Lesson Plan: World of Wikis – Finding Answers in Collaboration Grade Level: 9th and 10th Related Lessons: Persuasive Presentation using Technology; PBL – Personal Digital Technology in our School: Friend or Foe? Unit: Persuasive Writing
GOALS Content Standards: Delaware State English Language Arts Prioritized Standards
1.1 (9-12) Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice.
1.3 (9–12) Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces.
1.7 (9–12) Participate effectively in a discussion.
3.2a (9–12) – Use technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graphs, diagrams, photographs, videos and graphics.
3.2b (9–12) – Independently present information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism.
ISTE NETS-S 1. Creativity and Innovation X 2. Communication and Collaboration X 3. Research and Information Fluency X 4. Critical Thinking, Problem Solving, and Decision Making X 5. Digital Citizenship X 6. Technology Operations and Concepts
Instructional Objective: Students will work collaboratively to identify and collect support for their position paper outlining their argument in support of a new personal technology policy in order to prepare for the final project presentation through digital storytelling.
ACTION Before-Class Preparation: Return a copy of the group position paper to each member of the groups. Ensure access to student laptops for entire lesson.
DURING CLASS
Time
Instructional Activity
Materials & Resources
10 mins
Activating Strategy – Students will individually complete a brainstorming session on the pros and cons of group work, with the goal of listing at least three of each
White Boards
20-30 mins
Whole class discussion of the concept of Wikis. Teacher will guide discussion of functionality of wikis using examples of student collaborative projects in Wikispaces. This can be accomplished through the use of teacher workstation and a projector. Sample sites: http://abcict.wikispaces.com/ http://full-circle.wikispaces.com/
Teacher workstation /projector, access to Wikispace pages
30-40 mins
Using teacher workstation and projector, teacher will model how to create a wiki for the class. Students will use laptops to log into the class wiki, create group pages, and create individual pages under the group page as teacher models each step.
Teacher workstation /projector, access to class Wikipage, student laptops w/ internet access
40-50 mins
Students will work individually to complete the Wiki Task Sheet which will guide them through the steps to edit their pages adding text, graphics, and links, as well as how to use the discussion and history functions within the program.
Wiki Task Sheets (print & available through class wiki as a downloadable Word doc, student laptops w/ internet access
30-40 mins
Teacher will introduce the lesson goal/assignment: groups will identify group responsibilities and expectations including; setting group rules, electing a webmaster, identifying the key elements of their argument, dividing responsibility for creation of a wikipage for each element’s page and clarifying responsibility for feedback by each member to every page.
Assignment sheets, student access to research performed in previous lesson
2 – 3 hours (1 to 2 classes) plus homework
Students will work individually to create their assigned pages. Each element page must clearly identify the element of the overall argument and provide adequate support for the element including text, graphics and links, keeping in mind the target audience (school administration and school board) for the overall project. Each student will review all other group members’ progress and provide appropriate and constructive feedback throughout the process. Students will review peer feedback; either making changes to their assigned page or replying to the feedback for clarification. Teacher will monitor progress and comments, looking for opportunities to build student confidence and reinforce positive collaboration.
Student laptops w/ internet access, student access to research performed in previous lesson
20 mins
Student Reflection: After completion of group wiki, students will return to those pros and cons they identified in the activating strategy and analyze how working in digital collaboration impacts their thoughts on group work overall.
Original pro/con lists for group work, student learning journals
MONITOR Ongoing Assessment(s): Student work including creation of individual wiki page within the class/group page, completion of the Wiki Task sheet, progress on individually assigned page, and constructive quality of peer feedback through discussion pages.
Accommodations and Extensions: Students will be provided multiple examples of wiki pages through modeling and examples. Students will receive scaffolded support in editing their own pages. Collaboration will provide ample opportunities for students to receive feedback and support from peers and, when necessary, the teacher. All directions and assignments will be available on the class Wiki so students can access these at any time.
