Design Project: The Beatles Web Lesson
 Design Summary

I Instructional Goals and Needs Analysis

Goals: Purpose is stated
    The goal and main purpose of this lesson is to provide students with the information to conduct research, write about their findings, and produce a Web site to share their information in an electronic environment.  This lesson is being designed as part of a unit for the online course, The Beatles: Across the Curriculum.  The online course uses The Beatles as a springboard to teach students basic skills defined as state and national standards.  This lesson focuses activities that will allow the student to become more informational literate.
Goals: Results that should occur are given
     Several results should occur from interacting with this lesson.  First the student should gain an understanding of the influence of significant composers (The Beatles).  Secondly the students should be able to compile information using the Internet, to write and design a Web page. The materials provided in this lesson will allow students the opportunity to meet one national and one state standard.
Needs Assessment: The discrepancy between what is and what should be is given
    The need for this lesson is defined by state and national standards. The first goal is based upon the Florida Sunshine State Standards (Hinckley, p.1), as they are written for students in grades 9-12, in the "Arts" area for "Music: Cultural and Historical Connections".  This lesson is built to help students achieve "Standard 1: The students understand music in relation to culture and history."  The goal of this lesson is described in the third part of this standard, "The student understands the influence of significant composers and performers on musical styles, traditions, and performance practices." This lesson focuses on the influence of significant composers, The Beatles, on music and popular culture.  The performance outcomes of this portion of the lesson are listed below.
     A.  Identify The Beatles, their manager, and their producer as people who helped influence musical trends.
     B.  Identify at least three reasons why The Beatles had an influence on popular culture.
     C.  Identify at least three reasons why The Beatles influence is still significant in the year 2000.
     D.  Use a Web browser to locate additional information and resources concerning The Beatles.
     The second goal is based upon the Information Literacy Competency Standards from the Association of College and Research Libraries Standards (2000, p.4). Standard Four describes, "The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose."  This standard is described further.  "The information literate student applies new and prior information to the planning and creation of a particular product or performance."  The performance outcomes include the following.
     "A. Organizes the content in a way that supports the purposes and format of the product or perrformance.
       B.  Articulates knowledge and skills transferred from prior experiences to planning and creating the product or
             performance.
       C.  Integrates the new and prior information, including quotations and paraphrasings, in a manner that supports the
             purposes of the product or performance.
      D.  Manipulates digital text, images, and data, as needed, transferring them from their original locations and formats to a
            new context."
Needs Assessment: What data was used to determine that the discrepancy exists
     In addition to the needs identified by the state and national standards, a pretest will be administered to determine if a discrepancy exists between students existing knowledge and the attainment of these goals.
Section II Performance Objectives
     To reach these goals the following performance objectives will be given to the students.
1.  Given a computer, Web browser, Internet connection, and links to subject content, use the Web browser to click on the link and get to the page that provides student content, read the information to identify, recognize and differentiate among the four Beatles, their manager and their producer as people who helped influence musical trends.
2.  Given a computer, Web browser, Internet connection, and links to subject content, use the Web browser to click on the link and get to the page that provides student content, read the information to identify and give at least three examples defining why The Beatles had an influence on music and/or popular culture.
3.  Given a computer, Web browser, Internet connection, and access to a search engine, input text in the search engine and navigate using the Web browser to locate additional information and resources concerning The Beatles.
4.  Given a computer, Web browser, Internet connection, word processor, write and cite bibliographic information concerning what they have read about The Beatles and organize the content in a manner that supports the purposes and format of a Web page about one of The Beatles, The Beatles as a group, their manager, or their producer.
5.  Given a computer, Web browser, Internet connection, word processor, and Homestead Web page account, apply knowledge and skills transferred from prior experiences to planning and creating a Web page about one of The Beatles, their manager, or their producer, post the Web site to the Homestead site and provide the instructor with a URL for the Web site.
6.  Given a computer, Web browser, Internet connection, word processor, and Homestead Web page account, manipulate digital text, images, and data, as needed, transferring them from their original locations and formats to a new context.
