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 1) The online activity that I chose was for ESL students. It contained a series of match games. One of those games was called 108 vocabulary words, it gave me a board with lists of words inside of boxes. The words were in Spanish and English, the object of the game was to match up the Spanish and English words together. This also involved matching animals. When you get the answer correct two spades appear letting you know that those words are matched. Even though this is meant for Spanish speaking ESL students, I also was using it in reverse and it could help me learn a foreign language. 2a)  **  Standard 2  **: Language for Literary Response and Expression Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self expression and artistic creation. 2b) **Research and Information Fluency **  Students apply digital tools to gather, evaluate, and use information. Students:  a. plan strategies to guide inquiry.  b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.  c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.  d. process data and report results Rubric Template

|| **  Not Evident  ** ** 1  ** ||  **  Partial  ** ** 2  ** ||  **  Exemplary  ** ** 3  ** ||  **  Score  ** || Learning objectives   || The lesson plan did not focus on discovering information just regurgitation. ||  The lesson had potential to help the student learn, but still lacked connections. ||  The lesson plan required higher order thinking. || ||   Instruction   || The student was able to obtain the knowledge through the facilitator. ||  The student gained valuable questions but still was able to obtain the knowledge through the facilitator. ||  Information provided was just enough and the facilitator did not provide answers directly. || ||   Outside knowledge   || The task only has things that a student will know from school || There is room for outside knowledge but it will focus more on what the student has available. ||  The task has issues that can be related to day to day knowledge. || ||   The Challenge/ Exploration   || Extremely hard the challenge is unrealistic. ||  Manageable but the student will need a lot of instruction on how to proceed. ||  Enough difficulty to get the student to learn without causing the student to give up. || ||   Connections ||  The student is not able to see relevance between questions and information provided. ||  There is relevance but not enough to cause questions to be formed. ||  The student is able to see the relevance between outside knowledge, questions and resources given. || ||  Inquiry Learning is having the students ask questions and make connections on their own to discover answers. It is different from research because when a student researches a topic, he or she reads through text and basically repeats what he or she read. In inquiry based learning the student asks themselves questions and uses prior knowledge to make connections. When students are put into groups inquiry learning takes place because the students will work together to solve problems rather than receiving direct instructions on what to do from the teacher. In this setting the teacher won’t provide the knowledge, they will help students along the process of discovering knowledge for themselves.