Information Literacy
GRADE 6
Orange Township Public Schools
Gerald Fitzhugh, II, Ed.D.
Office of the Superintendent
Information Literacy
Course Description: “Information literacy” means a set of skills that enables an individual to recognize when information is needed and to locate, evaluate, and use effectively the needed information. Information literacy includes, but is not limited to, digital, visual, media, textual, and technological literacy. The 6th Grade Information Literacy curriculum equips students with critical life skills necessary for evaluating and synthesizing information from a wide range of sources. Upon completion, students will be proficient in using information literacy skills to locate, assess, and apply information from both contemporary and traditional sources effectively.
Key areas of focus will include:
By mastering these skills, students will be prepared to navigate the complexities of information in an informed and responsible manner, making them adept at identifying reliable sources and understanding the broader implications of information use. |
Scope and Sequence
Timeline | Major Works (Units of Study) | Outcomes of Major Works (Performance Outcomes) |
Module 1 |
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Module 2 |
| Students will demonstrate mastery in distinguishing between facts, points of view, and opinions across various types of communication—whether print, digital, or multimedia. They will apply a sophisticated understanding of the differences between scholarly and non-scholarly publications, critically evaluating each source’s credibility, relevance, and intent. This comprehensive skill set will enable students to effectively analyze and interpret information, ensuring a well-rounded and informed approach to engaging with diverse content. |
Module 3 |
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Module 1 | Grade | 6 | |
Unit Plan Title: | The Research Process and the Use of Information Resources | ||
Overview/Rationale | |||
Module 1 Overview- This module is designed to equip students with the skills and insights necessary to discern between the proper and improper use of information. Students will engage deeply with the research process, integrating critical thinking to analyze the motivations behind information creation. They will explore various sources and methodologies for evaluating the reliability of information. By the end of this module, students will demonstrate mastery in selecting credible sources and identifying potentially harmful or misleading information. Additionally, students will be proficient in formulating, discussing, and testing diverse sources, using critical thinking to anticipate and assess the potential outcomes and impacts of the information presented. | |||
New Jersey Student Learning Standards- | |||
Currently in the design stage (2024) scheduled to be available 2025. | |||
Career Readiness, Life Literacies, and Key Skills | |||
2020 New Jersey Student Learning Standards – Career Readiness, Life Literacies, and Key Skills 9.4 Life Literacies and Key Skills by the End of Grade 8
(e.g., W.6.8)
potentially seen by public audiences.
searching for information.
information.
specific purpose (e.g., 1.2.8.C2a, 1.4.8.CR2a, 2.1.8.CHSS/IV.8.AI.1, W.5.8, 6.1.8.GeoSV.3.a, 6.1.8.CivicsDP.4.b, 7.1.NH. IPRET.8).
on climate change (e.g., 1.1.8.C1b).
1.5.8.CR3b, 8.2.8.EC.2).
evidence for an authentic audience.
information (e.g., 8.2.8.ED.1).
messages.
differently.
(e.g., MS-ESS3-4, 6.1.8.EconET.1, 6.1.8.CivicsPR.4).
problem | |||
Technology/Computer Science and Design Thinking Standards New Jersey Student Learning Standards – Computer Science and Design Thinking 8.2.8.ITH.1: Explain how the development and use of technology influences economic, political, social, and cultural issues. 8.2.8.ITH.2: Compare how technologies have influenced society over time. 8.2.8.ITH.4: Identify technologies that have been designed to reduce the negative consequences of other technologies and explain the change in impact. 8.2.8.ITH.5: Compare the impacts of a given technology on different societies, noting factors that may make a technology appropriate and sustainable in one society but not in another. 8.2.8.EC.1: Explain ethical issues that may arise from the use of new technologies | Interdisciplinary Standards Standards New Jersey Student Learning Standards English Language Arts (NJSLS-ELA) L.SS.8.1. Demonstrate command of the system and structure of the English language when writing or speaking. L.KL.8.2. Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.VL.8.3. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, including technical meanings, choosing flexibly from a range of strategies. L.VI.8.4. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. RL.CR.8.1. Cite a range of textual evidence and make clear and relevant connections to strongly support an analysis of multiple aspects of what a literary text says explicitly as well as inferences drawn from the text. RI.CR.8.1. Cite a range of textual evidence and make clear and relevant connections (including informational text features such as charts, graphs, and diagrams) that strongly support an analysis of multiple aspects of what an informational text says explicitly, as well as inferences drawn from the text. RL.CI.8.2. Determine a theme of a literary text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.CI.8.2. Determine a central idea of an informational text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RL.IT.8.3. Analyze how particular elements of a text interact (e.g., how setting shapes the characters or plot, how ideas influence individuals or events, or how characters influence ideas or events) across multiple text types, including across literary and informational texts. RI.IT.8.3. Analyze how particular elements of a text interact (e.g., how contexts influence individuals or events, or how individuals influence ideas or events) across multiple text types, including across literary and informational texts. RL.TS.8.4. Compare and contrast the structure of texts, analyzing how the differing structure of each text contributes to its meaning, tone and style. RI.TS.8.4. Analyze and explain how an author organizes, develops and presents ideas, establishes a point of view or builds supporting arguments through text structure. RL.PP.8.5. Analyze how an author conveys or develops their perspective or purpose in a text through the use of different perspectives of the characters and that of the audience or reader (e.g., created through the use of dramatic irony). RI.PP.8.5. Analyze how an author conveys or develops their perspective or purpose in a text and by acknowledging and responding to conflicting evidence or viewpoints. RL.MF.8.6. Evaluate the choices made (by the authors, directors or actors) when presenting an idea in different mediums, including the representation/s or various perspectives of a subject or a key scene in two different artistic mediums (e.g., a person’s life story in both print and multimedia), as well as what is emphasized or absent in each work. RI.MF.8.6. Evaluate the choices made (by the authors, directors, or actors) when presenting an idea in different mediums and the advantages and disadvantages of using different mediums or formats (e.g., visually, quantitatively) to address a question or solve a problem. RI.AA.8.7. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. RL.CT.8.8. Analyze and reflect on how the author’s idea in fiction and literary nonfiction texts (e.g., practical knowledge, historical/cultural context, and background knowledge) is shaped by the author’s emphasis on different evidence, advancing different interpretations of facts, or fictional portrayal of a time, place, or character and a historical account of the same period. RI.CT.8.8. Analyze and reflect on (e.g., practical knowledge, historical/cultural context, and background knowledge) two or more informational texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. W.AW.8.1. Write arguments on discipline-specific content (e.g., social studies, science, technical subjects, English/Language Arts) to support claims with clear reasons and relevant evidence. W.IW.8.2. Write informative/explanatory texts (including the narration of historical events, scientific procedures/ experiments, or technical processes) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.NW.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.WP.8.4. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, sustaining effort to complete complex writing tasks; seeking out assistance, models, sources or feedback to improve understanding or refine final products; focusing on how well purpose and audience have been addressed. W.WR.8.5. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W.SE.8.6. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.RW.8.7. Write routinely over extended time frames (time for research, reflection, metacognition/self- correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.PE.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.II.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SL.ES.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. SL.PI.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL.UM.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. SL.AS.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. | ||
21st Century Skills: E = Encouraged, T = Taught, A = Assessed | |||
ETA | Civic Literacy | ETA | Communication |
ETA | Global Awareness | ETA | Critical Thinking and Problem Solving |
Health Literacy | ETA | Collaboration | |
Financial, Economic, Business, & Entrepreneurial Literacy | ETA | Creativity and Innovation | |
Environmental Literacy | Other: | ||
Essential Question(s) | |||
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Enduring Understandings | |||
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Student Learning Targets/Objectives | |
By the end of this module:
Weekly Objectives:
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Assessments | |
Assessments will be formative and ongoing throughout the module. Formative assessments will include, but will not be limited to the following; (Examples)
Summative assessments may be utilized to meet district requirements or to validate the transfer of learning objectives. (Examples)
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Teaching and Learning Actions | |
