Lord of the Flies Lesson Plan for LLED 469 Resource-Based Teaching

English 9: Lord of the Flies Unit Plan

Introduction

The Language Arts IRP’s offer very broad learning outcomes for English students. As Grade 9 students continue their quest to understand the structures of various forms of literature, this unit will assist them in dissecting the structure of a novel, develop their analytical skills, while challenging them to make connections between literature and the world.

Because my students attend a university preparatory school, they are expected to work with challenging material and approach it in a mature manner. These English 9 students have already completed a unit on short story focusing on the structure of short stories, plot and theme, and have studied Of Mice and Men as a novella focusing on setting and character.

Rationale

The objective of every English teacher and teacher-librarian is to motivate students to read. The key to a novel study is to make the literature relevant to an adolescent. With that in mind, this unit must be practical and make the novel something the student can identify with. The best and truest learning comes from experiencing the material and making connections. This unit is designed to be hands-on and relevant. It will challenge them to comprehend the structure and elements of the novel, but, more importantly, it will help them place the author’s message in context and understand its relation to history and current events. Ultimately, it is my hope that what they develop is a love of literature and desire to keep reading.

Critical Challenge

According to William Golding’s novel Lord of the Flies, is man innately evil?

Learning Outcomes (from the Draft Language Arts IRP)

Purposes (Oral Language)
- interact and collaborate in pairs, small groups, and large groups

Strategies (Oral Language)
- select and use strategies to interact and collaborate with others in pairs, small groups, and large groups

Purposes (Reading and Viewing)
- read, both collaboratively and independently, to comprehend a variety of literary texts, including literature reflecting a variety of prose forms

Strategies (Reading and Viewing)
- before reading and viewing, select and use a range of strategies to anticipate content and construct meaning

- during reading and viewing, select and use a range of strategies to construct, monitor, and confirm meaning

- after reading and viewing, select and use a range of strategies to extend and confirm meaning

Thinking (Reading and Viewing)
- explain and support personal responses to texts read and viewed

- interpret, analyze, and evaluate ideas, information, and understandings regarding texts read and viewed

Features (Reading and Viewing)
- recognize and explain how structures and features of text shape readers’ and viewers’ construction of meaning

Purposes (Writing and Representing)
- write purposeful information texts that express ideas, information, and understandings

Thinking (Writing and Representing)
- write and represent to explain and support personal responses to texts

- write and represent to interpret, analyze, and evaluate ideas, information, and understandings from texts

Information Literacy Outcomes (From Learning Outcomes for Information Literacy on UBC website)

Students will:·

demonstrate the ability to formulate questions and to use a variety of sources and tools to access, capture, and store information IT F41

· locate, access, and select appropriate information from a variety of resources (including technological sources) LA8-10 82

· locate, access, and select appropriate information from a variety of resources and consider the quality, currency, and accuracy of each source LA8-10 88

· select and summarize information from primary and secondary print and non-print sources including electronic sources SS 9 27

· demonstrate the ability to use the Internet to access, capture, and store information IT F26

· access on-line library catalogues and electronic resources from other locations

· cite specific information from stories, articles, novels, poetry, or mass media to support their inferences and to respond to tasks related to the works LA8-10 26

Advance Preparation of Tasks

Classroom Teacher

-order copies of Lord of the Flies

-arrange for computer lab time or use of laptop carts

-create and copy worksheets, information sheets and tests and quizzes

-get art supplies, poster paper, paper bags, etc for art related activities

-set up blogs and class wikis

-book guest speakers

Teacher-Librarian

-prepare lessons on use of Noodle Tools, netTrekker, how to paraphrase and how to create a bibliography

-find materials (books, websites, and databases) that will help student with their search for examples of good and evil

-order the videos required for the unit

Assessment and Evaluation Strategies

Writing:

• Response Blog – students will keep a response journal blog throughout the unit, writing entries in response to the literature or prompted by ideas and activities from the class, as well as reading and responding to other students’ blog entries.
• Class wiki – Students will contribute to a class wiki. Their contributions can be monitored and evaluated by looking at the history of the wiki to follow the trail of each student’s contribution.
• Creative writing assignment – At fanfiction.com, students will write an epilogue for the book.
• Character Sketch – a paragraph describing the traits of an assigned character.

Tests/Quizzes:

• Students will write comprehension quizzes weekly.
• Students will write a unit test including an essay on a topic related to theme

Annotations/post it notes:

• Students will complete annotations as they read the novel which the teacher will collect at various points of the unit where they will highlight and comment on advancing plot, character insights, and theme points.

Oral skills:

• Answering during teacher-led questioning and class discussions
• Interview of survival expert (for unlimited)
• Create a dramatic reading podcast of their Found Poem on the Feast (for unlimited)
• Research Presentation (see attached appendix)

Research Presentation Assignment – Good vs. Evil

Introduction:

The following is an extract from an interview with William Golding written by Mary Lynn Scott that was published in Aurora:

“Often thought of as a pessimistic writer, Golding calls himself “a universal pessimist and a cosmic optimist,” distinguishing between the universe, as the sum of man’s empirical knowledge, and the cosmos, as the totality of all there is, including God and man. In his novels, Golding investigates the presence of an innate evil in man underlying a veneer of civilization, concluding that man’s propensity for evil is far greater than it is for goodness. Often accompanying this dominant theme is his concern with the questions of original sin and man’s free will, all of which help to create a fable-like quality within his work.” (http://aurora.icaap.org/index.php/aurora/article/view/50/63)

Task Answer the question: Does man’s propensity for evil far outweigh that for good?

Process

1. As a class, define: Good and Evil
2. On the board: Brainstorm qualities of Good and Evil
3. Generate a list of names: examples of people who are “good” and people who are “evil.” In class discussion, what makes these people good and what makes the others evil?
4. In the library, students will use Noodle Tools (on-line system for tracking their notes and citations) and netTrekker to find examples of good and evil people by searching biography websites.
5. They will need to find one example from literature, history and current events to support their assertion. (Consider their actions and motivations.)

Product Options

A presentation to the class in any of the following forms:

Powerpoint Presentation and accompanying lecture.

Posterboard and speech.

Interview/talk show format.

Dramatic performance.

Evaluation Rubric

To be created by the class.

Lord of the Flies Unit Overview (27 lessons, one hour each)

• Students are responsible for reading approximately TWO chapters each week
• Students should annotate each chapter
• There will be a weekly quiz at the start of the week on the assigned reading
• Character development, symbolism and literary devices will be explored

WEEK 1: Intro/Characters

Lesson #1:

- Desert survival activity – students are “stranded at this desert table” with a piece of poster paper. They must create a cluster diagram of what they will need to survive. They can use information from a list of websites and books recommended by the teacher-librarian. Once they have created a cluster diagram, they must decide who is most suited to present the diagram to the class. Each group will present their findings to the class. (Blog reflection: What did you find most challenging about the experience of working in a group to create your survival cluster diagram and picking the right person to present it?)

