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AFTER READING
OBJECTIVES
  • Formulate an inquiry question that is connected to this week's lesson focus.
  • Effectively and efficiently find, evaluate, and communicate information related to an inquiry question using electronic sources.
New Literacies
Synthesize
Analyze
Communicate
Navigate/Search
Identify Questions
Day 5
Day 4
Day 3
Day 2
Day 1
OBJECTIVES
  • Review ways to evaluate information and draw conclusions.
  • Evaluate sources and draw conclusions about text.
Practice Book
Practice Book 3.2 p. 60
with | without Answers
NEW LITERACIES
Internet Inquiry Activity
EXPLORE CLOTHES AROUND THE WORLD
Use the following 5-day plan to help students conduct this week's Internet inquiry
activity on clothes around the world. Remind students to follow classroom rules
when using the Internet.
DAY 1
DAY 2
DAY 4
DAY 3
Identify Questions Discuss the Explore topic: Clothes Around the World. Brainstorm ideas for specific inquiry questions about clothes around the world. For example, students might want to find out the traditional dress for people in Somalia or why some people wear turbans. Have students work individually, in pairs, or in small groups to write an inquiry question they want to answer.
Navigate/Search Review how to begin a simple Internet search using a
student-friendly search engine. Remind students that when they type in a keyword, they will get a list of Web sites related to that word. Have students determine appropriate keywords related to their inquiry questions. Students can type in the keyword and read the short description of each Web site to find those that contain information pertinent to their inquiry questions.
Analyze Have students explore the Web sites they identified on Day 2. Tell them to scan each site for information that helps answer their inquiry questions. Students may need to do additional searching if more information is needed to answer their questions completely. They can then take notes or print and highlight information.
Synthesize Have students organize the information from Day 3. Remind them that when they organize, they pull information together and arrange it in an orderly, functional way. Organizing information will help students develop answers to their inquiry questions.
Communicate Have students share their inquiry results. They can use a word processing program to create a short informational article about clothes around the world for a cultural newsletter.
DAY 5
RESEARCH/STUDY SKILLS
Evaluating/Drawing Conclusions
TEACH
Ask students which they would rather use as a source of information: a book published in
1962 or one with a copyright of 2005. Students should conclude that a book with a later
copyright date has more recent information. Discuss these ideas about evaluating
information and drawing conclusions.
  • You can preview a book to see if it has the information you need. Look at the table of contents and skim the chapters or sections.
  • Check the copyright date. The newer the book, the more updated information it contains.
  • If available, read information about the author. Does the author seem to be an expert in the subject? He or she should be educated and experienced in the subject area and should have written other books, especially on the same subject.
Have students work in pairs. Give each pair a reference book. Students will look at the
copyright page and skim through the book. First, they will write an evaluation of the source
based on the date and the author. Next, students will write a subject for which this would
be a reliable source.
Write the titles and copyrights from the pages below on the board. As a group, discuss
these questions.
1. Which book probably
has the most up-to-date
information? (All About
Japan)		 Evaluating/Drawing Conclusions
2. Which source would
most likely include the
best information about
what people wear in
Japan? (The Culture of
Japan)
 
ASSESS
As students evaluate the reference sources, make sure they consider the copyright
date and author's experience. Check that the source book includes a reasonable
amount of information about the topic they chose.
For more practice or to assess students, use Practice Book 3.2, p. 60.