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Paperblogginglessonplan

This lesson teaches students how to appropriately comment on each other's writing in both paper and digital formats. Students will practice leaving comments on each other's paper blogs using post-it notes, discussing what makes an effective comment. They will then log into a student blogging website to comment on a teacher-posted question. The goal is to scaffold students' skills in giving constructive feedback in both offline and online collaborative spaces.

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155 views2 pages

Paperblogginglessonplan

This lesson teaches students how to appropriately comment on each other's writing in both paper and digital formats. Students will practice leaving comments on each other's paper blogs using post-it notes, discussing what makes an effective comment. They will then log into a student blogging website to comment on a teacher-posted question. The goal is to scaffold students' skills in giving constructive feedback in both offline and online collaborative spaces.

Uploaded by

api-236388425
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Title

PaperBlogging:ScaffoldingLearningfromFacetoFaceSocial
CitizenshiptoDigitalCitizenship

Subject(s)
LanguageArtsSharingLearning
ThroughStudentBlogging

PrescribedLearningOutcomes
Usereadingandviewingtomakemeaningfulconnections,
andtoimproveandextendthinking
Usestrategieswhenwritingandrepresentingtoincrease
successatcreatingmeaningfultexts
Usethefeaturesandconventionsoflanguagetoenhance
meaningandartistryinwritingandrepresenting

Purpose
teachingchildrento
appropriatelynavigate
varioussocial/collaborative
spacesfacetoface,
written,andonlinethrough
scaffolding

LessonLength
12hoursdependingongradelevel

Gradelevel
Grades27

PriorLearningAssumed
LessonObjectives
Studentshavehadexperiencessharingwrittenworkwithan Studentswillbeableto:
audienceofpeers,teachers,and/orparents
createhighwaycomments
Studentshavecommunicatedanddiscussedhowtoask
thataddvaluetothewriting
questionsthatwillenrichconversations(Why?Whatif?
oftheirpeers
How?)
practiceappropriatesocial
Studentsarecomfortabletakingeducationalrisksand
behaviourinwritten/digital
sharinginthesafeclassroomenvironment
contextsasopposedto
merelythroughoral
languageinteractions

Timing
5minutes

Hook/LessonStarter/Introduction/Review
Eachstudentwillhave37PostItnotes(dependingongradelevel)attheirseat
andbegiveninstructionsonhowtocommentononeanotherswork
Mentionthatthefocuswillbeoncreatingahighwaycommentthatwillbegina
conversationormakeachangeinthinking,insteadofadeadendcomment
whichmayelicitnoreplyfromtheoriginalauthor(allcompletedonpaper)
Emphasisonensuringthatnameisvisiblesomewhereonthestickynotesso
thatcommenterownstheirposts

50minutes

Body
1)15minutes:Usingthe
paperblogs
thatstudentscreatedinapreviouslesson,
studentswillcirculate,read,andcommentoneachotherswork.

Asstudentscirculate,teachershouldbecollectingexamplesbyrecordingindividual
commentsontheboard.Variousexamplesshouldbecollected,suchas:
Deadendcomments(Goodjob!,Ilikeyourwriting.,Cool)
Highwaycomments(Whydidyouchoosetowriteaboutthis?,Greatjob,but
maybenexttimeyoucouldcheckyourspellingalittlebetter,Whatifthefans
areagainstwomenplayingintheNHL?)
Commentsthateitherhaveordonothavethecommentersnameonthem
(commentersnamechangedwhenwrittenontheboardforanonymity)

2)15minutes:DiscussionUsingtheexamplesofindividualcomments,theteacher
willbeginthefacilitationofadiscussiontobreakdownthedifferencesbetween
highwayanddeadendcomments,aswellastheimportanceofincludingyour
namewhenpostingcommentarytotheworkofothers.
Initially,studentswillbeselectedtospeakaboutwhethertheyfeelacomment
isdeadendorhighwayandwillneedtojustifytheirposition
Morestudentsoffertheiropinionsandeventuallytheteachercanfacilitate
fromthesidelinesasthestudentsthemselvesselectthenextpersontomake
pointsinthediscussion
Use56examplesthatstudentscanbreakdowninadiscussion

3)5minutes:RecommentingBasedonourdiscussions,studentswillbegiven13
morestickynotes(dependingongradelevel)topracticingtheskillofwritinga
highwaycommentonpaperoncemore

4)15minutes:StudentswilllogontoKidBlog.org,wheretheteacherwillhaveoffered
acriticalthinkingquestionthatcanbeginathreadeddiscussionofcommentary.(I.e.
Wouldyouratherhave4longerdaysofschoolperweekor6shorterdaysofschool
perweek?)
Studentswillberequiredto:
Writeathoughtfulcommentinresponsetothepost
Respondtoatleastonecommentfromoneormoreofyourclassmates
5min

Closure/Conclusion
Introducenextlessonwritingyourownblogpostonline
Consideringthatanaudiencemaybewatching
Howdoesthisimpacthowwewrite?

Assessment

Observation
Discussionparticipationandengagement
Writtenanddigitalcommentary
Improvementandattentiontodetailinstudentwritingwhenwritingforan
audience

Resourcesand
equipment
requiredfor
lesson

Previouswrittenassignmentand/orpaperblog
PostItnotes
Kidblogaccount,includingstudents,andonecriticalthinkingpostpublished
BaseduponPernilleRippsPaperBlogsLesson(Sept2013):
http://pernillesripp.com/2013/09/12/paperblogsalessonincommentingonstud
entblogs/

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