Abigail Robinson


Date: TBD Class and Grade Level: 11th

Title/Subject of Lesson: Diigo Research

Students will be able to use Diigo, the internet annotation and collaboration site, to research Julia Alvarez’s In the Time of the Butterflies.

Students will be able to annotate websites to connect with the text they are reading.

State (or District) Core Curriculum Standard(s):
Standard 3 (Inquiry/Research/Oral Presentation):
Objective 2 (Written Communication of Inquiry): Write to evaluate information and to make
a. Select an appropriate format to evaluate and report research results.
b. Gather, evaluate, and organize evidence to support a position.
c. Support evaluations and recommendations using paraphrase, summary,

Concept(s) to Be Taught: Diigo, Internet Research, Annotation, Collaboration
Materials Needed: Computers (laptops for each student preferably)


Continuation from Previous Lesson:
“Last time we met I introduced us to the research project that we will be working on for this unit. Now that you all decided on a topic that you will be writing on today we get to dive a little deeper by using the internet. As we are looking through the internet I really want you guys to pay attention to the credibility of sources like we talked about yesterday.”

Lesson Presentation:

A)Getting Started:
Before handing out the computers I will demonstrate how to use diigo so that the students aren’t distracted by anything around them. “Our class is very lucky that we get to have computers for research today, this will broaden our possibilities for discovery. As a class we will be using a program called ‘Diigo’ to help us keep track of the amazing finding that we make and to annotate the websites that we find aswell.”

Pull up the internet and first show students how to create an account at Diigo.

Show them that I have already created a group called “Mrs. Christensen’s Class” that I have invited them to and they need to join it.

Watch the introductory video on the website (about 6 minutes long).

Install the Diigo toolbar and restart browser.

“Now that we have watched the introduction video I will demonstrate how we will be using this for our particular assignment. We all completed reading ‘In the Time of the Butterflies’ by Julia Alvarez, you have chosen your topic and conference with me, and now we need to get some more information.”

Search “In the Time of the Butterflies and Patriotism” in GoogleScholar. “Alright I have found some good hits so I will choose one that looks like it would help me with my research paper. Okay, I like this one that is titled “Both Sides of History… Click on that. As you begin to read your article, first decide if it is relevant. If it is then highlight what interests you or applies specifically to your paper. Right click and add notes with connections that you make or any thoughts that you have as you read.”

Model this behavior with the page you are on.

“Now go to your toolbar and click ‘Bookmark,’ a box will pop up and you need to click the ‘snapshot’ button and add a tag that says the main topic of your website that you found. Be sure to add this bookmark to our class group and then press ‘save.’”

Navigate back to your diigo home page and click on ‘My Library’ show students how all of you notes and highlights are saved and you can go back and access your page at any time.

B)Directing the Learning:
“Now we are going to go through this process together.” Pass out Laptops.

Have everyone sign on open the internet and go to diigo.com. Walk around and be sure that everyone is on the same page as they create their own accounts and join the class group. “Once you have created your account and joined the class group raise your hand so that I can come around and okay you to start research. Before the end of the period I want at least two annotated docs added to your personal website and to the groups as well. You will have about 50 minutes on your own to research and annotate any pages that will help you and possibly help your fellow students. This should be a silent activity as you should be reading and writing, not sharing with your neighbor.”
Be sure to walk around while students are researching to make sure they are looking at valid sources and are understanding the concept of diigo.

C)Bringing the Lesson to a Conclusion:
“Alright now that you have completed some excellent research I want your hands off your laptops and eyes up front.”
Get back on to your diigo account and open up the group page. “Lets look together at our group page.” Explain that the beauty of this system is that they have many more resources because they all worked together to find resources. “You can use each other’s findings to help you on your papers.” Go through and open some examples so they can see how you read someone else’s comments and add to the notes, change the color of highlighting, etc.
“Tomorrow we will have another chance to expand our research and now you have all created an excellent diving board for each other to use.”

Have two annotated documents/websites bookmarked on the group page.

Example Artifact

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Here are Screenshots of the example research I did, with annotations listed below in my library, the group that I created for my class to join so that they can collaborate on their research. It shows my library and screenshots of the researched pages, etc. These will all be extremely helpful when showing my students how to highlight, annotate and store their research.