Blogging Mini-Lessons€¦ · Blogging Mini-Lessons Office of English Language Arts, Pre K - 12...

Blogging Mini-Lessons

Office of English Language Arts, Pre K - 12 July, 2014

Introduction to Blogging

Student Learning Goals/Objectives: Students will analyze blogs in order to infer the characteristics of an effective blog. Targeted CCSS:

W.5.1 SL.5.1

Materials:

Blogging rubric (see below) Samples blog posts such as the ones listed below. Preview blog posts to make

sure that they are appropriate for your students, including the content of the post, the comments (if applicable), and any ads or links. o Blogs such as:

http://ameliesanimals.edublogs.org/ http://redfish.edublogs.org/

Facilitated Learning Task:

1. Students think-pair-share: they create a web of characteristics for the word “log” on the

left side of a piece of paper, leaving the right side blank. While students may immediately

think of a piece of a tree, they may also include characteristics such as a written record

organized by time.

2. The teacher shares the derivation of the word “log,” as used to denote a written record: To measure the speed of a ship hundreds of years ago, a floating wooden log at the

end of a line was cast out from a ship. The speed of the ship was recorded in a ship’s log-book.

3. The teacher shares that the term “blog” is a combination of the words web + log. The students infer what a blog is. (An online written record.) 4. Students reflect on the characteristics that make a blog unique – they access prior knowledge. (It is designed for a particular online audience, it usually focuses on a particular topic [unlike a diary], it contains hyperlinks to related content, it helps the author connect to others who share an interest in the topic, it is not a personal diary.) 5. Students keep a running list of the characteristics of a blog that they revise throughout their analysis during this lesson. 6. The teacher shares that students will be blogging on various topics for their classroom audience throughout the year, including reflections upon their reading. Today students will be analyzing others’ blog posts in order to figure out what makes a blog post good.

http://ameliesanimals.edublogs.org/

http://redfish.edublogs.org/



7. In pairs, the students analyze sample blog entries. Students should be asking themselves questions such as:

o What is the message of this blog post? How do I know that? o How does the author feel about the message? How do I know that? o Does s/he do a good job of communicating the message? How do I know that?

8. In their pairs, students rank the blog posts they analyze from best to worst. Students should then create a list of criteria they used to rank the blog posts. In other words, they should answer the question: What makes a blog post good? What makes a blog post effective? 9. Students write a short opinion piece where they nominate one blog post for a “[My Name] Blogging Award.” In their opinion piece, they should include reasons for their selection, as well as details from the blog post. 10. Students share their criteria for effective blogs with the class in order to come to some consensus regarding the characteristics of an effective blog. These criteria should be posted and revised as the year progresses.

Differentiation Ideas: In their pairs, students rank the blog posts they analyze from best to worst. Students

should then create a list of criteria they used to rank the blog posts. In other words, they should answer the question: What makes a blog post good? What makes a blog post effective?

If students do not have a lot of prior knowledge regarding blogs, they may begin their list of blog characteristics based on their analysis of the blogs.



Blogging Rubric

Beginner Intermediate Advanced Ideas/Content Posts are simple. Posts are interesting. Posts are original and creative.

Support Posts are about prior knowledge.

Posts include facts/research.

Posts include thorough research.

Engagement Title includes post topic. The audience was not considered when words were chosen. Posts have conclusion.

Title hooks reader. Post includes some interesting word choices. Post ends with questions that encourage comments.

Title and post make readers wonder and think. Post includes powerful, colorful, precise, and natural word choices. The post ends in a satisfying and/or intriguing manner.

Design Includes text and an image.

Includes text and an image and/or embedded multimedia in posts. Cites sources.

Includes a range of images (both own and Creative Commons) as well as multimedia to enhance posts. Multimedia is limited so that page loads quickly. Cites sources.

Hyperlinks Does not use hyperlinks. Uses one or two simple hyperlinks.

Uses hyperlinks to add to readers’ understanding.

Commenting Replies to comments. Replies to comments by both complimenting writer and asking questions.

Replies to all comments and consistently asks thoughtful questions to generate further dialogue. Adds new ideas and links to sources.

Writing Conventions/ Structure

Uses simple sentences. Uses one paragraph. Sometimes uses correct spelling, punctuation, and grammar – the author proofreads inconsistently.

Uses a combination of simple and complex sentences. Uses paragraphs to organize ideas. Uses correct spelling, punctuation, and grammar. It is obvious that the author proofreads consistently.