Instructional Strategies Differentiation examples: | Academic Vocabulary - Create and keep a current Word Wall consisting of words and terms used in the VPA content area, in which children can use and interact with. Important for all learners, academic vocabulary and language must be taught explicitly, particularly to second language learners. Accountable talk - Talking with others about ideas is fundamental to classroom learning. Classroom talk that promotes and sustains learning should be accountable to other learners, use accurate and appropriate knowledge, and adhere to rigor in thinking. Accountable talk responds to and further develops what others have said through relevant observations, ideas, opinions, or more information. Cognates-Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. 30-40% of all words in English have a related word in Spanish and this guide provides a helpful list of cognates in Spanish and English. Conferencing - A one-to-one teacher conference with a student about his or her work in progress is prevalent in teaching writing and speaking, but it is also useful in other areas. The purpose of the conference-- engaging in meaningful conversation about the student’s work in progress--will not be realized automatically. Preparation (on the part of both the teacher and the student) before the conference, careful listening during the conference, recordkeeping, and follow-up are essential components for a successful outcome. In student-to-student conferencing, participants require guidance, a focused protocol, and accountability. Video resource: https://www.youtube.com/watch?v=Pad1eAcsHho Content Stations – Areas where students work on different tasks simultaneously. Can and should be leveled for review, challenge, and remediation at appropriate level. Teacher rotates and facilitates instruction and assistance. Activities reach various learning styles. Houghton Mifflin Harcourt leveled readers to assist in background knowledge, skills application, etc. Cues, questions, activating prior knowledge- Frequently assess your students for prior content knowledge to assist in planning your lessons. Use effective questioning to prompt students to recall and apply what they have already learned. Effective questioning - Teacher questioning and student response are common classroom learning activities. Research finds that teacher questions (and cues) are effective when they focus on what is important, require students to respond at higher levels, provide adequate wait time after a question is asked and establish an engaging introduction for the lesson. Effective questioning can also play a role in focusing students on unit learning goals or overarching themes throughout a longer period of study. Flexible Groupings- Teacher meets with groups to meet curricular goals, engage students, and respond to individual needs. Integration of content areas - There is a strong case to be made for integrating curriculum. It strengthens skills that students encounter in one content area, but also practice in another, such as reading and writing, and it can lead to the mastery of those skills. It provides meaningful instruction for students in multiple areas of standards in a single class or learning experience. It is also a more authentic way of learning because it reflects what we experience, both professionally and personally, in the world. It can be a way to engage students when introducing them to a challenging subject. STEM education is a current example of effective content integration. Research supports the integration of content areas. Intentional Use of Technology – whiteboard presentations and activities available and encouraged for use through HMH. Leveled Instruction – Teacher gives introductory lesson to the entire class, then provides varying access points for students to practice skills. Teacher provides several assignments with different levels of difficulty- the student OR teacher chooses an assignment. Modeling - Modeling is an instructional strategy wherein the teacher or another student demonstrates a new concept or skill and students learn by observing and emulating. Modeling is an effective instructional strategy when it allows students to observe thought processes and imitate particular behaviors or steps in a process. Types and purposes of modeling can include approaches such as task and performance modeling (demonstrating a task), metacognitive modeling (thinking aloud), and disposition modeling (conveying one’s own enthusiasm, interest, or commitment). Modeling can be used across disciplines and in all grades and ability levels. Read-aloud - Read-aloud is an instructional format, included formally in elementary reading programs and as an instructional activity in all areas and levels of the curriculum. A primary purpose of a read-aloud is to create a community of readers in the classroom and establish a known text as a basis for related literacy activities. Reading aloud allows teachers to model important components of literacy, such as fluency, expression, and interacting with texts while exposing students to vocabulary that is just beyond their instructional level and demonstrating how reading is a source of information and enjoyment. SIoP Strategies - Sheltered Instructional Observation Protocol consists of eight components; lesson preparation, building background, comprehensible input, strategies, interaction, practice, lesson delivery, and review and assessment. Using these eight components teachers can design instruction that will help Multilingual learner (MLL) to reach English language acquisition. Student goal setting - Teachers who set, define, and communicate learning objectives effectively with students employ research-based findings that say goal setting with students should: (1) be flexible and general because when a goal is too narrowly focused, it may limit learning (2) encourage student ownership (e.g., creating own goals, personalizing teacher goals, committing to contracts, and providing feedback on their progress in journals, videos, etc.); (3) focus on understanding over accomplishing tasks; and (4) allow students enough time to adapt goals to their own interests, learning styles, and prior knowledge. Setting goals benefits from explicit instruction. Targeted feedback - Research and effective practice points to the following keys to using targeted feedback to improve student achievement and avoid negative effects: (1) link feedback to objectives; (2) use a formative evaluation approach over a summative approach; (3) make guidance specific (e.g.,proofing remarks or codes may not communicate well); (4) provide feedback in a timely manner (not long after assignment is forgotten); and (5) identify how students should use feedback to make improvements. Thumbs Up/Down, “Stop Light”, “Smiley Face”- for quick, formative assessment Think-Pair-Share– Turn & Talk with a neighbor to discuss/review various concepts/vocabulary/etc. Each child that is called on to share reports out their partner’s ideas/response; then switch. Word wall - A word wall is an organized collection of words prominently displayed in a classroom and frequently used as an interactive literacy tool for teaching vocabulary and spelling to children. There are many different types of word walls, such as high frequency words, word families, and story- or unit-related names. |
Activities: Including G/T, SE, and ELL Differentiation Differentiation examples: Students with a 504:
| Module 1 Week 1: Focus: Research Process and how information is created and produced Activity: Overview of the Writing and Research Process
Practice: After explanation of 1a and 1b, complete Activity #1 - 6-8 MI.W.1.Prewriting1.pdf After explanation of 1c-1e, complete Activity #2 - 6-8 M1.W.1.Prewriting2.pdf Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 2: Focus: Research process and how information is created and produced Activity: Overview of the Writing and Research Process
Practice: After explanation of the drafting process, complete Drafting Outline 6-8 MI.W.2.Drafting.pdf Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 3: Focus: Research process and how information is created and produced Activity: Overview of the Writing and Research Process
Practice: After explanation of the remainder of the writing process, revise and edit work using the materials needed:
Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 4: Focus: Research process and how information is created and produced Activity: The 5 types of Literary Sources; introduction of Primary Sources and Secondary Sources
Practice: After explanation of digital, visual, and media sources, complete Literary Sources Activity 1 - 6-8 M1.W4.LiterarySources1.pdf Week 5: Focus: Research process and how information is created and produced Activity: The 5 types of Literary Sources (continued including primary and secondary sources)
Practice: After explanation of textual and technological sources, complete Literary Sources Activity 2 - 6-8 M1.W5.LiterarySources2.pdf Week 6: Focus: Critical thinking and using information resources Activity: Evaluating information resources: Currency 6-8 M1.W6-10.CRAAPTestInfo.pdf
Practice: After learning about currency in information resources, complete the activity 6-8 M1.W.6.Currency.pdf Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 7: Focus: Critical thinking and using information resources Activity: Evaluating information resources: Relevance 6-8 M1.W6-10.CRAAPTestInfo.pdf
Practice: After learning about relevance in information sources, complete the activity 6-8 M1.W.7.Relevance.pdf Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 8: Focus: Critical thinking and using information resources Activity: Evaluating information resources: Authority 6-8 M1.W6-10.CRAAPTestInfo.pdf
Practice: After learning about authority in information sources, complete the activity 6-8 M1.W.8.Authority.pdf Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 9 Focus: Critical thinking and using information resources Activity: Evaluating information resources: Accuracy 6-8 M1.W6-10.CRAAPTestInfo.pdf
Practice: After learning about accuracy in information sources, complete the activity 6-8 M1. W.9.Accuracy.pdf Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 10 Focus: Critical thinking and using information resources Activity: Evaluating information resources: Purpose 6-8 M1.W6-10.CRAAPTestInfo.pdf
Practice: After learning about purpose in information sources, complete the activity 6-8 M1.W.10.Purpose.pdf Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. |