Learner entry level behaviors or characteristics
     Learners need to possess certain qualities and characteristics to complete the designed lesson.  Learners need visual acuity for reading text on electronic pages and viewing images. They also need a certain amount of manual dexterity that will allow them to use their hands to manipulate keys on the keyboard.  Learners should also have eye/hand coordination to be able to view the computer screen and manipulate the keyboard simultaneously.  The learner should also have spatial orientation that will be applied in the design of the Web site.
Learner entry level skills
     The learner will also need to possess a variety of entry level skills.  An eighth grade reading level is necessary for the student to understand the textual content that will be presented. The learner must be able to write complete, grammatically correct sentences. The learner needs to have a working knowledge of turning a computer off and on, keyboard and mouse usage.  Learners will either need to be able to type or use a voice recognition program. They will need to know how to perform a point and click action using a computer mouse. Knowledge of how to get to an Internet connection, browser, and type a link in the browser is essential.  Learners must also be able to use a word processing program and have the knowledge to save information to discs.  Learners must possess organizational skills.
Section IV Instructional Analysis
The steps and skills necessary to complete this assignment are listed below.
1.  This sequence of steps must be completed in order for a student to gain entry to the lesson.
      A.  Turn on the computer
      B.   Use the mouse to click on the icon for the Internet Service Provider to establish a connection.
              a.  Type in the username and password to establish a connection.
      C.   Once a connection has been established, the student must click on the icon for an Internet
             Browser.
      D.   The student must type the following URL into the location box on the Internet Browser.
             http://www.geocities.com/cghiaf/2beatlewebsite.html
     E.   The student may use the bookmark feature to add this site to their list of favorites for use
              in the future.
2.  Students will enter the Web page for the URL.
3.  Students will read the information presented on the page and follow the activities listed in a table in numerical sequence.
4.  Students will begin by taking a pretest by clicking on the link for #1 and submit it to the instructor.
     A.  The student will then click on the link provided at the bottom of the pertest to return to the main page.
5.  Students will proceed to the first activity by clicking on the link for #2.  This will lead them to the activities for assignment
     #1.
     A.  Students will read the information presented on the page and follow the activities listed in a numerical sequence.  An
           example is "Step 1: "Click on this link to view or print the rubric
           for Assignment #1".
     B.  Students are to click on the link for the rubric for the lesson and check off that all  necessary elements are included in
           their essay
     C.  Students are presented with choices of activities and links.  They are required to select their own path to learning by
           selecting a choice and clicking on the accompanying link.
     D.  Students are to use the links in the "Flashback" area to review or learn information that is necessary in completing the
           assignment.
     E.   Students are to compile information from the links they visit in order to write a four to six- paragraph essay.
     F.   Students are to write citations for the links that they visit and include them at the bottom of  their essay.
    G.   Using a word processor, the key board or a voice recognition program, the students are to write a four to six-paragraph
           essay about one of The Beatles, their manager, or their producer with citations detailing the links they visited and save it
           to disc or a common folder on their hard drive.
    H.   Students are to recheck the rubric to check off that all necessary elements are included in their essay.
     I.    Students are to select a link that either will take them back to the main page for Unit 6 or to proceed directly to the
           next activity, Assignment #2.
6.  Students will proceed to the second activity by clicking on the link for #2 on the main page for Unit 6.  This will lead
     them to the activities for assignment #2.
     A.  Students will read the information presented on the page and follow the activities listed in a  numerical sequence.  An
           example is "Step 1: " Please click on this link to view or print the
           rubric for Assignment #2".
     B.  Students are to click on the link for the rubric for the lesson and check off that all  necessary elements are included in
           their essay.
     C.  Students are presented with choices of activities and links.  They are required to select  their own path to learning by
           selecting a choice and clicking on the accompanying link.
     D.  Students are to use the links in the "Flashback" area to review or learn information that is necessary in completing the
           assignment.
     E.   Students are to compile information from the links they visit in order to write a four to six- paragraph essay.
     F.   Students are to write citations for the links that they visit and include them at the bottom of  their essay.
    G.   Using a word processor, the key board or a voice recognition program, the students are to write a four to six paragraph
           essay about why The Beatles had an influence on music and/or popular culture with citations detailing the links they
           visited and save it to a floppy disc or a common folder on their hard drive.