Uses a range of language conventions. Uses correct spelling, punctuation, and grammar. Uses paragraphs to organize ideas. Uses subheadings, bold, italics, etc. to enhance readability. It is obvious that the author not only proofreads, but takes the time to structure writing effectively and engagingly.



Safe, Responsible Blogging

Student Learning Goals/Objectives: Students will develop a set of rules to promote safe, appropriate use of the classroom blog. Targeted CCSS:

W.5.2 SL.5.1

Materials: Video on blogs:

http://www.tubechop.com/watch/3361718 BCPS Telecommunications Policy:

http://bcpskenwood.ss3.sharpschool.com/UserFiles/Servers/Server_3706555/File/Parents/acceptableusepolicyresource1.ppt.pdf

Facilitated Learning Task: 1. Students watch a video that introduces what blogs are:

o http://www.tubechop.com/watch/3361718

2. Have students summarize the video and share any new learning. 3. The teacher reminds students that they will be blogging on various topics with their classroom audience throughout the year, including reflections upon their reading. 4. The students review the BCPS Telecommunications Policy that they sign each year. In pairs, students determine which parts of the BCPS Telecommunications Policy do not apply to blogging. (None—all of the policy can be applied to blogging.) 5. Students work in groups of four to brainstorm how they can make everyone feel comfortable blogging online with their classmates. The small groups create a list of rules specific to blogging. 6. Students evaluate their list of rules to determine which rules are the most important, and which rules may be consolidated into one rule. In addition, students focus on using very precise language in their rules to communicate their ideas. 7. Students share their consolidated rules with the class, and the class develops a list of blogging rules that they will follow. The students sign the list of rules. 8. Students explain the thought process behind how they determined important rules for blogging and why it is important to have a set of rules for the class.

http://www.tubechop.com/watch/3361718



http://www.tubechop.com/watch/3361718



Blogging on Paper

Student Learning Goals/Objectives: Students will brainstorm topics, draft, revise, and edit blogs. Targeted CCSS: RI.5.6 SL.5. W.5.2 Materials: paper for rough and final copies (options: 8.5x11” or larger, plain or cardstock, white or

colored) markers/colored pencils/crayons Blogging Rubric seven quotations (from below), cut into strips, one strip for each group of 3-4 students versions of the paper blog lesson (teacher use):

o http://mlearning.edublogs.org/2007/03/16/workshop-activity-paper-blogs/ (Used by permission of author.)

o http://www.notesfrommcteach.com/2010/09/learning-to-blog-using-paper.html

o http://bookwyrmish.edublogs.org/paper-blog-lp/51 Facilitated Learning Task:

1. Students brainstorm topics that inspire them (to share common interests such as sports, music, news, favorite activities, hobbies, passions, school projects). 2. After students have brainstormed topics that inspire them, they review the student-generated class rules for posting and responding to blogs. They review the BCPS Telecommunications Policy that students sign if necessary. 3. In groups of three or four, students analyze one of the seven quotations. The teacher assigns each group a quotation based on their skill level. Some groups may receive the same quotation. The students explain the quotation to the class, and evaluate whether or not they think it is true. Groups with the same quotation may compare analyses.

o “Breathe. Know that the Internet has no eraser.” (Liz Strauss) o “Don’t focus on having a great blog. Focus on producing a blog that’s great for

your readers.” (Brian Clark) o “Game changing innovations are few and far between. They are usually simple

concepts to describe but when they arrive it takes time to fully realize their importance and impact. Television was a game-changer, mobile phones were a game-changer, and blogging is also one.” (Collis Ta’eed)

o “If this principal thinks blogging isn’t educational, he needs his head examined: he should be seeking out every student blogger in the school and giving them

http://mlearning.edublogs.org/2007/03/16/workshop-activity-paper-blogs/

http://www.notesfrommcteach.com/2010/09/learning-to-blog-using-paper.html


http://bookwyrmish.edublogs.org/paper-blog-lp/51

http://www.successful-blog.com/

http://copyblogger.com/

http://northxeast.com/



special time to blog more — and giving them extra credit besides.” (Cory Doctorow)

o “In China, blogs enable millions of citizens to express their opinions with reduced political risk simply because of the sheer number of like-minded opinions online. Facing these independent voices, the old ideological machine starts to crumble.” (Xiao Qiang)

o “Yes, blogging is entertainment. It is performance. Each blog post a show, sometimes an opera, sometimes a 30 second commercial. Like a show, it may start with a bang, lead you along from song to song, have a great climatic moment, then leave the audience wanting more.” (Lorelle Van Fossen)

o “I read blogs every day, for all sorts of reasons, but I turn to blogs especially when I want to hear alternative viewpoints — for example, information on a particular medical treatment from the viewpoint of patients receiving it, rather than doctors administering it; reports from the battlefield seen through the eyes of soldiers rather than politicians; thoughts on a particular technology from the standpoint of engineers rather than executives.” (Jim Buckmaster)