Experiences (virtual and live field trips) | Federal Hall (Home to the nation's first Congress, Supreme Court, and Executive Branch offices, Federal Hall is the birthplace of the American Government. Right on Wall Street, George Washington took the oath of office as our first President. Students visiting Federal Hall will be able to see the place where the American Government was born first hand!) Democracy Now! (Democracy Now! is a national, daily news program. Students are invited to the studio each day to watch the broadcast. This is a great chance for students to see independent journalism in action, learn about current events in context, dive into media literacy, and hear stories about active citizenry.) Liberty Hall Museum ( Built in 1772, Liberty Hall Museum & Arboretum is the perfect place to discover the living past. Students can role play as citizens in colonial New Jersey on the eve of the Revolutionary War, or learn what life was like across five periods of American history.) NEW JERSEY PERFORMING ARTS CENTER, NJPAC (New Jersey Performing Arts Center offers curriculum-driven programs that are designed to give you and your students opportunities to create, collaborate, and connect.) ACTORS SHAKESPEARE COMPANY (Actors Shakespeare Company is committed to providing unique opportunities for young people to experience Shakespeare as a living experience. Students may attend a weekday 10am performance. Each performance is followed by a talkback with the actors and director. AFRICAN ART MUSEUM OF THE SMA (The African Art Museum is dedicated to the arts of Africa, with permanent collections including painting, costumes and decorative arts, exhibited on a rotating basis.) BERGEN COUNTY ZOOLOGICAL PARK (Bergen County Zoological Park, on an 18-acre site, is a great place to see wildlife from North, Central, and South America, buffalo and horses, as well as more exotic animals.) LIBERTY SCIENCE CENTER (Liberty Science Center in Liberty State Park features interactive, hands-on science exhibits, and a planetarium that houses 12 museum exhibition halls, a live animal collection with 110 species, giant aquariums and more.) LIBERTY STATE PARK (Liberty State Park features exhibits and programs focusing on the natural history and ecology of the Hudson River Estuary. Visit for spectacular views, interpretive programs, and miles of trails suited to recreational activities.) MONTCLAIR ART MUSEUM (MAM) Montclair Museum through its large collection of American and Native American art, strives to understand artistic expression in historical and regional contexts. Its programs teach critical thinking in art and history through exploration of the visual elements and evolution of American art. MONTCLAIR HISTORY CENTER (Montclair History Center offers four historic homes for public viewing, including the Nathaniel Crane House, Clark House and Library and the Charles Shultz House, all built in the 18th or 19th centuries.) MORRIS MUSEUM (Field trips to the Morris Museum allow youth groups to experience hands-on learning using museum artifacts, reproductions, and interactive activities in the science, arts, and humanities exhibits and activities.) NEWARK MUSEUM (The Newark Museum is the state’s largest museum with a fine collection of American art, decorative arts, contemporary art, and arts of Asia, Africa, the Americas, and the ancient world.) THE JEWISH MUSEUM OF NEW JERSEY (The Jewish Museum of New Jersey is housed at Congregation Ahavas Sholom, one of the oldest continually active synagogues in Newark. It includes permanent and rotating exhibit space, a library and media center.) THE SHAKESPEARE THEATRE OF NEW JERSEY (See Shakespeare’s plays come to life at The Shakespeare Theatre of New Jersey dedicated to Shakespeare’s canon and other classical masterworks) THOMAS EDISON NATIONAL HISTORIC PARK (At Thomas Edison National Historic Park, step back in time and tour Thomas Edison’s home and laboratory, where one of America’s greatest minds changed the course of modern technology.) TURTLE BACK ZOO (Turtle Back Zoo is committed to providing an enriching experience that fosters excellence in wildlife education and wildlife conservation.) VISUAL ARTS CENTER OF NEW JERSEY (As the state’s largest contemporary art institution, the Visual Arts Center of New Jersey hosts work by local and national artists. Past exhibits have featured illustration, collage, mixed media, painting, installation art, and other media. |
Resources | |
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Pacing/ Time Frame: | 10 weeks |
Module II | Grade 6 | ||
Unit Plan Title: | Facts, Opinions, and Points of View | ||
Overview/Rationale | |||
Module 2 Overview Module 2 is designed to empower students with advanced skills in predicting, evaluating, and testing information. Building on the foundational skills acquired in Module 1, this module introduces students to more sophisticated techniques for distinguishing between facts, points of view, and opinions. Through engaging examples and strategic exercises, students will refine their ability to critically analyze various forms of information. Students will:
By the end of this module, students will have honed their skills in assessing the validity of information across diverse formats and contexts. They will be adept at recognizing and mitigating the effects of misleading or inaccurate information, thereby becoming more discerning consumers and producers of information in their everyday lives. | |||
New Jersey Student Learning Standards: ? | |||
Currently in the design stage (2024) scheduled to be available 2025. | |||
Career Readiness, Life Literacies, and Key Skills | |||
2020 New Jersey Student Learning Standards – Career Readiness, Life Literacies, and Key Skills 9.4 Life Literacies and Key Skills by the End of Grade 8 • 9.4.8.CI.1: Assess data gathered on varying perspectives on causes of climate change (e.g., cross cultural, gender-specific, generational), and determine how the data can best be used to design multiple potential solutions (e.g., RI.7.9, 6.SP.B.5, 7.1.NH.IPERS.6, 8.2.8.ETW.4). • 9.4.8.CI.2: Repurpose an existing resource in an innovative way (e.g., 8.2.8.NT.3). • 9.4.8.CI.3: Examine challenges that may exist in the adoption of new ideas (e.g., 2.1.8.SSH, 6.1.8.CivicsPD.2). • 9.4.8.CI.4: Explore the role of creativity and innovation in career pathways and industries | |||
Technology/Computer Science and Design Thinking New Jersey Student Learning Standards – Computer Science and Design Thinking 8.2.8.ITH.1: Explain how the development and use of technology influences economic, political, social, and cultural issues. 8.2.8.ITH.2: Compare how technologies have influenced society over time. 8.2.8.ITH.4: Identify technologies that have been designed to reduce the negative consequences of other technologies and explain the change in impact. 8.2.8.ITH.5: Compare the impacts of a given technology on different societies, noting factors that may make a technology appropriate and sustainable in one society but not in another. 8.2.8.EC.1: Explain ethical issues that may arise from the use of new technologies | Interdisciplinary Standards New Jersey Student Learning Standards English Language Arts (NJSLS-ELA) L.SS.8.1. Demonstrate command of the system and structure of the English language when writing or speaking. L.KL.8.2. Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.VL.8.3. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, including technical meanings, choosing flexibly from a range of strategies. L.VI.8.4. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. RL.CR.8.1. Cite a range of textual evidence and make clear and relevant connections to strongly support an analysis of multiple aspects of what a literary text says explicitly as well as inferences drawn from the text. RI.CR.8.1. Cite a range of textual evidence and make clear and relevant connections (including informational text features such as charts, graphs, and diagrams) that strongly support an analysis of multiple aspects of what an informational text says explicitly, as well as inferences drawn from the text. RL.CI.8.2. Determine a theme of a literary text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.CI.8.2. Determine a central idea of an informational text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RL.IT.8.3. Analyze how particular elements of a text interact (e.g., how setting shapes the characters or plot, how ideas influence individuals or events, or how characters influence ideas or events) across multiple text types, including across literary and informational texts. RI.IT.8.3. Analyze how particular elements of a text interact (e.g., how contexts influence individuals or events, or how individuals influence ideas or events) across multiple text types, including across literary and informational texts. RL.TS.8.4. Compare and contrast the structure of texts, analyzing how the differing structure of each text contributes to its meaning, tone and style. RI.TS.8.4. Analyze and explain how an author organizes, develops and presents ideas, establishes a point of view or builds supporting arguments through text structure. RL.PP.8.5. Analyze how an author conveys or develops their perspective or purpose in a text through the use of different perspectives of the characters and that of the audience or reader (e.g., created through the use of dramatic irony). RI.PP.8.5. Analyze how an author conveys or develops their perspective or purpose in a text and by acknowledging and responding to conflicting evidence or viewpoints. RL.MF.8.6. Evaluate the choices made (by the authors, directors or actors) when presenting an idea in different mediums, including the representation/s or various perspectives of a subject or a key scene in two different artistic mediums (e.g., a person’s life story in both print and multimedia), as well as what is emphasized or absent in each work. RI.MF.8.6. Evaluate the choices made (by the authors, directors, or actors) when presenting an idea in different mediums and the advantages and disadvantages of using different mediums or formats (e.g., visually, quantitatively) to address a question or solve a problem. RI.AA.8.7. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. RL.CT.8.8. Analyze and reflect on how the author’s idea in fiction and literary nonfiction texts (e.g., practical knowledge, historical/cultural context, and background knowledge) is shaped by the author’s emphasis on different evidence, advancing different interpretations of facts, or fictional portrayal of a time, place, or character and a historical account of the same period. RI.CT.8.8. Analyze and reflect on (e.g., practical knowledge, historical/cultural context, and background knowledge) two or more informational texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. W.AW.8.1. Write arguments on discipline-specific content (e.g., social studies, science, technical subjects, English/Language Arts) to support claims with clear reasons and relevant evidence. W.IW.8.2. Write informative/explanatory texts (including the narration of historical events, scientific procedures/ experiments, or technical processes) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.NW.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.WP.8.4. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, sustaining effort to complete complex writing tasks; seeking out assistance, models, sources or feedback to improve understanding or refine final products; focusing on how well purpose and audience have been addressed. W.WR.8.5. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W.SE.8.6. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.RW.8.7. Write routinely over extended time frames (time for research, reflection, metacognition/self- correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.PE.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.II.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SL.ES.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. SL.PI.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL.UM.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. SL.AS.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. | ||