    H.   The students must list as least three reasons why The Beatles had an influence on music and/or popular culture in their
           essay.
    I.    Students are to recheck the rubric to check off that all necessary elements are included in their essay.
    J.   Students are to select a link that either will take them back to the main page for Unit 6 or to proceed directly to the
         next activity, Assignment #3.
7.  Students will proceed to the third activity by clicking on the link for #3 on the main page for Unit 6.  This will lead them
     to the activities for assignment #3.
     A.  Students will read the information presented on the page and follow the activities listed in a numerical sequence.  An
           example is "Step 1: "Click on this link to view or print the rubric for Assignment #3".
     B.  Students are to click on the link for the rubric for the lesson and check off that all necessary elements are included in
           their essay.
     C.  Students are presented with choices of activities and links.  They are required to select  their own path to learning by
           selecting a choice and clicking on the accompanying link.
     D.  Students are to use the links in the "Flashback" area to review or learn information that is necessary in completing the
           assignment.
     E.  Students are to browse the Web using the search engine of their choice.
     F.   Students are to locate two Internet resources concerning The Beatles.
     G.  Using a word processor, students are to list the name of the site, the search engine they
           used, the URL for the site, the citation for the site, and a short description of the site.
    H.   Students are to list the style they used to write the citation.
     I.   Using one of the resources they locate the student is to list the best Beatle Web site they
          found and write at least 5 sentences detailing why.
    J.   Students are to save all information to a floppy disc or on their hard drive in a common
          folder.
    K.  Students are to recheck the rubric to check off that all necessary elements are included in
          their essay.
    L.  Students are to select a link that either will take them back to the main page for Unit 6 or to proceed directly to the
         next activity, Assignment #4.
8.  Students will proceed to the fourth activity by clicking on the link for #4 on the main page for  Unit 6.  This will lead
     them to the activities for assignment #4.
     A.  Students will read the information presented on the page and follow the activities listed in a numerical sequence.  An
           example is "Step 1: " Please click on this link to view or print the rubric for Assignment #4".
     B.  Students are to click on the link for the rubric for the lesson and check off that all  necessary elements are included in
           their essay.
     C.  Students are presented with choices of activities and links.  They are required to select their own path to learning by
           selecting a choice and clicking on the accompanying link.
     D.  Students are to use the links in the "Flashback" area to review or learn information that is necessary in completing the
           assignment.
     E.   Students are to compile information from the links they visit in order to write a four to six- paragraph essay about The
           Beatles as a group, or a biography about one of The Beatles, their manager, or their producer.
     F.   Students are to write citations for the links that they visit and include them at the bottom of  their essay.
    G.   Using a word processor, the key board or a voice recognition program, the students are to type a four to six-paragraph
           essay about The Beatles as a group, or a biography about one of The Beatles, their manager, or their producer with
           citations detailing the links they visited and save it to disc or a common folder on their hard drive.
    H.   Using a word processor, students are to create a hierarchal list of the information and elements they would include in
           your Web page and save it to disc or a common folder on their hard drive.
    I.    Students are to recheck the rubric to check off that all necessary elements are included in their essay.
    J.   Students are to select a link that either will take them back to the main page for Unit 6 or to proceed directly to the
          next activity, Assignment #5.
9.  Students will proceed to the fifth activity by clicking on the link for #5 on the main page for Unit 6.  This will lead them
     to the activities for assignment #5.
     A.  Students will read the information presented on the page and follow the activities listed in a numerical sequence.  An
           example is "Step 1: " Please click on this link to view or print the rubric for Assignment #5".
     B.  Students are to click on the link for the rubric for the lesson and check off that all necessary elements are included in
           their essay.
     C.  Students are to proceed to Step 2 and follow a link to a page that explains how to save graphics they find on the
           Internet.
     D. Students are then to proceed to the Homestead Web site and click on the sign up for a free Web site.
     E.  After they are given an account for a free Web site, they must click on the link for the Homestead Home Page.  They
          will then use point and click to navigate through the tutorial called "Take the tour".
    F.  Using a word processor, the students are asked to combine the research they found in all of  their writing assignments'
          #1, #2, #3, and #4,  into one cohesive paper that they will use for  the information section of their site.
