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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/lesson11mainpg.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 Lesson 11 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 Lesson 11. 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 Lesson 11 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 Lesson 11. 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 Lesson 11 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 Lesson 11. 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 Lesson 11 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 Lesson 11. 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 Lesson 11 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 Lesson 11. 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].
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