21st Century Skills: E = Encouraged, T = Taught, A = Assessed | |||
E T A | Civic Literacy | E T A | Communication |
E T A | Global Awareness | E T A | Critical Thinking and Problem Solving |
Health Literacy | E T A | Collaboration | |
Financial, Economic, Business, & Entrepreneurial Literacy | E T A | Creativity and Innovation | |
Environmental Literacy | Other: | ||
Essential Question(s) | |||
| |||
Enduring Understandings | |||
| |||
Student Learning Targets/Objectives | |
By the end of this module:
Weekly Objectives:
| |
Assessments | |
Assessments will be formative and ongoing throughout the module. Formative assessments will include, but will not be limited to the following; (Examples)
Summative assessments may be utilized to meet district requirements or to validate the transfer of learning objectives. (Examples)
| |
Teaching and Learning Actions | |
Instructional Strategies | Academic Vocabulary - Create and keep current, a Language Arts Word Wall, for children to use and interact with. Important for all learners, academic vocabulary and language must be taught explicitly, particularly to second language learners. Accountable talk - Talking with others about ideas is fundamental to classroom learning. Classroom talk that promotes and sustains learning should be accountable to other learners, use accurate and appropriate knowledge, and adhere to rigor in thinking. Accountable talk responds to and further develops what others have said through relevant observations, ideas, opinions, or more information. Cognates-Using Cognates for words in Multilingual learner (MLL) native language Conferencing - A one-to-one teacher conference with a student about his or her work in progress is prevalent in teaching writing and speaking, but it is also useful in other areas. The purpose of the conference-- engaging in meaningful conversation about the student’s work in progress--will not be realized automatically. Preparation (on the part of both the teacher and the student) before the conference, careful listening during the conference, recordkeeping, and follow-up are essential components for a successful outcome. In student-to-student conferencing, participants require guidance, a focused protocol, and accountability. Video resource: https://www.youtube.com/watch?v=Pad1eAcsHho Content Stations – Areas where students work on different tasks simultaneously. Can and should be leveled for review, challenge, and remediation at appropriate level. Teacher rotates and facilitates instruction and assistance. Activities reach various learning styles. Houghton Mifflin Harcourt leveled readers to assist in background knowledge, skills application, etc. Cues, questions, activating prior knowledge- Frequently assess your students for prior content knowledge to assist in planning your lessons. Use effective questioning to prompt students to recall and apply what they have already learned. Effective questioning - Teacher questioning and student response are common classroom learning activities. Research finds that teacher questions (and cues) are effective when they focus on what is important, require students to respond at higher levels, provide adequate wait time after a question is asked and establish an engaging introduction for the lesson. Effective questioning can also play a role in focusing students on unit learning goals or overarching themes throughout a longer period of study. Flexible Groupings- Teacher meets with groups to meet curricular goals, engage students, and respond to individual needs. Integration of content areas - There is a strong case to be made for integrating curriculum. It strengthens skills that students encounter in one content area, but also practice in another, such as reading and writing, and it can lead to the mastery of those skills. It provides meaningful instruction for students in multiple areas of standards in a single class or learning experience. It is also a more authentic way of learning because it reflects what we experience, both professionally and personally, in the world. It can be a way to engage students when introducing them to a challenging subject. STEM education is a current example of effective content integration. Research supports the integration of content areas. Intentional Use of Technology – whiteboard presentations and activities available and encouraged for use through HMH. Leveled Instruction – Teacher gives introductory lesson to the entire class, then provides varying access points for students to practice skills. Teacher provides several assignments with different levels of difficulty- the student OR teacher chooses an assignment. Modeling - Modeling is an instructional strategy wherein the teacher or another student demonstrates a new concept or skill and students learn by observing and emulating. Modeling is an effective instructional strategy when it allows students to observe thought processes and imitate particular behaviors or steps in a process. Types and purposes of modeling can include approaches such as task and performance modeling (demonstrating a task), metacognitive modeling (thinking aloud), and disposition modeling (conveying one’s own enthusiasm, interest, or commitment). Modeling can be used across disciplines and in all grades and ability levels. Nonlinguistic representations- drawings, blocks, physical models, kinesthetic activities, graphic organizers, realia Read-aloud - Read-aloud is an instructional format, included formally in elementary reading programs and as an instructional activity in all areas and levels of the curriculum. A primary purpose of a read-aloud is to create a community of readers in the classroom and establish a known text as a basis for related literacy activities. Reading aloud allows teachers to model important components of literacy, such as fluency, expression, and interacting with texts while exposing students to vocabulary that is just beyond their instructional level and demonstrating how reading is a source of information and enjoyment. Semantic Mapping -The association of meanings and context for a given word that may include: origin, images, multiple meanings, word structure, synonyms, antonyms, descriptors, common contexts, examples, historical or cultural connotations and personal associations. When using a semantic map, it will assist students by building a meaningful network of associations around the words that must be learned which will be stored more deeply in memory and retrieved more easily. Share the Pen- Interactive writing strategy where teacher and students “share the pen” to create a written product such as a sentence, story, or list. SIoP Strategies - Sheltered Instructional Observation Protocol consists of eight components; lesson preparation, building background, comprehensible input, strategies, interaction, practice, lesson delivery, and review and assessment. Using these eight components teachers can design instruction that will help Multilingual learner (MLL) to reach English language acquisition. Student goal setting - Teachers who set, define, and communicate learning objectives effectively with students employ research-based findings that say goal setting with students should: (1) be flexible and general because when a goal is too narrowly focused, it may limit learning (e.g., If the goal is to learn how a piston works, students may not learn its relationship to other parts of an engine), although too general goals may be unattainable; (2) encourage student ownership (e.g., creating own goals, personalizing teacher goals, committing to contracts, and providing feedback on their progress in journals, videos, etc.); (3) focus on understanding over accomplishing tasks; and (4) allow students enough time to adapt goals to their own interests, learning styles, and prior knowledge. Setting goals benefits from explicit instruction. Targeted feedback - Research and effective practice points to the following keys to using targeted feedback to improve student achievement and avoid negative effects: (1) link feedback to objectives; (2) use a formative evaluation approach over a summative approach; (3) make guidance specific (e.g.,proofing remarks or codes may not communicate well); (4) provide feedback in a timely manner (not long after assignment is forgotten); and (5) identify how students should use feedback to make improvements. Thumbs Up/Down, “Stop Light”, “Smiley Face”- for quick, formative assessment Think-Pair-Share– Turn & Talk with a neighbor to discuss/review various concepts/vocabulary/etc. Each child that is called on to share reports out their partner’s ideas/response; then switch. Word wall - A word wall is an organized collection of words prominently displayed in a classroom and frequently used as an interactive literacy tool for teaching vocabulary and spelling to children. There are many different types of word walls, such as high frequency words, word families, and story- or unit-related names. |
Activities: Including G/T, SE, and ELL Differentiation Differentiation examples: Students with a 504:
| Week 1: Focus: Difference between facts, points of view, and opinions. Activity: Defining fact and opinion
- can be proven true or false through objective evidence. - relies on denotative language. - frequently uses measurable or verifiable numbers, statistics, dates and measurements.