   G.  Students are presented with choices of activities and links.  They are required to select  their own path to learning by
         selecting a choice and clicking on the accompanying link.
   H.  Students are to use the links in the "Flashback" area to review or learn information that is necessary in completing the
         assignment.
    I.  Students are to select an option by clicking on their choice for the type of free Web site they want to create using
         Homestead.
    J.  Students are to use point and click skills to navigate through the various features that are available for the option they
         select.
   K.  Students are to save all information to a floppy disc or on their hard drive in a common folder.
   L.  Students are to recheck the rubric to check off that all necessary elements are included in their essay.
   M. Students are to select a link that either will take them back to the main page for Unit 6 or to proceed directly to the
         next activity, Assignment #6.
10.    Students will proceed to the sixth activity by clicking on the link for #6 on the main page for Unit 6.  This will lead
         them to the activities for assignment #6.
    A.  Students will read the information presented on the page and follow the activities listed in a  numerical sequence.  An
          example is "Step 1: " Please click on this link to view or print the
          rubric for Assignment #6".
    B.  Students are to click on the link for the rubric for the lesson and check off that all necessary elements are included
          in  their essay.
    C.  Students are to go to click on the link provided for the Homestead Web site and use their  new Homestead free Web
          site account to create and build a new Web site.
    D.  Students are to click on the option they selected in Assignment #5 to begin the process of transferring information they
          compiled and saved on floppy discs or in a common folder on  the hard drive to the Homestead site.  Students must
          have open their word processor, a Web browser, and the Homestead site.
    E.   Students are to complete all necessary steps as outlined in the Homestead site builder.  Students need to use drag and
          drop, cut, copy, paste, point and click to transfer the  material from one location to the Homestead site.
    F.   After they have completed entering all of the information, graphics, and links, students are to click on the button that
          allows them to post their new Web site on the Homestead server.
   G.   Students are to send the URL to the instructor by completing and submitting the form.
11.     Students are to proceed to a multiple choice self scoring post test.  They are to take the test  and submit it to the
           instructor.
12.     Students are to proceed to the lesson evaluation.  They are to complete the evaluation by clicking/checking on items
          provided in the evaluation and submitting it to the instructor.
13.     The lesson is now completed.  A link to the course, The Beatles: Across the Curriculum is provided for students who
          would like more online learning opportunities.
 

Section V Criterion-Referenced Test Items
Pretest
     A pretest and the national and state standards listed above will be used to determine that there is a need for this type of lesson.  The pretest is a short ten question, self scoring test.  The pretest asks the following questions.
1. A person can design a Web page without knowing HTML.
2. _________________ is the producer of The Beatles.
3. __________ is the name of The Beatle's first American album.
4. The Beatles made their first television appearance in the United States on this show_______.
5. A thesis statement should be included in the first paragraph of a paper.
6. __________ is one of the reasons why The Beatles' influence is still felt in the year 2000.
7. A biography is a life story written by the subject.  (True/False)
8. __________ is the name of a free place on the Internet that lets people make Websites.
9. The Beatles could all read and write music. (True/False)
10. __________ is the name of The Beatle's manager who initially brought them to America.
Post-test and Lesson evaluation
     A post-test similar to the pretest will be administered to students after they have completed all of the lessons.  The post-test is also a short ten question, self scoring test.  The post-test asks the following questions.
1. A person can design a Web page without knowing HTML.
2. _________________ is the producer of The Beatles.
3. __________ is the method used to save graphics from the WWW.
4. The Beatles made their first television appearance in the United States on this show______.
5. A thesis statement should be included in the first paragraph of a paper. (True/False)
. __________ is one of the reasons why The Beatles' influence is still felt in the year 2000.
7. A biography is a life story written by the subject.
8. __________ is the name of a free place on the Internet that lets people make Websites.
9. The Beatles have not influenced music or popular culture. (True/False)
10. __________ is the name of The Beatle's manager who initially brought them to America.
     In addition to the pre and post tests, each assignment has a specific rubric for the students to follow.  Each lesson will be graded using these rubrics.  The students are instructed to submit all assignments via an E-mail link as attachments.
