Title

Paper Blogging: Scaffolding Learning from Face-to-Face Social Citizenship to Digital Citizenship

Subject(s)

Language Arts - Sharing Learning Through Student Blogging

Prescribed Learning Outcomes

  • Use reading and viewing to make meaningful connections, and to improve and extend thinking
  • Use strategies when writing and representing to increase success at creating meaningful texts
  • Use the features and conventions of language to enhance meaning and artistry in writing and representing

Purpose

  • teaching children to appropriately navigate various social/collaborative spaces - face-to-face, written, and online - through scaffolding

Lesson Length

1-2 hours depending on grade level

Grade level

Grades 2-7

Prior Learning Assumed

  • Students have had experiences sharing written work with an audience of peers, teachers, and/or parents
  • Students have communicated and discussed how to ask questions that will enrich conversations (“Why?” “What if?” “How?”)
  • Students are comfortable taking educational risks and sharing in the safe classroom environment

Lesson Objectives

Students will be able to:

  • create “highway” comments that add value to the writing of their peers
  • practice appropriate social behaviour in written/digital contexts as opposed to merely through oral language interactions

 

Timing

 5 minutes

Hook/Lesson Starter/Introduction/ Review

  • Each student will have 3-7 Post-It notes (depending on grade level) at their seat and be given instructions on how to “comment” on one another’s work
  • Mention that the focus will be on creating a “highway” comment that will begin a conversation or make a change in thinking, instead of a “dead end” comment which may elicit no reply from the original author (all completed on paper)
  • Emphasis on ensuring that name is visible somewhere on the sticky notes so that commenter “owns” their posts

 50 minutes

Body

1) 15 minutes: Using the paper blogs that students created in a previous lesson, students will circulate, read, and comment on each others’ work.

As students circulate, teacher should be collecting examples by recording individual comments on the board. Various examples should be collected, such as:

  • Dead end comments (“Good job!”, “I like your writing.”, “Cool”)
  • Highway comments (“Why did you choose to write about this?”, “Great job, but maybe next time you could check your spelling a little better”, “What if the fans are against women playing in the NHL?”)
  • Comments that either have or do not have the commenter’s name on them (commenter’s name changed when written on the board for anonymity)

2) 15 minutes: Discussion - Using the examples of individual comments, the teacher will begin the facilitation of a discussion to break down the differences between “highway” and “dead end” comments, as well as the importance of including your name when posting commentary to the work of others.

  • Initially, students will be selected to speak about whether they feel a comment is “dead end” or “highway” and will need to justify their position
  • More students offer their opinions and eventually the teacher can facilitate from the sidelines as the students themselves select the next person to make points in the discussion
  • Use 5-6 examples that students can break down in a discussion

3) 5 minutes: Re-commenting - Based on our discussions, students will be given 1-3 more sticky notes (depending on grade level) to practicing the skill of writing a highway comment on paper once more

4) 15 minutes: Students will log-on to KidBlog.org, where the teacher will have offered a critical thinking question that can begin a threaded discussion of commentary. (I.e. Would you rather have 4 longer days of school per week or 6 shorter days of school per week?)

Students will be required to:

  • Write a thoughtful comment in response to the post
  • Respond to at least one comment from one or more of  your classmates

 5 min

 

Closure/ Conclusion

Introduce next lesson - writing your own blog post online

  • Considering that an audience may be watching
  • How does this impact how we write?

Assessment

  • Observation
  • Discussion participation and engagement
  • Written and digital commentary
  • Improvement and attention to detail in student writing when writing for an audience

Resources and equipment required for lesson