Lesson #2:

- Introduction of the novel – Teacher will give background to World War II – Students will look at photos of the war and respond in their blog to the images. Teacher will present PowerPoint on William Golding and the novel and then read Chapter 1 together.

- How to annotate a novel – Using post it notes, teacher will model as Chapter 1 is read.

Lesson #3:

- Literary Devices – In class wiki, in partners, students will define and give examples of a list of devices provided by the teacher. They will “swap” devices with a pair and edit their entry. They should add examples from the novel as they read (history of the wiki will be checked to be sure each student has contributed at least 2 correct examples any device.)

Week 1 Blog reflection: If you were stuck on an island, what 3 personal items and 3 people would you want with you?

WEEK 2: Chapters 1 & 2 Leadership

Lesson #4:

- Chapter 1-2 quiz

- Setting – mapping the island. In groups, students will work together on a large piece of poster paper to draw the island including the components listed by the teacher. Students will then trade drawing and evaluate one another’s efforts using the accurate model the teacher will project on the board.

Lesson #5:

- In their blogs, students will predict what will happen to these boys.

- They will create a character map for an assigned character using readwritethink.org character graphic.

Lesson #6:

- What makes a good leader? Leadership parallels: Jack and Ralph vs. Steven and Stefan (see attached lesson plan)

Week 2 Blog reflection: Assess your own leadership skills. What kind of leader would you be more like, Jack or Ralph? Who would you want to be your leader, Jack or Ralph?

WEEK 3: Chapters 3 & 4 Symbolism

Lesson #7:

- Chapter 3-4 quiz

- Creating fire: Students will view scenes from the movie Castaway when Tom Hanks creates fire. Focus together on the meaning of fire; what does it symbolize?

- Blog reflection: Students will reflect on the experience of creating fire.

Lesson #8:

- Paper bag masks – Students will each be assigned a character and will create a “mask” appropriate for that character. They must then find 5 quotes about that character and place them inside the bag. They will use those quotes to write a character sketch.

Lesson #9:

- Symbolism notes created in class wiki – In pairs, students will be assigned a symbol. They will assign a literal and metaphorical meaning for it and include a quote from the novel involving the symbol. They will add these as well as an image of the symbol to the wiki. They will then “swap” symbols with a peer pair and edit that person’s entry.

Week 3 Blog reflection: What is your greatest fear?

WEEK 4: Chapters 5 & 6 Conflict

Lesson #10:

- Chapter 5-6 quiz

- Conflicts examined – Through teacher-led questioning, students will decide what are the main conflicts, list and explore them. How do people overcome conflict? Students will complete a chart comparing and contrasting the conflicts in this novel.

Lesson #11:

- Read the New York Time editorial called Little Killers. Think-pair-share. First, with their partner, students will discuss factors that make people murder, then share with the class. Using their laptops, students will search for examples of young people who murder. Each pair must find evidence/research from an expert to explain why children kill (socio-economic, psychological, etc,) an example of a crime and develop a profile of a child who kills.

Lesson #12:

- Using Noodle Tools in the library, the teacher-librarian will instruct students on paraphrasing and creating notes and citations in Noodle Tools and to use netTrekker to find survival experiences.

Week 4 Blog reflection: Why would a child murder?

WEEK 5: Chapters 7 & 8 Allusions

Lesson #13:

- Chapter 7-8 quiz

- Lord of the Flies Allusions in Modern Music – Teacher will define allusion for students. As a class, they will brainstorm examples of allusions (He’s such a romeo.) Use a website to look at use of the Lord of the Flies references in popular music and discuss the power of using allusions in literature. Ask students to create a poem or song that incorporates an allusion to Lord of the Flies.

Lesson #14:

- Lord of the Flies and Biblical connections – using International Standards Encyclopedia website, students can research list of Biblical connections from Lord of the Flies. Students can record these and their connections on the class wiki.

Lesson #15:

- Research Project is introduced Research essay: Does man’s propensity for evil far outweigh that for good? Complete first 3 steps of the process.

- Students develop a rubric as a class, with the teacher’s guidance.

- Class will research in the library on step 4.

Week 5 Blog reflection: Define evil. Do you believe in the “devil”?

WEEK 6: Chapters 9 & 10 Propaganda

Lesson #16:

- Chapter 9-10 quiz

- Class in library to research for project working on Step 5.

Lesson #17:

- Found Poetry – Students will find 12-15 words from the novel (the last pages of chapter 9) used in the course of the hunt and feast. They must then take those words and arrange them to create a Found Poem to capture the mood of these events which they will write in their blogs. Students will then record their poem as a podcast which they will upload to their blogs and include a paragraph reflection about the emotions state of the boys at the hunt.

Lesson #18:

- Propaganda devices used in Lord of the Flies – Power of words. Students will share the words they chose the class before and we will examine the effect words have on the perceptions of characters in the novel. Using worksheet based on Critical Challenges in English, students will work with a partner to find examples of different kinds of propaganda in the world and in Lord of the Flies.

Week 6 Blog reflection: Write a persuasive entry explaining why you should get an A in English.

WEEK 7: Chapters 11 & 12 Allegory

Lesson #19:

- Chapters 11-12 quiz

- Last class for research in the library. Project draft due by end of the class.

Lesson #20:

- Das Bus – Simpson episode as a hook and discussion point to examine allegory.

- Allegory analysis activity – in groups, students divide poster paper into three sections labeling each along the top: moral, social and religious allegory. Each student is responsible for explaining the connection each character makes to one type of allegory (can use teacher-librarian generated list of Lord of the Flies analysis sites.)

Lesson #21:

- Complete Plot Summary focusing on climax using readwritethink.org to generate plot diagram. Summaries are printed and submitted for evaluation.

Week 7 Blog reflection: How would this story have developed if girls were on the island?

WEEK 8: Theme and the Movie

Lesson #22:

- Nobelprize.org. Students can play the online game to review for their test.

- Students visit Fanfiction.com and read fiction written in the spirit of Lord of the Flies. They will provide some concrete comments for at least two writers. Each student will complete their own piece of Lord of the Flies fanfiction, completing an epilogue.

Lesson #23 & 24:

- Students will view the film and write a review in blogs.

Week 8 Blog reflection: Did you like the ending?

WEEK 9: Final Assessment and Movie

Lesson #25:

- Unit Test

Lesson #26:

- Research projects are presented evaluated by teacher and peer evaluated using a presentation rubric developed by the class.