     The last activity of the lesson has the students complete an evaluation instrument form concerning the lesson and the effectiveness of the lesson.  The form can be automatically submitted for the instructor.  The instructor can then gather information from the students that will be helpful in revision of the lesson.
Section VI Instructional Strategy
Procedures for directing attention
     Several different strategies were used to direct the learner's attention.  Animated graphics are used to introduce learners to a new lesson number.  Each different Web page, six activities pages, opens with a Beatles midi or wav file. The activities are shown in tables with a blue background with black bold lettering.  Learner steps, and choices stand out as they are clearly labeled with Eighteen point, magenta, bold lettering. A graphic of "The Glove" from The Beatle's Yellow Submarine links the learners to new activities.
Procedures for informing the learner of the objectives
     The objectives for each section are clearly listed above the activities and topics proposed for that section. Eighteen point bold type is used to point out the objective for the lesson.  Each Web page and activity contains the information about the objectives.
Procedures for presenting the stimulus material
     Each activity in the lesson is numerically sequenced. As this lesson is based on the constructivist theory, each choice the learner is able to make also uses this typeface.  If the learner is to follow the lesson in sequence it is clearly labeled "Step 1, Step 2" in the same Eighteen point bold type. Much of the material is provided through links.  These links take learners to external Web pages on the WWW.
Procedures for providing feedback
     The feedback for the pretest and post-test is automatic as it is self scoring.  For all other activities, the student would submit their work via an E-mail link provided on the page.  The instructor in-turn would provide feedback by replying to the E-mail that was submitted.
Section VII Instructional Materials
1.  Active instructor E-mail account.
2.  Active student E-mail account.
3.  PC or Mac capable of running Netscape 4.0 or higher, Internet Explorer 4 or higher, or other
      browser.  (Keyboard, monitor, mouse) (Optional sound card, speakers)
4.  24K modem or higher
5.  Internet Service Provider
6.  Internet Browser,  Netscape 4.0 or higher, Internet Explorer 4 or higher, or other browser.
7.  Word processing program
8.  Formatted floppy discs or space on the hard drive to save word processing documents and a
     few graphics.
9.  Optional voice recognition program
Section VII Formative Evaluation
 Subject Area Expert
     As I am currently on sabbatical this year and away from a classroom I had to rely on a few good people to help me with this part of the assignment.  My brother, Carmen Fornataro, is an English teacher in Pennsylvania and he acted as my subject area expert.  I had him complete the evaluation instrument available on the lesson Web site.  He found that the materials presented were easy to follow and direct.  He suggested that I make a separate page of my own that details the method and provides examples for students on how to write citations.  He also suggested that I make a separate page concerning a research paper and the elements that should be included.  He suggested that I change the way I had the table set up on the main page.  I had it written "1. pretest, 2. Assignment 1, 3. Assignment 2."  He pointed out that this was very confusing and told me to place the pretest outside of the table.  I followed his recommendation and fixed the problem. He thought that the content provided students with a different approach to learning the material.  He also thought that the lesson had great instructional value.
Learner Expert
     The learner expert I selected was a friend of mine, Charles Karchner, who is a forty-two-year-old freshman at Penn State University.  I also had him complete the evaluation instrument available on the lesson Web site.  He felt that the lesson and the way it was laid out was very user-friendly.  He wanted to know where a student would go if they needed help with a specific area.  I told him they could click on the E-mail link provided at the bottom of each page.  I realized that this help option should be mentioned to students somewhere on the page.  He said he learned something about writing essays from participating in this lesson.  He found a few other valuable links that he now has bookmarked for his college courses.  He therefore liked the content quality and felt the lesson had instructional value.
Product Guide
The product guide for this lesson can be seen in the teacher pages.
References

June Hinckley. (2000). The Florida Sunshine State Standards: Arts: Music: Cultural and
       Historical Connections. [Online]. Available: http://www.firn.edu/curric/prek12/music9.html
       [2000, April 9].

Association of College and Research Libraries. (2000). Information Literacy Competancy
      Standards: Standards, Performance Indicators and Outcomes. [Online]. Available:
      http://www.ala.org/acrl/ilstandardlo.html [2000, April 9].