- relies on connotative language. - can mean different things to different people. - uses value judgment words and comparisons such as “best,” “most,” etc… Practice: Fact or Opinion or Both?
1. I have a husband and two children. 2. Pit bulls are the most dangerous dogs alive. 3. Ostriches do not hide their heads in the sand. 4. There is nothing like an ice-cold bottle of Coke to satisfy a thirst! 5. It is time for educators to assume more responsibility for schools’ unhealthy lunch menus. 6. The government should increase spending for preventing unwanted pregnancy; more than one million teenagers become pregnant every year. 7. Rob said that the book Angels and Demons is better than The Da Vinci Code. 8. New York City is not the capital of New York State.
(these words cannot be verified of measured): best must disgusting bad worst wonderful great good pretty should terrible most beautiful strange lovely 6-8 MII.W.1.Fact or Opinion.pdf Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 2: Focus: Points of view Activity: Analyze Effects of Differences in Point of View
The following chart identifies the characteristics of each point of view. A narrator can be either objective, which means that he or she only relates the facts of an event, or subjective, which means that the narrator gives his or her opinion about an event. If a narrator describes how she feels, she is giving a subjective account of the story. Practice
6-8 MII.W.2.Point of View .pdf Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 3: Focus: Identifying and differentiating facts and opinions. Activity: Fact vs. Opinion Activities
(differentiate between fact and opinion)
2. Opinion Clues
Provide anchor chart:
There are many fact or opinion activities you can use to teach these critical thinking skills. Here are some ideas. Use the next 2 lessons to review, and expand student thinking and understanding of facts versus opinion. Focus on using current and world events.
6-8 MII.W3.Fact vs. Opinion Activities.pdf Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 4: Focus: Identifying and differentiating facts and opinions. Activity: Fact vs. Opinion Activities (Expanding)
(differentiate between fact and opinion)
2. Opinion Clues
Provide anchor chart:
There are many fact or opinion activities you can use to teach these critical thinking skills. Here are some ideas. Use the next 2 lessons to review, and expand student thinking and understanding of facts versus opinion. Focus on using current and world events.Have Students Practice Writing: Recognizing a biased story is one skill, but going one step further is being able to write balanced news. If students learn to write balanced news and then editorials, they don’t forget the distinction. For example, have them choose a topic they are interested in and then write an objective article on that topic, followed by an editorial where they voice their opinion. 6-8 MII.W4.Fact vs. Opinion Activities.pdf Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 5: Focus: Identifying and differentiating facts and opinions. Activity: Fact vs. Opinion Activities
6-8 MII.W5.Fact vs. Opinion Activities.pdf Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 6: Focus: Identifying and differentiating facts and opinions. Activity: Fact vs. Opinion Activities (Expanding)
6-8 MII.W6.Fact vs. Opinion Activities.pdf Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 7: Focus: Peer-reviewed print and digital library resources Activity: Awareness of the roles of information in our society. Distinguishing between scholarly and non-scholarly information.
6-8 MII.W7.Peer Reviewed.Presentation
6-8 MII.W7.Peer Reviewed.Presentation2 Scholary versus non-scholary .pdf
SCHOLARLY VS. NON-SCHOLARLY JOURNAL ARTICLES Scholarly Journal Articles • Purpose: to inform, report, or make original research available to other researchers. • Authors/Publishers: written by scholars or researchers in the field. Articles are peer reviewed by other experts in the field before being published by a professional organization. • Sources: cite sources; include extensive documentation to previously published research (footnotes, endnotes, bibliographies, etc.) • Language: use terminology, jargon, and the language of the discipline covered. • Format: have grave, serious formats. May contain graphs and charts to illustrate concepts. • Examples: Annals of Microbiology, Harvard Business Review, Journal of Physiology Non-Scholarly Journal Articles (News/General Interest) • Purpose: to provide general information to a well educated, general audience. • Authors/Publishers: written by staff, free-lance, or scholarly writers. Articles are not peer reviewed; the editorial team makes all content decisions before publication for profit. • Sources: Occasionally cite sources, but not as a rule. • Language: geared to any educated, non-specialist audience; unfamiliar terms often defined. • Format: are attractive in appearance. Include photos and graphics to enhance visual appeal. • Examples: Atlantic Monthly, Newsweek, Fortune, Psychology Today Popular Magazines • Purpose: to entertain or persuade, to sell products or services. • Authors/Publishers: written by staff or free-lance writers for a broad-based audience. Articles are not peer reviewed. They are published by commercial enterprises for profit. • Sources: rarely cite sources. Original sources may be obscure. • Language: use simple language for broad accessibility. Articles are short, with little depth. • Format: are generally glossy with an attractive format. Contain photos, illustrations, and drawings to enhance publication's image. • Examples: Better Homes and Gardens, GQ, Glamour, People Weekly, Sports Illustrated Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 8: Focus: Peer-reviewed print and digital library resources Activity: Identifying and distinguishing between scholarly and non-scholarly information. This activity is intended to have students understand the difference between scholarly and non-scholarly which will support critical thinking of the publication's overall message.
6-8 MII.W7.Peer Reviewed.Presentation2 Scholary versus non-scholary .pdf
6-8 MII.W8.SCHOLARLY VS. NON-SCHOLARLY student handout.pdf
Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 9: Focus: Peer-reviewed print and digital library resources Activity: Proper identification of scholarly and non-scholarly resources is a critical skill needed by academic researchers and writers. Generally, the main requirement indicating a publication or scholarly or non-scholarly is whether or not the articles within the publication have been peer-reviewed. Students will focus on peer-reviewed and how to properly search for peer-reviewed publications.
6-8 MII.W8.SCHOLARLY VS. NON-SCHOLARLY student handout.pdf Have students identify and document evidence as to how they identified each type of publication as scholarly or non-scholarly. 6-8 MII.W9.Scholarly and Non-Scholarly Venn Diagram graphic organizer.pdf Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. |
Experiences (virtual and live field trips) | Federal Hall (Home to the nation's first Congress, Supreme Court, and Executive Branch offices, Federal Hall is the birthplace of the American Government. Right on Wall Street, George Washington took the oath of office as our first President. Students visiting Federal Hall will be able to see the place where the American Government was born first hand!) Democracy Now! (Democracy Now! is a national, daily news program. Students are invited to the studio each day to watch the broadcast. This is a great chance for students to see independent journalism in action, learn about current events in context, dive into media literacy, and hear stories about active citizenry.) Liberty Hall Museum ( Built in 1772, Liberty Hall Museum & Arboretum is the perfect place to discover the living past. Students can role play as citizens in colonial New Jersey on the eve of the Revolutionary War, or learn what life was like across five periods of American history.) NEW JERSEY PERFORMING ARTS CENTER, NJPAC (New Jersey Performing Arts Center offers curriculum-driven programs that are designed to give you and your students opportunities to create, collaborate, and connect.) ACTORS SHAKESPEARE COMPANY (Actors Shakespeare Company is committed to providing unique opportunities for young people to experience Shakespeare as a living experience. Students may attend a weekday 10am performance. Each performance is followed by a talkback with the actors and director. AFRICAN ART MUSEUM OF THE SMA (The African Art Museum is dedicated to the arts of Africa, with permanent collections including painting, costumes and decorative arts, exhibited on a rotating basis.) BERGEN COUNTY ZOOLOGICAL PARK (Bergen County Zoological Park, on an 18-acre site, is a great place to see wildlife from North, Central, and South America, buffalo and horses, as well as more exotic animals.) LIBERTY SCIENCE CENTER (Liberty Science Center in Liberty State Park features interactive, hands-on science exhibits, and a planetarium that houses 12 museum exhibition halls, a live animal collection with 110 species, giant aquariums and more.) LIBERTY STATE PARK (Liberty State Park features exhibits and programs focusing on the natural history and ecology of the Hudson River Estuary. Visit for spectacular views, interpretive programs, and miles of trails suited to recreational activities.) MONTCLAIR ART MUSEUM (MAM) Montclair Museum through its large collection of American and Native American art, strives to understand artistic expression in historical and regional contexts. Its programs teach critical thinking in art and history through exploration of the visual elements and evolution of American art. MONTCLAIR HISTORY CENTER (Montclair History Center offers four historic homes for public viewing, including the Nathaniel Crane House, Clark House and Library and the Charles Shultz House, all built in the 18th or 19th centuries.) MORRIS MUSEUM (Field trips to the Morris Museum allow youth groups to experience hands-on learning using museum artifacts, reproductions, and interactive activities in the science, arts, and humanities exhibits and activities.) NEWARK MUSEUM (The Newark Museum is the state’s largest museum with a fine collection of American art, decorative arts, contemporary art, and arts of Asia, Africa, the Americas, and the ancient world.) THE JEWISH MUSEUM OF NEW JERSEY (The Jewish Museum of New Jersey is housed at Congregation Ahavas Sholom, one of the oldest continually active synagogues in Newark. It includes permanent and rotating exhibit space, a library and media center.) THE SHAKESPEARE THEATRE OF NEW JERSEY (See Shakespeare’s plays come to life at The Shakespeare Theatre of New Jersey dedicated to Shakespeare’s canon and other classical masterworks) THOMAS EDISON NATIONAL HISTORIC PARK (At Thomas Edison National Historic Park, step back in time and tour Thomas Edison’s home and laboratory, where one of America’s greatest minds changed the course of modern technology.) TURTLE BACK ZOO (Turtle Back Zoo is committed to providing an enriching experience that fosters excellence in wildlife education and wildlife conservation.) VISUAL ARTS CENTER OF NEW JERSEY (As the state’s largest contemporary art institution, the Visual Arts Center of New Jersey hosts work by local and national artists. Past exhibits have featured illustration, collage, mixed media, painting, installation art, and other media. |