4. The teacher shares that students will be practicing blogging and commenting on paper before going online in order to earn the privilege of participating in an online community where everyone in the class can see everyone’s contributions. 5. Students compose a first draft (one or two paragraphs) about a topic such as something they are passionate about – something that transforms time for them so that when they are doing it or thinking about it they don’t realize time has passed (a favorite sport , game, or hobby; a favorite animal or product; a trip they have taken; a topic they find important such as the environment or friendship). The teacher reminds students that their audience is their peers, and that they should keep this audience in mind as they are writing. 6. Before students write their final copy, they revise their first draft in order to add descriptive details to their writing (such as sensory details, metaphors, similes, hyperbole, and personification). Students should also edit for language conventions. As students revise and edit, they should consult the class-generated list of characteristics of an effective blog post that they created in the “Introduction to Blogging” lesson and/or the Blogging Rubric. 7. As students revise and edit, they should continually keep in mind how to engage their audience of classroom peers. 8. Students draw a large rectangle in the middle of their final copy paper in order to frame their writing (see student examples). 9. Students may decorate the frame of their blog after having completed the final copy in order to reflect their post’s theme and their developing style as writers. The frame will also leave room for the comments on sticky notes in the subsequent lesson. Before adding artwork, the students reflect on what kind of design might be included in an online blog post based on their previous experience.

http://boingboing.net/

http://boingboing.net/

http://lorelle.wordpress.com/




Differentiation Ideas: If students are having difficulty determining areas where more description may be

needed, the teacher may have them highlight specific nouns and verbs and then use sticky notes to describe them using their senses. The teacher may scaffold so that eventually students can identify passages where sensory descriptions are appropriate and create figurative language from them.



Commenting on Blogs Student Learning Goals/Objectives: Students will analyze their peers’ posts in order to provide meaningful feedback. Materials: sticky notes

Blog Posts written by students during previous lesson

Blogging Rubric

“The Art and Aspirations of a Commenter” (see below)

Close Reading of “The Art and Aspirations of a Commenter” (see below)

Evaluating Comments: http://teacherchallenge.edublogs.org/files/2011/02/Sorting-

blog-comments-activity-1b7gdwx.pdf

Targeted CCSS:

RI.5.1 SL.5.1 W.5.2


1. Students discuss the difference between passive consumption versus active participation based on this quotation:

o “I believe the term “blog” means more than an online journal. I believe a blog is a conversation. People go to blogs to read AND write, not just consume.” (Michael Arrington)

2. The students review how the sticky note comments will be arrayed around each blog post (see student examples). The teacher reminds students that once they have demonstrated that they can comment appropriately, they can then begin posting and commenting on each other’s posts online. 3. Before students begin commenting, the teacher facilitates a Close Reading of “The Art and Aspirations of a Commenter”: (see below)

o Students begin by silently reading the blog post (see below). Students should take notes on words and phrases that they believe are important.

o In small groups, students engage in collaborative discussions to respond to the text-dependent questions on the Close Reading resource (see below). The teacher should review the eight questions on the Close Reading resource ahead of time in order to determine which questions would be most appropriate to foster the analytic skills of her/his students.

4. Students should identify who their imaginary readers will be: like a parent, grandparent, or teacher? Or someone else? A famous writer? An older sibling? A soccer coach?

http://teacherchallenge.edublogs.org/files/2011/02/Sorting-blog-comments-activity-1b7gdwx.pdf





5. The students review the student-generated class rules for posting and commenting blogs and/or the Blogging Rubric. Based on their analysis of “The Art and Aspirations of a Commenter,” they revise their class list. Students review the BCPS Telecommunications Policy that students sign if necessary.

o If students need more scaffolding for writing quality comments, they may engage in this evaluation of blog comments.

