 MINUTES ) Distribute the Exit Ticket: Next Steps Read aloud the overarching research question Fill out the exit ticket: “What information do you have that helps you answer the overarching research question? What kind of information do you still need?” Collect the exit ticket for review before the next lesson. Tomorrow will be the mid-unit assessment. There will be no tricks on the assessment It will be on the research skills and text analysis and comparisons you have been practicing throughout Unit 2

11. H OMEWORK Continue reading your independent reading book