Lesson #27:

- Research project presentations completed.

Unlimited Budget Unit Changes/Additions

WEEK 1: Intro/Characters

Lesson #1: Survival activity – students will fly to private island with a few basics where they will be left alone to survive (they will be in a controlled and safe environment with cameras mounted about the island so that they can be observed – all necessary precautions will be taken.)

Lesson #2: Annotating the novel will be done directly on the pages of the novel itself rather than with post it notes.

WEEK 2: Chapters 1 & 2 Leadership

Lesson #6: Invite a former Prime Minister or President to speak to the class about what it takes to be a leader. The class before, students will produce questions to ask.

WEEK 3: Chapters 3 & 4 Symbolism

Lesson #7: Guest speaker: outdoor survival expert will teach students what they need to know to survive in the outdoors.

Lesson #8: Students will be given sticks, kindling and wood out on the gravel field and in groups and under the guidance of the speaker, attempt to create a fire.

WEEK 4: Chapters 5 & 6 Conflict

Lesson #10: Students will create questions to interview Survivor Season one winner regarding how he dealt with the people on the island to come out the victor.

Lesson #11: Guest speaker: Survivor winner Richard Hatch – students will pose their question.

WEEK 5: Chapters 7 & 8 Allusions

Lesson #14: Students will speak via Skype with a theologian from Vatican City to discuss the existence of evil and the devil.

WEEK 6: Chapters 9 & 10 Propaganda

Lesson #17: Students will then record their found poem as a podcast which they will upload to their blogs and include a paragraph reflection about the emotions state of the boys at the hunt.

Lesson #18: Students will speak via Skype with Frank Luntz author of Words That Work: It’s Not What You Say, It’s What People Hear to discuss the power of rhetoric, especially in politics.

WEEK 8: Theme and the Play

Lesson #23 & 24: A production of the Lord of the Flies will be performed for students. They will critique the production in their blogs.

Lesson Plan (From Week 2):

English 9 Lord of the Flies Unit Title: Who would you vote for as leader?

Objective: To identify the qualities of leadership by making a connection between the novel’s and Canada’s leaders.

Learning Outcomes: (from the Draft Language Arts IRP)

Thinking (Reading and Viewing)
- explain and support personal responses to texts read and viewed

- interpret, analyze, and evaluate ideas, information, and understandings regarding texts read

Thinking (Writing and Representing)
- write and represent to explain and support personal responses to texts

- write and represent to interpret, analyze, and evaluate ideas, information, and understandings from texts

Materials

• Websites on Stephen Dion
• Websites on Stephen Harper
• Article: Dion Versus Harper: How They Stack Up from CanWest News Service
• Lord of the Flies novel
• Leadership chart

Advance Preparation:

Teacher’s task – create question sheet and compare/contrast chart.

Teacher-librarian – find appropriate websites for students to use to find information on leadership styles of Stephen Harper and Stefan Dion.

Hook: Picture book about leadership: Who’s the Boss (Read out to the class to focus attention on leadeship.) (5 minutes)

Activities

1. Class will list and discuss examples of world leaders. Brainstorm on the board the qualities they would expect of a leader based on their observations. (10 minutes)
2. In partners, one student will focus on Harper, the other on Dion. They will look at selected sites to fill in information on the chart for their assigned leader. Each student will then share the information with their partner about the leader they focused on. (15 minutes)
3. The same partners will now turn their sights on Jack and Ralph, each focusing on one and then exchange the information they gleaned. (15 minutes)
4. Class will gather and share their observations about each leader. (10 minutes)
5. Concluding activity: Each student will receive two secret ballots: one with the names of Harper and Dion, the other Jack and Ralph. They will choose who they would vote for as leader on the island and of Canada. (5 minutes)
6. The ballots will be collected and tallied and the winners will be announced.

Blog reflection: Assess your own leadership skills. What kind of leader would you be more like, Jack or Ralph? Who would you want to be your leader, Jack or Ralph?

Assessment/Evaluation:

• Teacher observation of the working in pairs
• Student sharing their comments
• Completed chart
• Blog entry
  
  

English 9 Lord of the Flies LEADERSHIP STYLES

In each box make an observation, identify a situation in which each person has demonstrated that characteristic or include a quote using the article attached and/or other suggested web site sources, and the novel Lord of the Flies.

LEADERSHIP QUALITIES	DION	HARPER	JACK	RALPH
Confidence/Courage
Charm/”Street smarts”
Communication ability
Teamwork abilities
Initiative/Decisiveness
Knowledge & experience
Discipline/Ruthlessness

 

Unlimited Funding Resources

Special Resources

· Lap top computer for each student

· Colour printer

· Lap top, mounted proxima and screen in classroom

· iPods and microphones

· Smartboard in classroom

· Plane tickets for students and teacher and rental of private Caribbean island

· Guest speaker: winner from first episode of Survivor TV series, Richard Hatch

· Guest speaker: survival expert

· Guest speaker: former Prime Minster or President

· Guest speaker: Vatican theologian

· Guest speaker: Frank Luntz

· A group of actors who will perform the Lord of the Flies play

Multimedia

Video: Castaway

Video: Lord of the Flies (1963)

Video: Simpson’s Episode 192: Das Bus

PBwiki.com

WordPress.com

Wikipedia.com

Fanfiction.com

Encyclopedia Britannica Online School Edition

netTrekker.com (subscription search engine)

iTunes.com

skype.com

Canada.com

Aaron, A. (2002, Sept 29). Propaganda critic. Retrieved February 15, 2008, from Propaganda articles Web site: http://www.propagandacritic.com/articles/index.html

Facts on File, (2008). Facts on File. Retrieved February 13, 2008, from Blooms Literary Reference Web site: http://www.fofweb.com/Lit/default.asp?ItemID=WE54

Gerenser, S. (2003). Lord of the flies info page. Retrieved February 15, 2008, from Lord of the flies Web site: http://www.gerenser.com/lotf/

Homework online, (2008). Homework online. Retrieved February 15, 2008, from Lord of the flies lo fat version Web site: http://www.homework-online.com /lotf/index.asp

IRA/NCTE, (2008). readwritethink. Retrieved February 15, 2008, from Plot diagram Web site: http://www.readwritethink.org/materials/plot-diagram/

IRA/NCTE, (2008). readwritethink. Retrieved February 15, 2008, from Literary elements mappingWeb site: http://readwritethink.org/materials/lit-elements/index.html

Kennedy, M. (2006, December 3). Dion versus Harper: how they stack up. CanWest News Service, Retrieved February 4, 2007, from http://www.canada.com/topics /news/features/liberalleadership2006/story.html?id=6e254265-dbf1-47e5-9941- 3d5dadacb51c&k=73413

Literary Allusions in popular music wiki!. (2007, April 10). Retrieved February 12, 2008, from Literary Allusions in Pop Music – Lord of the Flies Web site:http://pclit.pbwiki.com/ Lord+of+the+Flies

Nobel web, (2008). Literature: lord of the flies. Retrieved February 7, 2008, from Nobleprize.org Web site: http://nobelprize.org/educational_games/literature/golding/index.html

NoodleTools (2008). Retrieved February 12, 2008, Web site http://www.noodletools.com (Subscription, web-based program that helps students take notes and record citations.)

