One of the greatest areas of weakness for my students is writing. For them, writing is overwhelming; if they are presented an essay outright, many students simply shut down and refuse to do anything.
Therefore, for my lesson plan, I decided to use technology to scaffold the writing process for my 8th graders. My lesson involves students answering an essential thematic question (Is Life Better With or Without Pain?) by connecting nonfiction to the class novel (The Giver) through the writing of a CER (Claim-Evidence-Reasoning).
Thomas and Brown (2011) state that “digital media [should provide] access to a rich source of information and play” (p. 37-38). With this in mind, I decided to turn this assignment into a Smashboard (based on the work by Dee Lanier).
Smashboards, which are like gamified Hyperdocs, combine many tech tools with the end goal of having students create something. This fits perfectly with Renee Hobbs’ (2011) ideas of five communication competencies: Access, Analyze, Create, Reflect, and Act (p. 12).
In my lesson plan, students first Analyze their background knowledge by using Padlet to reflect on the Pros/Cons of living without pain. At this point, students will most likely argue that life without pain is ideal. However, once they watch a YouTube video or two (Access) about the true story of Gabby, a girl who experiences no pain, they will undergo a conceptual change and realize that pain can be a good thing.
Students will Reflect on this video by using RecapThat to process what Gabby’s life was like, and connect their ideas to the essential question, and make a connection to The Giver.
Next comes the most important step: Create. As explained in this blog post by Mari Venturino Google forms can be used to scaffold students’ CER writings! Students insert their answers on a Google form (which is much less intimidating than staring at a blank Google Doc, wondering where to begin). This form, by use of the Autocrat add-on, automatically converts into a google doc where students can revise their drafts and have students peer review their work. Since the google doc color-codes each element of the CER, students will quickly be able to determine where information needs to be added to make their work stronger.
After self-editing, the students will post a draft of their writing to a discussion board on Schoology for peer revision. After receiving feedback, and giving feedback to others, they can turn in their final draft on Schoology.
For students that want a challenge/extension, there is an additional assignment where students interview a community member and see his/her view’s on the thematic question (Act).
I’m excited to try this 21st Century Lesson with my students next year!
References
Hobbs, R. (2011). Digital and media literacy: Connecting culture and classroom. Thousand,
Oaks, CA: Corwin/Sage.
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination
for a world of constant change. Lexington, Ky: CreateSpace?.
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