The Partnership for 21st Century Skills Framework looks at Learning & Innovation Skills. Creativity is a crucial part of the project associated with this assignment. One that I found challenging. It also supports life skills through initiative and self-direction, which I translate to making a decision and finishing the project. Also flexibility and adapatability are key in this as well as many technology projects. The one thing that is certain with technology is things do not go according to plan and sometimes one has to be flexibile and adaptable to complete a project.
Lesson Plan
STUDENT OBJECTIVES
Students will:
- identify elements of fiction.
- analyze a fiction book.
- communicate literary terms in visual and written form by producing a glog.
- celebrate reading by sharing their glogs with their classmates.
Session One: Introducing the Project
- Show the sample glog of the story that students have previously read together.
- Go through the rubric and grade the sample glog as a class. Discuss how the two quotes reflect the essence of the story. Discuss how the hyperlinks expand topics that are in the book, for example, links to author’s homepage or topics covered in the book.
- Give each student the printout Book Report Glog.
- Assign students to complete the printout before the next session.
Sessions Two through Four: Creating the Glog
- Check the students have completed the Book Report Glog.
- Model each step of creating a glog using the printout Glog It!.
- Provide each student with his/her username and password. When the student signs in for the first time, the student will be asked to type in his/her name. Instruct the students to do so because then you will be able to see on your teacher dashboard the students by name and username.
- Allow students time to work on their glogs. While students work, work with students individually on some or all of the following.
- Check on their accuracy of use of literary terms and help students revise where needed.
- Question students about which quotes they have selected from their books and why these quotes reflect the essence of the book.
- Ask students what hyperlinks they have selected and why their links are good, credible websites.
- Also, ask students how the sounds, images, and videos they have chosen relate to their books so that the students make the glogs truly reflect their books.
- Encourage students to work on their glogs from any computer (home or public library, for example) since this is an Internet-based program.
Session Five: Celebrating and Sharing
- Celebrate the joy of reading by having each student share his/her glog with the class. From the teacher’s dashboard in Glogster, each student’s glog can be easily accessed so that each student does not have to log-in before each presentation.
- As students present their glogs, students can use the rubric to assess their peers and/or the teacher can use this time to assess the glog using the rubric.
EXTENSIONS
- Establish a class wiki and post links to the glogs to the wiki. Publish your classroom wiki to the community, so the audience for your student is larger.
- Add other literary terms to the glog, such as plot, antagonist, foreshadowing, etc.
STUDENT ASSESSMENT/REFLECTIONS
- Before students work on their glogs, review each student’s completed Book Report Glog checklist.
- During each session, observe and note the students’ time on task as this is one of the categories on the rubric. Using the Book Report Glog Rubric, evaluate each student’s completed glog. Offer feed back to the students on their glogs.
- Have students present their glogs to the class. Question students about their choices of quotes, pictures, videos, and sounds to show the essence of their books. Use the rubric to assess students' final projects.
A wonderful use of digital media to conduct a traditional book report in a way that supports the development of media literacy!
ReplyDeleteI didn't see your Glog example!?
Let me know when you get it posted!
The image below "My Project" is the link to the Glogster.
Delete