Resources | |
| |
Pacing/ Time Frame: | 9 Weeks |
Module 3 | Grade | 6 | ||
Unit Plan Title: | Ethics of Information Resources | |||
Overview/Rationale | ||||
Module 3 Overview: This module is designed to deepen students' understanding of the ethical considerations involved in the responsible use and production of information. Students will explore the economic, legal, and social dimensions associated with information resources, including issues of intellectual property, privacy, and the impact of information on society. They will also learn about ethical practices in the creation and dissemination of information, focusing on proper formatting, citation, and the integrity of content. By the end of the module, students will demonstrate proficiency in adhering to ethical standards and legal requirements, ensuring respectful and responsible use of information in all forms of communication. | ||||
New Jersey Student Learning Standards: ? | ||||
Currently in the design stage (2024) scheduled to be available 2025. | ||||
Career Readiness, Life Literacies, and Key Skills | ||||
2020 New Jersey Student Learning Standards – Career Readiness, Life Literacies, and Key Skills 9.4 Life Literacies and Key Skills by the End of Grade 8
(e.g., W.6.8)
potentially seen by public audiences.
searching for information.
information.
specific purpose (e.g., 1.2.8.C2a, 1.4.8.CR2a, 2.1.8.CHSS/IV.8.AI.1, W.5.8, 6.1.8.GeoSV.3.a, 6.1.8.CivicsDP.4.b, 7.1.NH. IPRET.8).
on climate change (e.g., 1.1.8.C1b).
1.5.8.CR3b, 8.2.8.EC.2).
evidence for an authentic audience.
information (e.g., 8.2.8.ED.1).
messages.
differently.
(e.g., MS-ESS3-4, 6.1.8.EconET.1, 6.1.8.CivicsPR.4).
problem | ||||
Technology/Computer Science and Design Thinking New Jersey Student Learning Standards – Computer Science and Design Thinking 8.2.8.ITH.1: Explain how the development and use of technology influences economic, political, social, and cultural issues. 8.2.8.ITH.2: Compare how technologies have influenced society over time. 8.2.8.ITH.4: Identify technologies that have been designed to reduce the negative consequences of other technologies and explain the change in impact. 8.2.8.ITH.5: Compare the impacts of a given technology on different societies, noting factors that may make a technology appropriate and sustainable in one society but not in another. 8.2.8.EC.1: Explain ethical issues that may arise from the use of new technologies | Interdisciplinary Standards) New Jersey Student Learning Standards English Language Arts (NJSLS-ELA) L.SS.8.1. Demonstrate command of the system and structure of the English language when writing or speaking. L.KL.8.2. Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.VL.8.3. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, including technical meanings, choosing flexibly from a range of strategies. L.VI.8.4. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. RL.CR.8.1. Cite a range of textual evidence and make clear and relevant connections to strongly support an analysis of multiple aspects of what a literary text says explicitly as well as inferences drawn from the text. RI.CR.8.1. Cite a range of textual evidence and make clear and relevant connections (including informational text features such as charts, graphs, and diagrams) that strongly support an analysis of multiple aspects of what an informational text says explicitly, as well as inferences drawn from the text. RL.CI.8.2. Determine a theme of a literary text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.CI.8.2. Determine a central idea of an informational text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RL.IT.8.3. Analyze how particular elements of a text interact (e.g., how setting shapes the characters or plot, how ideas influence individuals or events, or how characters influence ideas or events) across multiple text types, including across literary and informational texts. RI.IT.8.3. Analyze how particular elements of a text interact (e.g., how contexts influence individuals or events, or how individuals influence ideas or events) across multiple text types, including across literary and informational texts. RL.TS.8.4. Compare and contrast the structure of texts, analyzing how the differing structure of each text contributes to its meaning, tone and style. RI.TS.8.4. Analyze and explain how an author organizes, develops and presents ideas, establishes a point of view or builds supporting arguments through text structure. RL.PP.8.5. Analyze how an author conveys or develops their perspective or purpose in a text through the use of different perspectives of the characters and that of the audience or reader (e.g., created through the use of dramatic irony). RI.PP.8.5. Analyze how an author conveys or develops their perspective or purpose in a text and by acknowledging and responding to conflicting evidence or viewpoints. RL.MF.8.6. Evaluate the choices made (by the authors, directors or actors) when presenting an idea in different mediums, including the representation/s or various perspectives of a subject or a key scene in two different artistic mediums (e.g., a person’s life story in both print and multimedia), as well as what is emphasized or absent in each work. RI.MF.8.6. Evaluate the choices made (by the authors, directors, or actors) when presenting an idea in different mediums and the advantages and disadvantages of using different mediums or formats (e.g., visually, quantitatively) to address a question or solve a problem. RI.AA.8.7. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. RL.CT.8.8. Analyze and reflect on how the author’s idea in fiction and literary nonfiction texts (e.g., practical knowledge, historical/cultural context, and background knowledge) is shaped by the author’s emphasis on different evidence, advancing different interpretations of facts, or fictional portrayal of a time, place, or character and a historical account of the same period. RI.CT.8.8. Analyze and reflect on (e.g., practical knowledge, historical/cultural context, and background knowledge) two or more informational texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. W.AW.8.1. Write arguments on discipline-specific content (e.g., social studies, science, technical subjects, English/Language Arts) to support claims with clear reasons and relevant evidence. W.IW.8.2. Write informative/explanatory texts (including the narration of historical events, scientific procedures/ experiments, or technical processes) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.NW.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.WP.8.4. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, sustaining effort to complete complex writing tasks; seeking out assistance, models, sources or feedback to improve understanding or refine final products; focusing on how well purpose and audience have been addressed. W.WR.8.5. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W.SE.8.6. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.RW.8.7. Write routinely over extended time frames (time for research, reflection, metacognition/self- correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.PE.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.II.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SL.ES.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. SL.PI.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL.UM.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. SL.AS.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. | |||
Essential Question(s) | ||||
| ||||
Enduring Understandings | ||||
| ||||
Student Learning Targets/Objectives | |
By the end of this module:
Weekly Objectives:
| |
Assessments | |
Assessments will be formative and ongoing throughout the module. Formative assessments will include, but will not be limited to the following; (Examples)
Summative assessments may be utilized to meet district requirements or to validate the transfer of learning objectives. (Examples)
| |
Teaching and Learning Actions | |