6. Using the class criteria as a guide, students comment on each other’s blogs, one student per blog at a time, on sticky notes. The classroom environment should be one of quiet contemplation. 7. After students have commented on several of their peers’ blogs, students receive their original blog post, now surrounded by the comments of their peers. The writer of the blog post may respond to these comments with additional comments. The teacher may display these posts and comments in the classroom. 8. Students reflect: How might paper blogging compare to their future online blogging? How has their understanding of commenting transformed? What did they learn? What kinds of comments do they hope to receive?

Differentiation Ideas: As students engage in their close reading, they should be taking notes on the text and

using explicit evidence from it in their analyses. The teacher may differentiate the Close Reading of “The Art and Aspirations of a

Commenter” by choosing to have certain groups focus on certain questions. Students may work in pairs to compose their comments. If students are having difficulty responding to their peers, they may refer to comment

starters. The teacher may also highlight particularly original and/or reflective comment exemplars.

The teacher may set a timer to allow students to concentrate on one blog post for a period of time and then move to another blog post. Alternatively, the students may pass blog posts in a circle.


http://anne.teachesme.com/2006/02/22/




The Art and Aspirations of a Commenter

I believe in the power of a free exchange of ideas. I also recognize that words or

access to some information can be of harm to others, intentionally or

unintentionally. As a commenter, I therefore aspire to participate responsibly in

the great online conversation by:

Treating all bloggers with respect.

Seeking first to understand what is being said.

Celebrating another's accomplishments.

Using school-appropriate language.

Rephrasing ideas in the blog that made me think, made me feel, or helped me

learn to let the blogger know his/her voice has been heard.

Commenting specifically and positively, without criticism. If I disagree, I will

comment appropriately, politely stating my perspective.

Being mindful always that I may be a role model to my audience, especially if

they are younger than I.

Making no reference to, link to, and/or giving access to any information that

may be inappropriate for a school setting.

Asking at least one question in my comment with the hopes of continuing a

conversation and deepening thinking.

Using a triple check before submitting any comment: Would I be happy to

have my mother read this comment? My grandmother? My favorite teacher?

Lani Ritter Hall, http://newballetcommenting.blogspot.com/2006/03/art-and-aspirations-of-commenter.html: “This is here for anyone who sees value in it-- to use, to adapt!”

http://newballetcommenting.blogspot.com/2006/03/art-and-aspirations-of-commenter.html



Close Reading of “The Art and Aspirations of a Commenter” by Lani Ritter Hall

Answer those questions that your teacher has identified using evidence from the text.

1. Examine the title of the piece. Why do you think Ritter Hall views commenting as “art?” Why do you think she used the term “aspirations” instead of “rules?” How does her bulleted list reflect both “art” and “aspirations?” (RI.5.2)

2. What do you think Ritter Hall means by the “free exchange of ideas?” How can this type of exchange create “power?” How does she support this idea in her bulleted list? (RI.5.4)

3. How can access to information related to commenting cause “harm to others,

intentionally or unintentionally?” Based on her bulleted list, what inferences does Ritter Hall want the reader to make about this? (RI.5.1)

4. Why do you think Ritter Hall calls blogging and commenting “the great [emphasis

added] online conversation?” How does she demonstrate how “great” it is in her piece? (RI.5.8)

5. Why should a commenter begin by “seeking… to understand what is being said?”

What does Ritter Hall imply the consequences are in her list? (RI.5.1)

6. Why did Ritter Hall choose the imaginary readers of “my mother,” “my grandmother,” “my favorite teacher?” How does this support her bulleted list? Are there more effective choices she could have made? (RI.5.8)

7. Why does Ritter Hall uses word and phrase choices such as “respect,”

“celebrating,” “let[ting] the blogger know his/her voice has been heard,” “commenting… positively, without criticism,” “politely,” “role model,” and “continuing a conversation?” How would you characterize the tone she seeks to establish within “the great online conversation?” (RI.5.3)

8. Return to the title of the piece. Should Ritter Hall have used one list of bullets to describe the “art” and “aspirations” she has for commenting? Is there a more effective structure she could have used? (RI.5.5)





Blogging Online

Instructional Notes: This lesson is meant to be taught in a computer lab. Students will post their blogs entries using a blogging tool such as Edmodo or Kidblog. Fifth grade teachers should work cooperatively so that all can have time in the lab.

o Discuss with your media specialist and/or instructional technology teacher which platform would be best for you.

The teacher may either secure the computer lab for an extended period of time or two shorter periods of time over the course of a few days. (If this is the case, the teacher needs to either make sure that students can access blogs s/he has chosen with a student log-in (make sure that they are not blocked) or provide other avenues of access. Students may work at computers in pairs. Alternatively, the teacher may provide students with paper copies of sample blogs.

