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Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Opinionated Writing Using Technology


Content Area: English Language Arts
Grade Level(s): 5th
Content Standard Addressed:

ELAGSE5W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are
logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related to the opinion presented.

Technology Standard Addressed: 6- Creative Communicator

Selected Online Project/Collaboration Site/Publishing Opportunity: Taking It Global (TIG)


URL(s) to support the lesson: https://www.tigweb.org/youth-media/blogs/

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom:
I would introduce Taking It Global after discussing the components of opinionated writing. Students will
have the opportunity to choose a blog post from Taking It Global. I will display my chosen blog post as an
example of what I am looking for. Their selected blog should be on something they find interesting. Then,
they will decide whether they agree with the writer’s opinion on the subject. I would allow students
approximately twenty minutes to find a post that catches their attention. Afterwards we will read the
selected post together and annotate the piece to demonstrate the procedure of creating an opinion based on
a given text. Students will be given a checklist to ensure that all components are met throughout the
assignment process. Students will periodically have meetings for progress checks.
After all the students write their opinion piece, I plan to post their pieces on the classroom blog or allow
the students to post on their own school blog. Taking It Global will frequently be used within my classroom
because students are frequently exposed to global issues. There are several blogs, resources, and games that
can further student’s global awareness. It has a specific area that permits students to post images and writing
called the Global Gallery. Several teachers post their ideas and add student’s work as an example of the
activity. I plan to allow students the opportunity to post their writing online for their parents or guardians to
read their child’s piece at any point. I plan on this project to take four to five days to complete because of the
research and writing component. Students will complete peer editing and several revisions to publish the best
product.

What technologies would be required to implement this proposed learning activity in a classroom?
I plan for students to use a computer to research or write their piece, or while researching their topic
students may be permitted to use an iPad or Tablet.

Describe how the following features are addressed in this learning experience (note: all of them may not be
addressed in the project, but most should be if you are reaching a high LoTi Level).

a. Collaboration with peers, near-peers, mentors outside their classroom and often beyond their
school: The website I chose includes a collaboration community that features blog posts from people
all over the world. People can visit discussion boards and blogs through the Community or Youth
Media Page. Also, while students are completing their revisions, students will peer edit with people in
their class or neighboring classes during their writing time.
Spring 2018_SJB
Online Projects, Collaboration Sites and Publishing Opportunities

b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): The students have the opportunity to choose a global
issue blog that appeals to them. They then will generate their own opinionated writing based on that
blog. Students will provide evidence on their chosen opinion based on that text.

c. Higher-order thinking: I address higher-order thinking by allowing students to post original work
outside the classroom while including collaboration amongst other students and educators. They are
practicing their writing and research abilities.

d. Students publishing their original work to others who will use/care about their product: Teachers
and students can post their work on the blog page and Global Gallery to share their work with others
from around the world. I could also allow these students to post their work on the classroom blog or
the student’s school blog as well.

Bloom’s Taxonomy Level(s):


☐ Remembering ☐ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):


☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☒ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):


Students have access to Taking It Global from home or at school, so there is an opportunity to work on
their assignment at home. Also, students may use the Internet for assistance on their topic for research.
Students who are visually impaired have the opportunity to zoom in on their computer for better means to
read. Students have free choice on the topic they write about, so students may choose one that fits their
abilities.

Lesson idea implementation and Internet Safety Policies:


I plan on all my students to be aware of the district’s Internet Safety Policies. However, luckily, the chosen
website is careful to follow terms and conditions that allow for student use. When they are researching, I will
monitor their screens to ensure they follow the rules. Parents will also be aware that their child’s work may
be published unless they do not sign the consent form. During their research, students will use Nettrekker to
ensure that all searches will be student safe.

Reflective Practice:
If I wanted to extend this project, I would want students to create a research project based on their
chosen topic. Their projects would develop their writing and research skills to broaden their capabilities for
more challenging subjects and projects. The projects may employ other technology tools when they create a
presentation. For instance, the research project would revolve around their writing, but could include a
podcast or movie. Also, this would be a final project, but the collaboration website would be used throughout
the project’s process. The students will be graded using a rubric that is similar to their checklist, so students
understand what they will be graded on.

Spring 2018_SJB

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