Proquest (2002). Proquest learning: literature. Retrieved February 7, 2008, from KnowledgeNote Study Guide – Lord of the Flies Web site: http://literature. proquestlearning.com/quick/displayItemById.do?origin=toc&PubID=kno&Query Type=reference&ItemID=EALKN088+pqllit_ref_lib

Sparks notes LLC, (2006). Sparks notes. Retrieved February 15, 2008, from Lord of the flies Web site: http://www.sparknotes.com/lit/flies/

Staples, B. (1996, February 6). Editorial notebook; the littlest killers. New York Times, Retrieved February 4, 2007, from http://query.nytimes.com/gst/fullpage.html? res=9401E4DA1439F935A35751C0A960958260

StudyLight.org, (2008). Study light org. Retrieved February 15, 2008, from The International standard bible encyclopedia Web site: http://www.studylight.org/enc/isb/

Swisher, C. (Ed.). (1997). Reading on Lord of the Flies. San Diego, CA: Greenhaven Press.

Books

Lord of the Flies novel for each student, to keep.

Butler, S., H. Husarski & N. Shea, (1998). Critical challenges in english for secondary students. Richmond, BC: The Critical Thinking Co-operative.

Gilmore, D. (2003). Monsters : evil beings, mythical beasts, and all manner of imaginary terrors. Philadelphia, PA: University of Pennsylvania

Press.

Goffin, J. (1992). Who’s the boss. New York, NY: Clarion Books.

Luntz, Frank (2007). Words that work: it’s not what you say, it’s what people hear. New York: Hyperion.

Limited Funding Resources

Lord of the Flies novel: Obviously each student must have a copy of the novel to read and to source as they proceed through this literature unit. In a perfect world, the novel would be their own so that they could annotate it and really work with the text, but the reality is it sometimes difficult to have enough copies of a text.

WordPress.com: It is essential to give our students a voice and for them to learn in the context of a digital world. Blogging enables them to contribute to the world knowledge by sharing their point of view with others in a dialogue. It is free and opens up their ideas to interact with their peers and the planet.

Wikipedia.com: Many people fear Wikipedia. I believe it is a useful starting point to any research. An on-line encyclopedia, anyone can contribute to this communal learning fount, which has led to it critics calling it dodgy in term of its accuracy, but the reality is that Wikipedia is well-policed and full of accurate and cited information. Again, it is a great starting point.

netTrekker.ca: This is the best educational search engine available. It consists of educator-selected online resources, so its search results produce a list of accurate, appropriate and current websites that also indicate which grade level they are best suited to.

noodletools.com: This site has many uses. Firstly, it promises to help you: “Choose the Best Search for Your Information Need.” Secondly, subscribers can use a service in Noodle Tools where they can store their research colour-coded and organized as notes, paraphrases or their assertions. It also helps them build correct citations in APA or MLA and to store those references. It is a great tool to teach students how to organize their research and to avoid plagiarism.

 

Create a Character Map

Go to ReadWriteThink to create a character map. Click here.

Be The Blog Unit Plan

Creating a Global Legacy

Definition: empowering students to add content to the global knowledge through the web.

Goal: Students will understand how to create and manage a blog. They will think critically about their topic. They will share their writing with a global audience.

Learning Outcomes:

Comprehend and Respond (Engagement and Personal Response)

It is expected that students will:

• demonstrate a willingness to explore a variety of genres and media
• identify and explain connections between what they read, hear, and view and their personal ideas and beliefs
• compare the themes, purposes, and appeal of different communications
• use information that they have read, heard, or viewed to develop research questions or creative works or to complete response activities

Comprehend and Respond (Critical Analysis)

It is expected that students will:

• evaluate information for its suitability for an identified audience
• explain how mass media can influence social attitudes, self-perceptions, and lifestyles

Communicate Ideas and Information (Composing and Creating)

It is expected that students will:

• locate, access, and select appropriate information from a variety of resources (including technological sources)
• analyse the audience and purpose of their writing to make decisions about content and format
• use a variety of planning tools and strategies to focus and organize communications for various purposes and audiences
• apply various strategies to generate and shape ideas

Communicate Ideas and Information (Presenting and Valuing)

It is expected that students will:

• create a variety of communications designed to persuade, inform, and entertain classroom and other audiences

Background:

After a combined 28 years of teaching, we finally realized that we have to embrace the tools our students embrace. Over our teaching years we observed that grade 9 is a transitional year for students. At our school, they leave the more “fun” and engaging environment of the Middle School, but are not yet ready for the academic rigor of the Senior, graduation years. These students are the middle child trying to find balance and meaning in learning. As educators, this is our make or break year with these students. If we capture their imagination and inspire them to learn, we can foster a love of learning that will carry them through and beyond the Senior years.

We asked ourselves some key questions: what do students like to do, what are they good at, and how can we mesh our curriculum with the things students enjoy? The answer is Web 2.0. If Web 2.0 tools, like blogs wikis, social networking and mobile technologies, engage our students outside the classroom, then we can conclude that these same tools will better engage our students by making learning experiences more authentic (Rheingold, 2008).

At a recent professional workshop on technology at our school, Alan November, a leader in educational technology, inspire us to empower our students to contribute their knowledge to the world, encouraging them to leave a global legacy.

As bloggers ourselves, we recognize the power of the medium and wanted to put that power in the hands of our students. In conjunction with online logs, our student are learning to manage their own wiki and will contribute to Wikipedia, “The biggest multilingual free-content encyclopedia on the Internet.” Through these two avenues will not only they contribute to the world content of knowledge, they will value this experience and be take on ownership of their learning (Tapscott, 1988).

For the purpose of this paper, we are focusing are one of these technologies—blogs. A blog is an online journal, usually with a main theme or focus which can be read by a select audience or the world. As of December 7, 2007, Technorati.com was tracking 112.8 million blogs (www.technorati.com).

Our IT department set up blogs for all students in Grades 8 though 12 using the WordPress platform. Free blogs can be attained from sites like blogger.com or wordpress.com.

