Demo lesson abstract
- 1. Instagram Write-Around Argument Essay Maurita Burden mauritalawrence@yahoo.com Demo-Lesson Abstract This Demo-Lesson: Write Around was focused on the use of the Write Around Strategy. This lesson plan was used to create engaging activities which will to assist students in written dialogue to comprehend a text, engage in writing, encourage critical thinking, and enable students to take steps to move towards writing an argumentative essay. The research found that using Write Around Strategy in the classroom will encourage students to write and use critical thinking skills. This lesson used the following Web 2.0 technology: Instagram, Nearpod, and Kahoots. Instagram was used to build prior or background knowledge. Many students use Instagram; however, there many students who may not use social media tool. Nearpod was used to display the information for the lesson. It allows the students to follow the presentation on their computer with the teacher. The Kahoots game was used to check for comprehension. There were several “take a ways” from the lesson which I wanted to share. First, I wanted a lesson that showed students the importance of written conversation and argumentation in writing via an exercise in both written and oral expression. Dialogue Journals are logs of reflections, reactions, and response kept by the student and regularly exchanged with the teacher and/or student partners in the class. (Daniels, Steineke, & Zemelman, 2007) Second, I wanted a lesson that utilized informational text with the ability to create inquiry with the students. Peer editing improves quality of students writing (Barnatt & Hobgood, 2010). Finally, I wanted a
- 2. lesson where visual learners and artistic learners could be a contributing force in the English classroom. Writers have an established history of being inspired by art. (“Dialogue Journal”).
- 3. Instagram Write-Around Argument Essay Maurita Burden mauritalawrence@yahoo.com July 28, 2016 Student Objectives: ● The student will develop his or her argumentation writing skills, compose a claim statement, share and reflect about argumentative writing with his or her classmates through written conversation. ● The student will develop his or her argumentation writing skills, compose an essay with a counter-argument/claim paragraph, share and reflect about argumentative writing with his or her classmates. ● The student will develop his or her argumentation writing skills, compose an argumentative essay and reflect about argumentative writing with his or her classmates. Teacher Purposes: ● I wanted a lesson that showed students the importance of written conversation and argumentative in writing via an exercise in both written and oral expression. Dialogue Journals are logs of reflections, reactions, and response kept by the student and regularly exchanged with the teacher and/or student partners in the class. (Daniels, Steineke, & Zemelman, 2007) ● I wanted a lesson that utilized informational text with the ability to create inquiry with the students. Peer editing improves quality of students writing (Barnatt & Hobgood, 2010). ● I wanted a lesson where visual learners and artistic learners could be a contributing force in the English classroom. Writers have an established history of being inspired by art. (“Dialogue Journal”). Materials: ● Computers ● Color Paper ● Highlighters/Markers ● Color Pencils The Lesson: ● Hand each student a color paper (normally white boards) and draw smiling face, straight face, or a sad face which represents his or her knowledge of IG. ● Have each student take the poll. ● In groups, have the students read and highlight reasons for quitting IG in pink and reasons for staying on IG in blue. ● Have each student participate in the Kahoots game to check for understanding. ● Have each student take a position and write a claim/thesis statement. ● Give students an appropriate amount to write the directions on how to complete the Write- Around Activity. ● Have the students rotate his or her Write-Around and time to discuss their Write-Around. ● In pairs, have the students develop his or her side of the argument. ● In opposing pairs, listen to opposing arguments to help create a counter argument. ● Think about the writing lessons learned from this activity via a class discussion. Sources:
- 4. Barnatt, Joan. (2010). The power of nonfiction: Using informational text to support literacy in special populations, 9. Retrieved from http://www.learnnc.org/lp/editions/every-learner/6554 Daniels, Harvey, Steineke, Nancy, & DeMille, Ted. (2007). Reading and Writing Nonfiction, K-12. Education and the Treatment of Children, 114-134. Portsmouth, NH: Heinemann. Dialogue Journals. Retrieved July 22, 2016. Web site: https://www.teachervision.com/writing/skill- builder/48885.html
- 5. Reflections/Feedback (TWP): The lesson was fantastic and it infused writing with technology. They loved the collaboration and visual document of write-around. Deb started us off with debate and now we are breaking down persuasion to see how we get to the “end game”, seeing different ways of teaching persuasion. They loved that I remember to go back to my William and Mary SURN resources. They enjoyed engagement using Kahoots and Nearpod. They loved the tech integration and how it helps students who are intimidated by writing. You are a well-spring of knowledge.