Once students have excavated the text, researched to compare the text's theme with their world, they will organize their discoveries with a web authoring application which will be saved on a disk and later presented to their peers.

Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Standard 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Standard 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Standard 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non print texts. Standard 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. Standard 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. Standard 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. Standard 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Student must be able to convert internet information into a web authoring application.

*Design Criteria- All web pages must be organized and audience specific. Lay out must be easily understood and saved on a disk.

3- Using Claris Home Page students do the following: Create a web site in which you organize the information you have discovered through your research. Your first page should display the importance of music and should answer the following: How does music help define a culture? How does music help different cultures socially, historically and spiritually. The second page should display the effects of social divisions in cultures. In it you should answer the following: How the social divisions have affected the cultures politically, historically and socially. Have the lower classes ever attempted to revolt against the upper ones? Why do you think this division exists?. Your third and final page will display both essays you have written in activity 1.

Technology Requirements/Integration  (help)

Copyright © 1997-2003 Career Connection to Teaching with Technology USDOE Technology Innovation Challenge Grant Marshall Ransom, Project Manager All rights reserved.