Back-up Plan: Most of the activity, planning for group work, laying out page set-up, etc. can be completed on paper if technology access is limited.
EVALUATION Final group wiki will be graded with project rubric for clearly stating the position taken, including all elements with adequate support, and individual student participation (measured by constructiveness of presence in discussion on each element.)
Lawanda, I like the idea of your group wikis being a step right before digital story telling. I think it gives your students a chance to work as a group to determine facts before they begin writing a script for thier stories. I agree that it is important to guide the students through the process of setting up a wiki. This way, all students are on the same page. I am looking forward to your digital story ideas! Kathryn
LaWanda, I think having your students work on the wiki as you demonstrate is a great idea. The students get the instruction, but are allowed to take an active role in their learning. The wiki task sheet is another good idea. Have you thought of creating a screencast of your wiki task sheet for struggling readers? I think it is important that you have the students receiving feedback from other students--this gives the students an actual audience to write for. Landon
@ Landon,
Thank you for the wonderful idea of using a screencast for differentiation! It will also be a great way to catchup those students who are absent on that most vital teaching day.
Grade Level: 9th and 10th
Related Lessons: Persuasive Presentation using Technology; PBL – Personal Digital Technology in our School: Friend or Foe?
Unit: Persuasive Writing
GOALS
Content Standards: Delaware State English Language Arts Prioritized Standards
- 1.1 (9-12) Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice.
- 1.3 (9–12) Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces.
- 1.7 (9–12) Participate effectively in a discussion.
- 3.2a (9–12) – Use technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graphs, diagrams, photographs, videos and graphics.
- 3.2b (9–12) – Independently present information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism.
ISTE NETS-S1. Creativity and Innovation
X 2. Communication and Collaboration
X 3. Research and Information Fluency
X 4. Critical Thinking, Problem Solving, and Decision Making
X 5. Digital Citizenship
X 6. Technology Operations and Concepts
Instructional Objective: Students will work collaboratively to identify and collect support for their position paper outlining their argument in support of a new personal technology policy in order to prepare for the final project presentation through digital storytelling.
ACTION
Before-Class Preparation: Return a copy of the group position paper to each member of the groups. Ensure access to student laptops for entire lesson.
DURING CLASS
Sample sites:
http://abcict.wikispaces.com/
http://full-circle.wikispaces.com/
MONITOR
Ongoing Assessment(s): Student work including creation of individual wiki page within the class/group page, completion of the Wiki Task sheet, progress on individually assigned page, and constructive quality of peer feedback through discussion pages.
Accommodations and Extensions: Students will be provided multiple examples of wiki pages through modeling and examples. Students will receive scaffolded support in editing their own pages. Collaboration will provide ample opportunities for students to receive feedback and support from peers and, when necessary, the teacher. All directions and assignments will be available on the class Wiki so students can access these at any time.
Back-up Plan: Most of the activity, planning for group work, laying out page set-up, etc. can be completed on paper if technology access is limited.
EVALUATION
Final group wiki will be graded with project rubric for clearly stating the position taken, including all elements with adequate support, and individual student participation (measured by constructiveness of presence in discussion on each element.)
Lawanda,
I like the idea of your group wikis being a step right before digital story telling. I think it gives your students a chance to work as a group to determine facts before they begin writing a script for thier stories. I agree that it is important to guide the students through the process of setting up a wiki. This way, all students are on the same page. I am looking forward to your digital story ideas!
Kathryn
LaWanda,
I think having your students work on the wiki as you demonstrate is a great idea. The students get the instruction, but are allowed to take an active role in their learning. The wiki task sheet is another good idea. Have you thought of creating a screencast of your wiki task sheet for struggling readers? I think it is important that you have the students receiving feedback from other students--this gives the students an actual audience to write for.
Landon
@ Landon,
Thank you for the wonderful idea of using a screencast for differentiation! It will also be a great way to catchup those students who are absent on that most vital teaching day.
LaWanda