Instructional Strategies

Lesson 1: Exposure to a Blog. This is a basic introductory class where students respond to a question posted by the teacher. In our case, students wrote a review of the Bard on the Beach Production of Julius Caesar and post it as a comment to the teacher blog.

Lesson 2: Blog Etiquette. Students examined professional and non-professional blogs. We discussed proper commenting etiquette (link/reference here). Students generated a list of rules for commenting on a blog and then were required to choose one blog, from list provided by the teacher, and comment on any entry.

Lesson 3: Creating your Blog. View video (link: http://www.commoncraft.com/blogs). Class discussion: “What’s news to you?” “What types of blogs would you be interested in reading?” Using Global Voices Online or the Google Blog search, students can look for and read blogs on a topic that interests them. In groups, they will choose 3 blogs, two exemplary and one weak. Students should analyze these for the quality of design, content, currency and appeal. They will then project each blog and share their findings.

Lesson 4: Introduce Assignment

Modeling:

· share our own blogs with students and explain how we determined our blog focus (gloriapiovesan.wordpress.com) and (jennifer.dousett.faculty.collingwood.org)

The Task:

Step 1: Choose a topic or theme for your blog.

Anything that interests you is acceptable; however, please remember that you must have facts and opinion evident in each post. For example, if you choose to blog about the Canucks, you may post the scores and do a play by play of the game but you must also write your own analysis of the game (or a player or how injuries impact the team, etc…you get the point).

· First post will explain their theme or topic and why they chose it.

Step 2: Begin research

Check out web pages, newspapers, books, databases, television or any other sources that help you gather knowledge about your topic. **We will spend 2 classes in the library looking at databases and articles so you can learn how to better access accurate information and have the opportunity to model your work on that of a professional.**

· Our students will use their Noodle Tools account to create citations, record quotes and/or paraphrase information relevant to their blog. They will be required to cite any references used to create any blog post.

· In order, to keep blogs current and relevant to their readers, we will encourage students to refer to other blogs, articles, websites, or other media.

Step 3: Write

Once you have decided on the theme of your blog, you need to have a topic for your second post. Make sure your posts are interesting and will draw in your audience. Blog readers are fickle so they won’t be back if you aren’t adding something fresh to the web. Share your thoughts with the world!

Key Points

• Proper grammar and spelling are essential. You want people to read your blog, and they can’t if they don’t understand what is being said.
• Be passionate and expressive
• BE THE BLOG – Your blog is a reflection of you. It is your global presence. Be proud of it.

Expectations

Students will be evaluated on one of their posts each week. One class a week, students will a research, read, write, and comment. Students will gather information for and create a new blog post. Using the RSS reader like Netvibes, the teacher will be notified as soon as the post is published (expecting that posts will be published by the start of the following week.) Blog entries will be evaluated based on the rubric (see below) which is based on the Ministry of Education Performance Standards for Writing (http://www.bced.gov.bc.ca/perf_stands/writeg9.pdf).

Summary/Reflection about this activity

Students were immediately keen to complete this task. In fact, the project was introduced before the blogs were set up and students pestered us for 2 weeks to get access. On average, students were posting to their blog far more than the required amount. Although not all of these posts were as thorough or detailed as the weekly post that is submitted for evaluation, the students’ enthusiasm for the project was evident. Because this project has only recently begun, it is difficult to truly measure its success. A challenge for both ourselves and our students will be to keep the momentum going throughout the year.

If you or your students are interested in commenting on our student blogs, please feel free to email us at gloria.piovesan@collingwood.org and jennifer.dousett@collingwood.org and we will share their addresses with you.

Be The Blog

Weekly Post

Evaluation Rubric

	1	2	3	4
MEANING • purpose • ideas and information • use of detail • generalizations or conclusions • sense of audience	-Blog theme is unclear -details are basic -lack of critical thinking and analysis -no other points of view discussed -inappropriate tone -not written for audience	-Blog theme is clear but post themes inconsistent or don’t always relate to theme -other p.o.v mentioned but not discussed -Some critical thinking but lacks in-depth analysis	- Blog theme clear but true “ownership” not evident -at least one other source used to support Blog theme -other points of view explained -research evident through examples -includes thoughtful opinion	-Blog theme evident; writer has clear “ownership” of their blog -variety of sources -other p.o.v critiqued and analyzed -insightful -reader feels informed on topic -draws audience in to read blog posts
STYLE • clarity, variety, and impact of language	-language is simple -some awkward sentences -may be difficult to understand	-language is clear and understandable -some variety of sentence lengths	-language clear -uses terminology related to blog topic -attempts to use more complex sentences	-easy to understand -variety of sentences -incorporates new vocabulary, especially that related to blog theme
FORM • introduction • organization • conclusion • special features, where appropriate	-introduction doesn’t outline post topic -no paragraphing -conclusion weak or absent -images, if required, missing or inappropriate	-introduction states purpose simply -paragraphing evident but transitions don’t engage reader -conclusion simple -poor choice of images	-introduction states purpose and attempts to engage -individual paragraphs or sections are well-organized -overall impression may be ineffective -conclusion is logical -images, if required, well chosen	-introduction grabs reader -conclusion summarizes post -information is relevant and interesting -images, if required, enhance post
CONVENTIONS •Spelling •Sentence structure •Punctuation •Grammar	-frequent, repeated errors -resembles a rough draft	-some errors, meaning is clear -some evidence of editing and paragraphing	-may have occasional errors -carefully edited and proofread	-may make occasional errors when taking risks -effectively edited and proofread

References

Rheingold, Howard. “Using Participatory Media and Public Voice to Encourage Civic Engagement.” Civic Life Online: Learning HowDigital Media Can Engage Youth. Edited by W. Lance Bennett. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. 97–118. doi: 10.1162/dmal.9780262524827.097

Tapscott, D. (1998). Growing up digital: The rise of the net generation. New York: McGraw-Hill.

Why Do I Read and They Don’t?

My students, in general, hate to read. They will go to any length to avoid it. They buy their Coles Notes, they subscribe to on-line summary sites, or watch the movie in order to avoid actually reading the book. So, I ask myself, “Self, why do I read and why do they not read?”

The answer, I believe, is quite simple. I read because I like to; they don’t read what they don’t have to.

A Grade 11 student currently hovering over my shoulder tells me: “Reading is easy. I used to read a lot when I was younger and it has carried through until now. So I don’t need to read recreationally any more.” Upon further discussion, Daniel explains that since he figures he has already learned how to read, he simply doesn’t see the need to continue doing what he mastered in his earlier grades. He has more pressing concerns like getting through Physics 11 and preparing for the dance tonight.