If you have student computer(s) in your classroom, create a schedule so that each student has an allotted time on the computer ideally once every week. One student may be scheduled at the beginning of the day, another during the drill, etc. – ideally 15-20 minutes each. If you do not have a class computer, make arrangements with your media specialist and/or instructional technology teacher for students who do not have computers at home to have scheduled time to use computers in the library or computer lab once a week, and/or another teacher who has student computers in his/her classroom. Creativity and collaboration is welcome here in providing equitable computer access for all students. Student Learning Goals/Objectives: Students will post their blog entries online in order to receive and provide online feedback from their peers. Materials: Student accounts using a blogging tool such as (see your tech liaison for assistance):

o Edmodo: http://www.bcps.org/offices/oit/STEM/edmodo.htm o Kidblog: http://kidblog.org/home/

Blog Word Cloud (three color schemes – choose one) Blogging Rubric

Targeted CCSS: W.5.2

http://www.bcps.org/offices/oit/STEM/edmodo.htm

http://kidblog.org/home/

http://www.bcps.org/offices/oit/STEM/edmodo.htm

http://kidblog.org/home/




1. Students analyze the Blog Word Cloud resource (see below; there are three different color schemes in the document – the teacher picks the most appropriate one) and, in pairs, use words from the word cloud to make statements about their aspirations for their class’ online blogging experience this year. 2. The teacher reminds students that they will be blogging on various topics for their classroom audience throughout the year, including reflections upon their reading.

3. The students review the list of rules of blogging and commenting that they created in S2: Safe, Responsible Blogging and/or the Blogging Rubric. If possible, they should be posted in the computer lab and/or, ideally, on the class Edmodo/Kidblog site.

4. The students should compose their first online blog post. They may choose from one of the following topics:

o Something you have observed recently at school, at home, in your neighborhood, on the news, on a computer

o A review of a book, movie, game, song, album, website, app, or restaurant

o A family tradition

o What makes you happy/sad/laugh/angry

o Your dream vacation

o What you would like to change about the world

5. The students review the list of rules of blogging and commenting that they created in S2: Safe, Responsible Blogging and/or the Blogging Rubric. If possible, they should be posted in the computer lab and/or, ideally, on the class Edmodo/Kidblog site. 6. The students should compose their first online blog post. They may choose from one of the following topics:

o Something you have observed recently at school, at home, in your neighborhood, on the news, on a computer

o A review of a book, movie, game, song, album, website, app, or restaurant

o A family tradition

o What makes you happy/sad/laugh/angry

o Your dream vacation

o What you would like to change about the world

7. If the online blogging platform does not have a spell checker, students compose their blog post in a word processing program such as MS Word. (Even if the blogging platform



does have a spell checker, it is good practice to first compose in a word processing program in case the Internet connection is lost and the post does not save on the blogging platform.)

8. Before posting their blog entry, students revise using the rules/rubric posted. Students should add descriptive details to their writing as appropriate (such as sensory details, metaphors, similes, hyperbole, and personification) when their entries lend themselves to description. When entries are focusing on opinion, students should support their point of view with logically ordered reasoning. In all entries, word choice should be thoughtful and precise.

9. Students also thoroughly edit their entries for language conventions before posting. The teacher reminds students that using an online platform for school is just like any other writing for school – students should not use abbreviations or acronyms (no JK’s or LOL’s), and students should use complete sentences, capitalization, and punctuation

10. Students should focus on correcting errors in subject-verb agreement, verb tense, punctuation including comma usage, and misspelled words.

11. Students compose an engaging title for their blog entry.

12. Students post their title and revised, edited blog entry online.

13. Students comment on each other’s posts. Students should consult their posted rules/rubrics.

14. Students reply to each other’s comments, once again consulting their posted rules/rubrics.

15. Students reflect: How does this experience compare to paper blogging?

Differentiation Ideas: If students are slow typists, they may simply type their blog posts from the “Blogging on

Paper” lesson instead of composing a new entry on the computer. The teacher may scaffold the drafting process by providing prewriting organizers for

students and/or sentence starters. If students are having difficulty composing an engaging title, they may use a sound

device such as alliteration or rhyme, or figurative language such as a simile, metaphor, or hyperbole.

If students are having difficulty composing meaningful comments, they may consult a comment starters resource.


Blogging Mini-Lessons€¦ · Blogging Mini-Lessons Office of English Language Arts, Pre K - 12...

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