Instructional Strategies | Academic Vocabulary - Create and keep current, a Language Arts Word Wall, for children to use and interact with. Important for all learners, academic vocabulary and language must be taught explicitly, particularly to second language learners. Accountable talk - Talking with others about ideas is fundamental to classroom learning. Classroom talk that promotes and sustains learning should be accountable to other learners, use accurate and appropriate knowledge, and adhere to rigor in thinking. Accountable talk responds to and further develops what others have said through relevant observations, ideas, opinions, or more information. Adapting to learning styles/multiple intelligences – Allow movement, choice, linguistics, visual, and other methods of teaching/learning to foster different interests, providing variety and differentiation in instruction, and developing the whole child. Cognates-Using Cognates for words in Multilingual learner (MLL) native language Conferencing - A one-to-one teacher conference with a student about his or her work in progress is prevalent in teaching writing and speaking, but it is also useful in other areas. The purpose of the conference-- engaging in meaningful conversation about the student’s work in progress--will not be realized automatically. Preparation (on the part of both the teacher and the student) before the conference, careful listening during the conference, recordkeeping, and follow-up are essential components for a successful outcome. In student-to-student conferencing, participants require guidance, a focused protocol, and accountability. Video resource: https://www.youtube.com/watch?v=Pad1eAcsHho Content Stations – Areas where students work on different tasks simultaneously. Can and should be leveled for review, challenge, and remediation at appropriate level. Teacher rotates and facilitates instruction and assistance. Activities reach various learning styles. Houghton Mifflin Harcourt leveled readers to assist in background knowledge, skills application, etc. Cues, questions, activating prior knowledge- Frequently assess your students for prior content knowledge to assist in planning your lessons. Use effective questioning to prompt students to recall and apply what they have already learned. Effective questioning - Teacher questioning and student response are common classroom learning activities. Research finds that teacher questions (and cues) are effective when they focus on what is important, require students to respond at higher levels, provide adequate wait time after a question is asked and establish an engaging introduction for the lesson. Effective questioning can also play a role in focusing students on unit learning goals or overarching themes throughout a longer period of study. Flexible Groupings- Teacher meets with groups to meet curricular goals, engage students, and respond to individual needs. Integration of content areas - There is a strong case to be made for integrating curriculum. It strengthens skills that students encounter in one content area, but also practice in another, such as reading and writing, and it can lead to the mastery of those skills. It provides meaningful instruction for students in multiple areas of standards in a single class or learning experience. It is also a more authentic way of learning because it reflects what we experience, both professionally and personally, in the world. It can be a way to engage students when introducing them to a challenging subject. STEM education is a current example of effective content integration. Research supports the integration of content areas. Intentional Use of Technology – whiteboard presentations and activities available and encouraged for use through HMH. Leveled Instruction – Teacher gives introductory lesson to the entire class, then provides varying access points for students to practice skills. Teacher provides several assignments with different levels of difficulty- the student OR teacher chooses an assignment. Modeling - Modeling is an instructional strategy wherein the teacher or another student demonstrates a new concept or skill and students learn by observing and emulating. Modeling is an effective instructional strategy when it allows students to observe thought processes and imitate particular behaviors or steps in a process. Types and purposes of modeling can include approaches such as task and performance modeling (demonstrating a task), metacognitive modeling (thinking aloud), and disposition modeling (conveying one’s own enthusiasm, interest, or commitment). Modeling can be used across disciplines and in all grades and ability levels. Nonlinguistic representations- drawings, blocks, physical models, kinesthetic activities, graphic organizers, realia Phoneme Grapheme Correspondence Read-aloud - Read-aloud is an instructional format, included formally in elementary reading programs and as an instructional activity in all areas and levels of the curriculum. A primary purpose of a read-aloud is to create a community of readers in the classroom and establish a known text as a basis for related literacy activities. Reading aloud allows teachers to model important components of literacy, such as fluency, expression, and interacting with texts while exposing students to vocabulary that is just beyond their instructional level and demonstrating how reading is a source of information and enjoyment. Semantic Mapping -The association of meanings and context for a given word that may include: origin, images, multiple meanings, word structure, synonyms, antonyms, descriptors, common contexts, examples, historical or cultural connotations and personal associations. When using a semantic map, it will assist students by building a meaningful network of associations around the words that must be learned which will be stored more deeply in memory and retrieved more easily. Share the Pen- Interactive writing strategy where teacher and students “share the pen” to create a written product such as a sentence, story, or list. SIoP Strategies - Sheltered Instructional Observation Protocol consists of eight components; lesson preparation, building background, comprehensible input, strategies, interaction, practice, lesson delivery, and review and assessment. Using these eight components teachers can design instruction that will help Multilingual learner (MLL) to reach English language acquisition. Student goal setting - Teachers who set, define, and communicate learning objectives effectively with students employ research-based findings that say goal setting with students should: (1) be flexible and general because when a goal is too narrowly focused, it may limit learning (e.g., If the goal is to learn how a piston works, students may not learn its relationship to other parts of an engine), although too general goals may be unattainable; (2) encourage student ownership (e.g., creating own goals, personalizing teacher goals, committing to contracts, and providing feedback on their progress in journals, videos, etc.); (3) focus on understanding over accomplishing tasks; and (4) allow students enough time to adapt goals to their own interests, learning styles, and prior knowledge. Setting goals benefits from explicit instruction. Targeted feedback - Research and effective practice points to the following keys to using targeted feedback to improve student achievement and avoid negative effects: (1) link feedback to objectives; (2) use a formative evaluation approach over a summative approach; (3) make guidance specific (e.g.,proofing remarks or codes may not communicate well); (4) provide feedback in a timely manner (not long after assignment is forgotten); and (5) identify how students should use feedback to make improvements. Thumbs Up/Down, “Stop Light”, “Smiley Face”- for quick, formative assessment Think-Pair-Share– Turn & Talk with a neighbor to discuss/review various concepts/vocabulary/etc. Each child that is called on to share reports out their partner’s ideas/response; then switch. Word wall - A word wall is an organized collection of words prominently displayed in a classroom and frequently used as an interactive literacy tool for teaching vocabulary and spelling to children. There are many different types of word walls, such as high frequency words, word families, and story- or unit-related names. |
Activities: Including G/T, SE, and ELL Differentiation Differentiation examples: Students with a 504:
| Module 1 Week 1 Focus: Economic, legal, and social issues surrounding the use of information. Activity: Privacy and Security
Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 2 Focus: Economic, legal, and social issues surrounding the use of information Activity: Censorship
A challenge is an attempt to remove or restrict materials, based upon the objections of a person or group. A banning is the removal of those materials. Challenges do not simply involve a person expressing a point of view; rather, they are an attempt to remove material from the curriculum or library, thereby restricting the access of others. Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 3 Focus: Economic, legal, and social issues surrounding the use of information Activity: Freedom of Speech
The Freedom of Information Act (FOIA) is a law that gives you the right to access information from the federal government. It is often described as the law that keeps citizens in the know about their government. Not all records are required to be released under the FOIA. Congress established nine exemptions from disclosure for certain categories of information to protect against certain harms, such as an invasion of personal privacy, or harm to law enforcement investigations. The FOIA authorizes agencies to withhold information when they reasonably foresee that disclosure would harm an interest protected by one of these nine exemptions. The nine exemptions are described below. Exemption 1: Information that is classified to protect national security. Exemption 2: Information related solely to the internal personnel rules and practices of an agency. Exemption 3: Information that is prohibited from disclosure by another federal law. Exemption 4: Trade secrets or commercial or financial information that is confidential or privileged. Exemption 5: Privileged communications within or between agencies, including those protected by the:
Exemption 6: Information that, if disclosed, would invade another individual's personal privacy. Exemption 7: Information compiled for law enforcement purposes that: Exemption 8: Information that concerns the supervision of financial institutions. Exemption 9: Geological information on wells.
Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 4 Focus: Economic, legal, and social issues surrounding the use of information Activity: Netiquette
Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 5 Focus: Economic, legal, and social issues surrounding the use of information Activity: Legal Use and Piracy Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 6 Focus: Ethical production of information Activity: Intellectual Property
Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 7 Focus: Ethical production of information Activity: Copyright and Fair Use
The primary rationale behind copyright law is twofold:
Copyright law applies to a broad spectrum of creative works, including:
It's crucial to note that copyright does not protect ideas, facts, or methods, but rather the unique expression of those ideas. For example, you can't copyright the idea for a time-travel novel, but the specific text you write—your unique expression of that idea—is copyrightable. As the U.S. Copyright Office explains, "Copyright is originality and fixation:" Original WorksWorks are original when they are independently created by a human author and have a minimal degree of creativity. Independent creation simply means that you create it yourself, without copying. The Supreme Court has said that, to be creative, a work must have a “spark” and “modicum” of creativity. There are some things, however, that are not creative, like: titles, names, short phrases, and slogans; familiar symbols or designs; mere variations of typographic ornamentation, lettering, or coloring; and mere listings of ingredients or contents. And always keep in mind that copyright protects expression, and never ideas, procedures, methods, systems, processes, concepts, principles, or discoveries. Fixed WorksA work is fixed when it is captured (either by or under the authority of an author) in a sufficiently permanent medium such that the work can be perceived, reproduced, or communicated for more than a short time. For example, a work is fixed when you write it down or record it. What type of protection does copyright grant the owner? The U.S. Copyright Office states, "U.S. copyright law provides copyright owners with the following exclusive rights:
Under the “fair use” rule of copyright law, an author may make limited use of another author’s work without asking permission. However, “fair use” is open to interpretation. Fair use is intended to support teaching, research, and scholarship, but educational purpose alone does not make every use of a work fair. It is always important to analyze how you are going to use a particular work against the following four factors of fair use.
The distinction between what is fair use and what is infringement in a particular case will not always be clear or easily defined. There is no specific number of words, lines, or notes that may safely be taken without permission. Acknowledging the source of the copyrighted material does not substitute for obtaining permission. Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 8 Focus: Ethical production of information Activity: Plagiarism
Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. Week 9 Focus: Ethical production of information Activity: Ethical Research What are ethics?
Ethical research is the ethics of planning, conducting, and reporting research and should include protections of human and animal subjects Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples. |
Experiences (virtual and live field trips) | Academic Vocabulary - Create and keep current, a Language Arts Word Wall, for children to use and interact with. Important for all learners, academic vocabulary and language must be taught explicitly, particularly to second language learners. Accountable talk - Talking with others about ideas is fundamental to classroom learning. Classroom talk that promotes and sustains learning should be accountable to other learners, use accurate and appropriate knowledge, and adhere to rigor in thinking. Accountable talk responds to and further develops what others have said through relevant observations, ideas, opinions, or more information. Adapting to learning styles/multiple intelligences – Allow movement, choice, linguistics, visual, and other methods of teaching/learning to foster different interests, providing variety and differentiation in instruction, and developing the whole child. Cognates-Using Cognates for words in ML’s native language Conferencing - A one-to-one teacher conference with a student about his or her work in progress is prevalent in teaching writing and speaking, but it is also useful in other areas. The purpose of the conference-- engaging in meaningful conversation about the student’s work in progress--will not be realized automatically. Preparation (on the part of both the teacher and the student) before the conference, careful listening during the conference, recordkeeping, and follow-up are essential components for a successful outcome. In student-to-student conferencing, participants require guidance, a focused protocol, and accountability. Video resource: https://www.youtube.com/watch?v=Pad1eAcsHho Content Stations – Areas where students work on different tasks simultaneously. Can and should be leveled for review, challenge, and remediation at appropriate level. Teacher rotates and facilitates instruction and assistance. Activities reach various learning styles. Houghton Mifflin Harcourt leveled readers to assist in background knowledge, skills application, etc. Cues, questions, activating prior knowledge- Frequently assess your students for prior content knowledge to assist in planning your lessons. Use effective questioning to prompt students to recall and apply what they have already learned. Effective questioning - Teacher questioning and student response are common classroom learning activities. Research finds that teacher questions (and cues) are effective when they focus on what is important, require students to respond at higher levels, provide adequate wait time after a question is asked and establish an engaging introduction for the lesson. Effective questioning can also play a role in focusing students on unit learning goals or overarching themes throughout a longer period of study. Flexible Groupings- Teacher meets with groups to meet curricular goals, engage students, and respond to individual needs. Integration of content areas - There is a strong case to be made for integrating curriculum. It strengthens skills that students encounter in one content area, but also practice in another, such as reading and writing, and it can lead to the mastery of those skills. It provides meaningful instruction for students in multiple areas of standards in a single class or learning experience. It is also a more authentic way of learning because it reflects what we experience, both professionally and personally, in the world. It can be a way to engage students when introducing them to a challenging subject. STEM education is a current example of effective content integration. Research supports the integration of content areas. Intentional Use of Technology – whiteboard presentations and activities available and encouraged for use through HMH. Leveled Instruction – Teacher gives introductory lesson to the entire class, then provides varying access points for students to practice skills. Teacher provides several assignments with different levels of difficulty- the student OR teacher chooses an assignment. Modeling - Modeling is an instructional strategy wherein the teacher or another student demonstrates a new concept or skill and students learn by observing and emulating. Modeling is an effective instructional strategy when it allows students to observe thought processes and imitate particular behaviors or steps in a process. Types and purposes of modeling can include approaches such as task and performance modeling (demonstrating a task), metacognitive modeling (thinking aloud), and disposition modeling (conveying one’s own enthusiasm, interest, or commitment). Modeling can be used across disciplines and in all grades and ability levels. Nonlinguistic representations- drawings, blocks, physical models, kinesthetic activities, graphic organizers, realia Phoneme Grapheme Correspondence Read-aloud - Read-aloud is an instructional format, included formally in elementary reading programs and as an instructional activity in all areas and levels of the curriculum. A primary purpose of a read-aloud is to create a community of readers in the classroom and establish a known text as a basis for related literacy activities. Reading aloud allows teachers to model important components of literacy, such as fluency, expression, and interacting with texts while exposing students to vocabulary that is just beyond their instructional level and demonstrating how reading is a source of information and enjoyment. Semantic Mapping -The association of meanings and context for a given word that may include: origin, images, multiple meanings, word structure, synonyms, antonyms, descriptors, common contexts, examples, historical or cultural connotations and personal associations. When using a semantic map, it will assist students by building a meaningful network of associations around the words that must be learned which will be stored more deeply in memory and retrieved more easily. Share the Pen- Interactive writing strategy where teacher and students “share the pen” to create a written product such as a sentence, story, or list. SIoP Strategies - Sheltered Instructional Observation Protocol consists of eight components; lesson preparation, building background, comprehensible input, strategies, interaction, practice, lesson delivery, and review and assessment. Using these eight components teachers can design instruction that will help ML’s to reach English language acquisition. Student goal setting - Teachers who set, define, and communicate learning objectives effectively with students employ research-based findings that say goal setting with students should: (1) be flexible and general because when a goal is too narrowly focused, it may limit learning (e.g., If the goal is to learn how a piston works, students may not learn its relationship to other parts of an engine), although too general goals may be unattainable; (2) encourage student ownership (e.g., creating own goals, personalizing teacher goals, committing to contracts, and providing feedback on their progress in journals, videos, etc.); (3) focus on understanding over accomplishing tasks; and (4) allow students enough time to adapt goals to their own interests, learning styles, and prior knowledge. Setting goals benefits from explicit instruction. Targeted feedback - Research and effective practice points to the following keys to using targeted feedback to improve student achievement and avoid negative effects: (1) link feedback to objectives; (2) use a formative evaluation approach over a summative approach; (3) make guidance specific (e.g.,proofing remarks or codes may not communicate well); (4) provide feedback in a timely manner (not long after assignment is forgotten); and (5) identify how students should use feedback to make improvements. Thumbs Up/Down, “Stop Light”, “Smiley Face”- for quick, formative assessment Think-Pair-Share– Turn & Talk with a neighbor to discuss/review various concepts/vocabulary/etc. Each child that is called on to share reports out their partner’s ideas/response; then switch. Word wall - A word wall is an organized collection of words prominently displayed in a classroom and frequently used as an interactive literacy tool for teaching vocabulary and spelling to children. There are many different types of word walls, such as high frequency words, word families, and story- or unit-related names. |
Resources | |
Week 1 Privacy and Security - Information Literacy Modules - Learning Resources at St. Johns River State College (sjrstate.edu) Library Bill of Rights | ALA Week 5 ld.php (sjrstate.edu) | |
Pacing/ Time Frame: | 9 weeks |