The main challenge with regards to literacy is time. My students are heavily committed to lessons and activities. They will not make reading a priority when they have piano and dance and soccer and SAT-prep. Reading is a chore. The little free-time they have available is spent on Facebook and video games.

According to a report the National Endowment for the Arts in the US: “Fewer than one-fourth of 17-year-olds, for example, read almost every day for fun, and young people 15 to 24 read 10 minutes or less a day, on average, according to various federal statistics. During their voluntary reading time—time spent reading texts not required for school or work—middle and high school students regularly watch television, listen to music, or use other media.” (Kennedy Manzo, 2007)

The chairman, Dana Gioia, blames new media: “Increasing use of electronic media is largely to blame for a decline in pleasure reading among young people, says the report, released today. But the failure of schools to instill a love of reading is also a contributing factor.”(Kennedy Manzo, 2007)

The report goes on to offer some rather unfortunate conclusions: “Americans are spending less time reading”; “reading-comprehension skills are eroding”; and the “declines have serious civic, social, cultural, and economic implications.” (Kennedy Manzo, 2007)

The last conclusion is what frightens me most. If we don’t create a culture of readers, we create a society of amoral, uninterested citizens.

We need to encourage our students to make time for reading and the only way to do that is to make it a priority. Our students relate to marks. If they must read as part of their Language Arts course, then they will read. Unfortunately, we tend to select books for our students from the “canon,” forcing Shakespeare and Steinbeck down their throats when they relate better to Donna Napoli and John Marsden.

I would begin my work on motivating Daniel and his peers to read by making some changes in our English department. I could encourage teachers to use modern novels containing storylines and characters that are relatable to adolescents. Though the novel will be initially approached as a chore, if the experience becomes enjoyable, it will motivate students to read more. I could choose 5 or 6 different novels for each class and coordinate activities like lit circles or a novel blog run by the students in that novel group, or create some kind of book club using social networking tools like the banned Facebook as its vehicle. I could do book talks for the novels to help students select which they would like to read, and then offer support as the different novel groups dissect and analyze their respective selection.

I would also encourage the school to “make time for reading” by incorporating a reading period of 20-30 minutes into the timetable. If the school makes a priority of sustained silent reading, then students will see the value of making time for reading in their day to day regime. “Uninterrupted sustained silent reading time lets students practice reading and read for their own purpose and pleasure.” (Vacca and Vacca, 178)

Another method to encourage these students to read is through a Grade Level Book Club. I constantly see wondering students during rainy lunch hours looking for something to do. Why not provide the option of a Book Club? Peer pressure, normally used negatively, could provide some positive results by encouraging students to have their book read on time and ready for discussion. Food is a great motivator, so providing some snacks and a comfy area of the library for discussions will help to encourage participation. The librarian can act as the Book Club leader or have an older student library helper who can function as the group moderator. At my school, that student can perform the task for service hours (students are required to complete 33 hours a year.) He or she can have focus questions to help with discussion for younger students.

Daniel tells me, I am naive and that they just aren’t readers anymore. It is my mission to make him want to. I’ll keep you posted.

References

 

Kennedy Manzo, Kathleen. “Young People Seen Losing Love of Reading.” Education Week Vol. 27.19 NOV 2007 19 NOV 2007 <http://www.edweek.org/ew/articles/2007/11/19/13read_web.h27.html?tmp=1125504262>.

Vacca, R.T. & Vacca, J. L. (2005) Learning with trade books. Content Area Reading: Literacy and Learning Across the Curriculum. New York, NY: Pearson Education, 154-195.

How To Create a Schoolwide Literacy Action Plan

I’ll begin this “how to” with a “must do”: the stake-holders must all buy in. In order to facilitate any change in a school, teachers, administrators, parents and students (not necessarily in that order) must see its value. No-one is about to argue against improving literacy in our schools, but taking the necessary steps in our own school is not always easy–change is difficult. In their book, Taking Action on Adolescent Literacy: An Implementation Guide for School Leaders , Judith L. Irvin, Julie Meltzer and Melinda S. Dukes offer ideas for developing and implementing an action plan:

“A schoolwide literacy action plan is an essential blueprint for improving student achievement. An effective plan requires the skillful use of data about student performance, literacy needs and expectations in the school and community, school capacity to support literacy development, current teaching practices, and effectiveness of the literacy program. To generate change, leaders must actively use a literacy action plan to guide decision making around instruction, programming, and resource allocation.”

Any action plan is only as good as its usability. It must have statistics behind it and then it must be practical and implementable. It must offer support for teachers and students, and it must truly be schoolwide, touching every discipline.

Step I: Cross-curricular Context/Teacher Support and Leadership

• Every subject area should implement literacy strategies into their classroom instruction. There are so many great strategies that can be in-serviced on, or shared by teachers and the teacher-librarian. In short, time must be provided to teachers to support them in implementing reading instruction in their content area. And don’t forget to consider who will take the lead offering time and professional development to the literacy captain.

Step II: Consider the Reluctant/Struggling Reader

• Special attention must be paid to those who need it the most. Start with the challenging students and the rest of the plan will likely fall into place.

Step III: Keep the School’s Culture in Mind

• The action plan must be a collaborative effort of the administration, staff, parents and students, not completed by a secret society of readers. The school’s overall needs must be paramount to ensure that any new plans will mesh with the current structure of the institution.

What can we do at my own school to develop a literacy action plan?

First, we need a literacy committee to examine the issue and survey our students to find out what the nature of literacy is among our students. Parents and faculty must also be surveyed; then the results need to be shared — creating the buy-in.

Next, we can start with strategies to help our struggling readers: our boys, ESL, IEP and any other initialed students who don’t read.

Finally, we must take into account our goals as an independent, college-prep institution. Our plan will have to address challenging our students to reach higher levels of comprehension, raising the literacy bar.

Reference

Irvin, Judith L., Julie Meltzer and Melinda S. Dukes. “Chapter 5. Develop and Implement a Schoolwide Literacy Action Plan.” ASCD 2007 18 NOV 2007 <http://www.ascd.org/portal/site/ascd/template.chapter/menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?chapterMgmtId=89aa0da68eb03110VgnVCM1000003d01a8c0RCRD>.

Literature Circles, Idea Circles Via Social Networking

Much has been written about these tried and true literacy strategy. Literature circles are a great way to turn students on to reading by giving them ownership over their learning and making for an authentic learning experience. I am sure many of us have applied the traditional lit circle, sit in your groups, and fill in your lit circle handouts. If not, there are some great examples: handouts, how to, and why to.

