A. Engage the Learner - W.8.4 (5 minutes)

• Repeated routine: As students arrive, invite them to complete Entrance Ticket: Unit 3, Lesson 14.

• Repeated routine: Follow the same routine as the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as previous lessons.

MEETING STUDENTS' NEEDS

As Module 1 comes to a close, put student names into a container of some kind and have each students pull a random name. Ask each student to identify and publicly share one learning victory that they recognize in the peer whose name they randomly selected. This will help to set a positive, supportive tone for the lesson and may help to reduce any trepidation students have about sharing their work in Closing and Assessment.

A. Create a Webpage - W.8.6 (35 minutes)

• Review appropriate learning target relevant to the work to be completed in this section of the lesson:

"I can use technology to create a webpage."

• Remind students that in the previous lesson they copied their narrative writing and essay onto their webpage on the class website and they worked on the summary on the homepage. Tell students that in this lesson they are going to make their webpage more visually appealing.

• Ask students to Turn and Talk about the question they responded to on their entrance ticket.:

"What features can you add to your webpage to make it clear and engaging?"

• Give students 5 minutes to explore folklore websites on the internet again, and to add more ideas to their entrance ticket.

• Use equity sticks to select students to share their responses with the whole group.

"What features can you add to your website to make it engaging and clear?" (One visual representation of the story. A clear title with a large font. Medium type font for the narrative and essay. A subheading for the essay.)

• As students share responses, update the Performance Task anchor chart with any new criteria that emerges.

MEETING STUDENTS' NEEDS

In Work Time A, allow students time for one final review of their work before posting their writing on the website. Divide students into groups of three. Have each group member choose one item from a simple final proofreading checklist and review their own essay and their peers' essay, focusing only on the list item they have chosen to be responsible for. The list can include items like the following:

• Capital letters at the start of each sentence

• Periods at the end of each sentence

• Spelling errors

• Transition words

• Formatting and spacing

• Proper use of quotation marks

This will give ELLs an opportunity to get peer support in modifying errors. Additionally, the choice in what to review will allow ELLs to take ownership of a language feature that feels accessible.

• Remind students to refer to the chart while creating their webpage and to make sure their webpages include all of the requirements and do not add any additional features that are not listed. Remind students that this is to ensure that our website is clear and cohesive so that site visitors can focus on the content of our narratives and stories and not on the webpage design.

• Depending on time, students may draw illustrations and transfer them (by scanning them) to their webpage instead of choosing an image from the internet. If not, consider guiding students through an image search using a free online source so that each student is able to include one image of the webpage. See Technology and Multimedia for suggestions.

• As students create their webpage, circulate and review student work. Support students as they navigate technology, and ensure that students transfer their narratives and essays before adding additional features to their webpage.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

A. Partner Share - SL.8.1 (5 minutes)

• If time allows, have students share their webpages with a partner, each reading their stories aloud and showing their images.

• Refocus the whole group.

• Give students specific, positive feedback on their webpages. (Example: "I saw a lot of you adding pictures, ensuring that you have a clear and easy to read font, and adding a larger title and subtitle.")

• Give students 1 minute to think before inviting volunteers to share with the whole group:

"What are some of the challenges you faced when trying to create your webpage?" (Responses may include the following: finding a good picture for my webpage, naming my webpage, finding enough resources to offer the audience for further reading on the topic, understanding how to use the website software, writing the class summary for the homepage.)

"What went well as you tried to create your webpage?" (Responses may include the following: uploading my illustrations of my monster for everyone to see working with the class to write the summary for the homepage, choosing an engaging title for my narrative, ensuring that my font was clear and easy to read.)

• If productive, use a Goal 1 Conversation Cue to encourage students to expand their ideas by giving examples.

"Can you say more about that?"

"Can you give an example?"

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

• Invite students to review the Work to Contribute to a Better World anchor chart and think about the habits of character they are exhibiting in the creation of their webpage. Ask students to Think-Pair-Share:

"How is your website helping contribute to a better world?"