Idea circles offer an opportunity to respond to literature. In small groups, student focus on a concept. “In their groups, student exchange facts, discuss relationships among ideas, and offer explanations….Individuals offer information, check it against the information found by others, and discuss more deeply.” (Vacca and Vacca, 191)

My goal is to take lit circles and idea circles into the 21st century and into cyberspace using social networking. The reality is our students use social networking sites like Facebook profusely. According to a study commissioned by the National School Boards Associations, “Overall, an astonishing 96 percent of students with online access report that they have ever used any social networking technologies.” What I find rather fascinating is that so much of the dialog is educational: “Almost 60 percent of students who use social networking talk about education topics online and, surprisingly, more than 50 percent talk specifically about schoolwork.”

But we, educators and parents, fear social networking–my school blocks Facebook and our parents have vowed to forbid its use at home, and yet, according to Howard Rheingold: “Learning to use participatory media to speak and organize about issues might well be the most important citizenship skill that digital natives need to learn if they are going to maintain or revive democratic governance.”

Where I plan to conduct my cyber lit circles is through the self-contained social network creating site called ning.com. It is different from a blog because it allows for a variety of social networking technologies including forums, photo, video, and bookmark sharing by invitation. It is like having your own Facebook. I have my own class ning set up where my English 9 students can go in their lit circles to begin their exploration of Of Mice and Men. I think I will call it a Lit Circlening and invite my students to discuss and write together with their peers in class and continue the work at home.

I am hesitant about how this will work as I work outside of my comfort zone, but I am excited by the possibilities of this technology which is limitless just like a circle itself.

References

“Online Social Networking And Education: Study Reports On New Generations Social And Creative Interconnected Lifestyles.” Master New Media. 09 NOV 2007. Creative Commons. 17 Nov 2007 <http://iws.punahou.edu/user/bschauble/sophs/litcirc.html>.

Rheingold, Howard. “Vision of the Future – Part 1.” Mastering New Media 21 OCT 2007 17 NOV 2007 <http://www.masternewmedia.org/learning_educational_technologies/media-literacy/new-media-literacy-critical-thinking-Howard-Rheingold-20071019.htm>.

Vacca, R.T. & Vacca, J. L. (2005) Learning with trade books. Content Area Reading: Literacy and Learning Across the Curriculum. New York, NY: Pearson Education, 154-195.

Exploring Literacy Buzz Words Part III

The final idea I want to focus on is teaching using active strategies, specifically drama.

Using drama in the English classroom heightens a student’s experience of literature. “Responding to literature through drama provides a wealth of opportunities for enhancing student engagement in learning.” (Vacca and Vacca, 188)

Drama role plays help students who struggle with visualizing and interpreting their reading. The must read, synthesize the information and extract the essential information necessary to re-enact the text. Vacca and Vacca (188) explain that drama activities help students visual the text incorporating the language and ideas of the text, thus demonstrating a deeper understanding of what they have read.

• Process Drama – does not involve a script, but rather consists of scenes students create so to experience a fictional situation.
• Spontaneous Drama – students actively respond to literature.
• Pantomime – students respond to a text non-verbally, with their bodies.
• Tableau – students create a three-dimensional representation of their reading. (Vacca & Vacca 188-189)

In an article on “Acting Out“, Rhonda Barton describes the activities of literacy coach, Jeffrey Wilhelm, who helps secondary teachers teach literacy using dramatic techniques and other activities. He demonstrates his techniques for teachers:

“By way of example, Wilhelm adopts the role of Ted Turner as he introduces a short story called “The Chaser.” He asks the teachers to pretend they’re CNN reporters being offered a dangerous assignment.

He explains there’s a new pheromone-based perfume available on the black market. If you wear it around someone for an extended period, the person will become delirious and think he’s in love with you. Then he asks which “journalist” is brave enough to go undercover and try to purchase and use the perfume. The question touches off a heated discussion about the pitfalls and possible benefits associated with such an assignment.

This segues into a role-play. “Students” talk to their best friends about why they should or shouldn’t buy the perfume for an upcoming date with someone whose affection they’re trying to win.

Now it’s time to read the story, which revolves around a man who buys a love potion, despite the potential for disastrous consequences. A series of questions helps the reader gain entry, starting with the choice of the title. Students circle words in the text and write or draw their impressions in the wide margin. In pairs, they talk about what they were thinking as they read. Later, a volunteer comes to the front of the room and represents the main character of the story. Teams of “good angels” and “bad angels” offer arguments urging him to buy the potion or resist the temptation.

In yet another extension, the group imagines what happens six weeks after the character uses the potion. The students write letters to the mysterious old man who sold the mixture, describing the aftermath. Trading letters, partners circle a phrase that seems especially intriguing or apt. To everyone’s delight, Wilhelm combines the random phrases into a surprisingly coherent chorale reading that’s performed in front of the class.

The time flies by and the demonstration ends. A short story has been transformed from a half-dozen lifeless pages into a modern morality play that probes the nature of love, the qualities of a good relationship, and the unforeseen costs of getting what you want: All topics guaranteed to spark the interest of the typical hormonal teenager.”

My students respond so well to active strategies. When they are talking, I am finally not. When they are acting, they are not acting out. When they are laughing, they are learning. Activities can be as simple as setting up a living hierarchy of the power structure in Julius Caesar by placing a student in a chair on the teacher’s desk (Caesar), having another sitting on the desk to the right of Caesar (Mark Antony) and a group of 9 men standing to the side (the Senators). Each member can react according to their personality and relationship to Caesar and pause creating a tableau. This living image makes a greater impression than a diagram on another worksheet.

Don’t be afraid to let the spirit of the text move you, and your students.

References

Barton, Rhonda. “Acting Out.” NORTHWEST Education: Teaming Up with Literacy Coaches Volume 12. Number 1. Fall 2006 15 NOV 2007 <http://www.nwrel.org/nwedu/12-01/acting/>.

Vacca, R.T. & Vacca, J. L. (2005) Learning with trade books. Content Area Reading: Literacy and Learning Across the Curriculum. New York, NY: Pearson Education, 154-195.

Exploring Literacy Buzz Words Part II

I am enamored with the term “scaffolding.” It’s so literal. Scaffolding refers to teaching strategies that support the student as he or she tries to understand a text by teaching them how to read it and internalize it. My struggling readers are the ones who absolutely need this kind of support, but all of my students will benefit from these strategies. Jeffrey D. Wilhelm explains these strategies include: extracting essential information from a text, creating vocabulary lists, visualizing, questioning, anticipating are all scaffolds for students as they explore a text and comprehend it. “Teachers can support and scaffold students’ use of reading strategies through think-alouds, periodic questioning, and other techniques that help students discover and use the reading strategies that successful readers use every time they read.” (Wilhelm, 5)

What I find most intriguing about my students who have difficulty with reading is the one thing they all seem to have in common–an inability to visualize what they are reading. This most important cognitive ability is essential to find meaning in reading; you have to see it in your mind’s eye. So, I ask myself, how can I help these students see what they are blind to? One technique I have found successful is to read a text aloud to students who are armed with blank paper and a crayon (it’s the great artistic equalizer as no talent is required to use one) and ask them to draw symbols to represent a character, setting element and plot point. Or, ask students to draw a reflection or interpretation of something they read. There is a step by step lesson plan available on ReadWriteThink: Guided Comprehension: Visualizing Using the Sketch-to-Stretch Strategy

Don’t underestimate the power of visualization and the difficulty for students who struggle with it. Another helpful technique for these students is to watch the movie before they read the book. This “front loads” images so they have a storehouse of references when they are reading.

Hand-holding, or scaffolding, our students through the reading process will reap great results. Once students have been “spotted” through these kind of techniques and can stand on their own two feet, the teacher can let them go.

References

 

“Guided Comprehension: Visualizing Using the Sketch-to-Stretch Strategy.” ReadWriteThink. 17 NOV 2007. IRA/NCTE. 17 Nov 2007 <http://www.readwritethink.org/lessons/lesson_view.asp?id=229>.

Wilhelm, Jeffrey D.. “Inquiring Minds Learn to Read.” Scholastic Professional Papers 2005 12. 15 NOV 07 <http://teacher.scholastic.com/products/ReadAbout/pdfs/RA_Research_Inquiring_Minds.pdf>.

Exploring Literacy Buzz Words Part I

I love “buzz” words. Lately my favourites include: front loading. scaffolding, and action strategies. These are all great terms to describe the need to connect students to what they read.

Front loading:

It is so essential to engage our 21st century learners in the text of study. Our students will invest themselves in learning if they feel connected. “Many current theories of learning state that students can only learn something new by connecting it to something they already know.” (Wilhelm, 3)

Driven by the demands of a jam-packed curriculum, we don’t often make time to build these textual connections. The result is a teacher-driven lesson telling students what they need to think about a story and not teaching them anything about why we read.

I believe teachers instinctively attempt to make connections for students. We use anticipation guides, response journals and discussion questions. The problem lies in limiting a lot of their learning experiences to very traditional pen and paper, read and answer questions approach.

Asking the “essential question” as the focus for the unit of study can give students an anchor. The idea is to lead students to enduring understanding through exploration of the question; for example, when studying Othello to my students, I begin with the question: are people innately good or evil? Of course, they have a great deal to say on the subject and debated it citing some rather evil examples like Adolf Hitler and Sadam Hussein. They were immediately interested in what drives Iago because of the connections they have already made to evil-doers in our cultural context.

Front loading a unit helps students buy into the text and motivate them to pursue its study. If they know why they have to do something, and accept it, they are more likely to do the work.

We need to step out of the literacy box and refine the teaching process to focus our very sophisticated students who are bombarded by information. Whether we are scaffolding, front loading or using active strategies it is in making connections to literature that we teach literacy.

Reference

Wilhelm, Jeffrey D.. “Inquiring Minds Learn to Read.” Scholastic Professional Papers 2005 12. 15 NOV 07 <http://teacher.scholastic.com/products/ReadAbout/pdfs/RA_Research_Inquiring_Minds.pdf>.

 

Using Technology in the English Classroom

“Global classrooms, writers in electronic residence, virtual field trips, and WebQuests…allow teachers and teacher-librarians to collaborate to foster communication, information sharing, and problem solving by children.” (Gabriel, 2005). I am very fortunate to teach in a school with the resources we have. Our administration is keen to see us use technology in new and innovative ways to enhance learning. As a result, I have the luxury of teaching English 9 in a computer lab with the mandate to pilot a “techie” version of the course.

The challenge is incorporating the technology in appropriate ways to get the best results. My inspiration for this journey is Alan November, an expert in educational technology. He spoke at our school last year and enlightened us on the kind of things we could and should be doing in our classrooms to connect our students globally and use the tools that are so natural for them. If we fail to adopt new technologies in our teaching practice, the world will pass our students by: “The profound impact is that information communications technology is completely reorganizing how, where, when, with whom, and even why people work. The concept of the very structure of the way that many people work today, the job, is finished. ” (November, 2005)

First, the blog. Each of my students now has his or her own blog. We have begun with some entries on Julius Caesar to get the hang of using them. Next, the plan. I intend to have each student select a topic they are interested in getting to know more about and to reflect on regularly. They will devote next term to blogging once a week about their topic. Students can research and include essential information, review an article, or share their opinion on their choose topic. In our initial discussion of this, topics have ranged from current events to fashion to the Vancouver Canucks. Students are excited at the thought of focusing energy on something each of them is passionate about. Finally, the assistance. The teacher librarian will assist students in the research process. I realize I need to teach students how to blog and not use the blog as a subsitute for pen and paper. Tiffany J. Hunt and Bud Hunt explain that: “To blog well, a student needs to be able to summarize. To analyze. To contextualize. To synthesize.”

Another exciting tools is our class wiki. Our first activity included creating a class review wiki for Julius Caesar. Students were assigned a topic, character, theme, etc., reflected on the question posed in each category for 5 minutes and then rotated to the next topic, editing the information posted by their peers and adding additional information themselves. The result is a thorough and accurate review wiki my students valued for preparing for their unit test.

My goal is to connect globally. My students are delivering speeches in class in the next few weeks. In an ideal world, we could deliver the speech via the web using Skype and present their speeches to another English class somewhere in the world. Ah, but to find a class somewhere in the world to participate in this global classroom with us. This seems easier said than done. There are sites that help find partners (see my Blogroll). I have registered on several of these site. My search continues and time is running out. I’ll have to let you know if I do find a class out there.

References

Gabriel, Martha. “Developing Literacy with Online Learning Environments.” .” In Ray Doiron & Marlene Asselin. (Eds.), Literacy, Libraries and Learning: Using Books and Online Resources to Promote Reading, Writing, and Research (pp.97-104). Markham, ON: Pembroke, 2006.

Hunt, Tiffany J. and Hunt, Bud. “Linkin’ (B)Logs: A New Literacy of Hyperlinks.” EJ Extensions September 2007 1-4. 17 NOV 2007 <http://www.englishjournal.colostate.edu/Extensions/Hunt_97.1.pdf>.

November, Alan. “Beyond Technology: The End of the Job and the Beginning of Digital Work.” November Learning 2007 10 NOV 2007 <http://novemberlearning.com/index.php?option=com_content&task=view&id=43&Itemid=87>.