web viewstudents will be asked to complete an anonymous survey ... finish 1-2 pages from class;...

Length of Unit: 4 weeks, 14 lessons (Block scheduling: meet 4 times Weeks 1 and 3 and 3 times Weeks 2 and 4)

Subject: Mass Media (English Elective)

Grade: 10-12

Unit Plan Title: Identity and Blogging Class/Group Size: 12; pairs, 3-4School Context: Mass Media is an English Elective for students in grades 10, 11 and 12 and there is no pre-requisite for this class. As a result, students will have different learning styles, abilities and skills; however, because it is a small class, the teacher will be able to accommodate for each and every student. Because this class is only half a year, or two marking periods long, this unit will be at the beginning of the semester. The following unit will be about Video Essays and Social Issues.

I. Goals of Unit Students will be able to recognize blogging as a worthwhile writing style and a valuable skill for them to

have. Students will be able to create blog posts by integrating internet-language and classroom-language and

various appropriate multimedia sources. Students will be able to recognize the suitability of various multimedia sources to their blog posts. Students will be able to navigate blogging sites such as Wordpress.com and Wikia.com Students will be able to understand, explain and analyze their identities and identities on the internet by

engaging with the medium of blogging through blog posts, class/group discussions, worksheets, written work, stories, presentations, etc.

Students will be able to answer the following essential questions with appropriate arguments, analysis and evidence by the end of the unit:

o What is blogging and why do we blog? o How has writing been changed or influenced by the internet and vice versa? o Who am I? What shapes and forms our identities and why?o How has our identity been shaped and formed by the internet? Who would you be in a world

without the internet? Students will be able to apply the skills they learn to other types of writing and other classes.

II. StandardsContent-Specific:

CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1

CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

CCSS.ELA-LITERACY.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

CCSS.ELA-LITERACY.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Cross-Curricular:

In their English Language and Literature classes, students will read or will have read the following texts dealing with issues of Identity:

Catcher in the Rye House on Mango Street Luna Caucasia Invisible Man The Absolutely True

Diary of a Part-Time Indian

Life of Pi

CCSS including, but not limited to:

CCSS.ELA- LITERACY.W.9-10.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and

http://www.corestandards.org/ELA-Literacy/W/9-10/1/




Grade: 10-12


CCSS.ELA-LITERACY.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCSS.ELA-LITERACY.CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

CCSS.ELA-LITERACY.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-LITERACY.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.W.11-12.1.C Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

CCSS.ELA-LITERACY.W.11-12.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-LITERACY.W.11-12.2.A Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-LITERACY.W.11-12.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

CCSS.ELA-LITERACY.W.11-12.2.C Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

relevant and sufficient evidence.

CCSS.ELA-

LITERACY.W.9-10.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA- LITERACY.W.9-10.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA- LITERACY.W.9-10.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what









Grade: 10-12


CCSS.ELA-LITERACY.W.11-12.2.D Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

CCSS.ELA-LITERACY.W.11-12.2.F Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

CCSS.ELA-LITERACY.W.11-12.3.A Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

CCSS.ELA-LITERACY.W.11-12.3.B Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

CCSS.ELA-LITERACY.W.11-12.3.C Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

CCSS.ELA-LITERACY.W.11-12.3.D Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

CCSS.ELA-LITERACY.W.11-12.3.E Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

CCSS.ELA-LITERACY.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-LITERACY.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards

is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)

CCSS.ELA- LITERACY.W.11-12.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

CCSS.ELA- LITERACY.W.11-12.3.AEngage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

http://www.corestandards.org/ELA-Literacy/W/11-12/3/a/






http://www.corestandards.org/ELA-Literacy/L/9-10/



Grade: 10-12


1-3 up to and including grades 11-12 here.)

CCSS.ELA-LITERACY.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCSS.ELA-LITERACY.W.9-10.2.A Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-LITERACY.W.9-10.2.B Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

CCSS.ELA-LITERACY.W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

CCSS.ELA-LITERACY.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

III. Prerequisite Knowledge Students should know and recognize the elements of internet language (text slang, emoticons, pictures,

memes, etc.) and should know and recognize the breakdown of what makes an identity. Students should know how to synthesize and analyze various texts and how to make an argument. Students should know how to explain and support their analysis and arguments with evidence from the

text(s). Students will be asked to complete an Anticipation Guide and a quiz determining their knowledge of

blogging as pre-assessments. Students will be asked to complete an anonymous survey/questionnaire about their identity so the teacher

can determine the general struggles, questions, and opinions students have regarding this topic and so the teacher can get a sense of what identity topic(s) students may wish to explore.

IV. Important Ideas in the Unit Blogging is a digital style of writing, that incorporates and integrates various types of media, such as videos

and photos, to advance the topic of the blog post. Essentially, blogging is like journal and essay writing. The author, known as a blogger, chooses what he or she wishes to write about, usually a topic they are passionate about or an expert in. Blog posts are meant to explain the blogger's opinion and analysis of the topic, using links, photos, etc. to support the argument. What do I mean by support? In essays, you have to provide evidence, usually quotes from the text, to support your argument. This is similar in blogging too.





Grade: 10-12


However, this support can also take different forms. For example, a meme can be used to explain the topic in a humorous or sarcastic way (example of meme). Or the blogger can use a video to introduce the audience to the topic: "Go watch the video before reading this blog." The main idea, however, is that blogging is a way to express what you want to express, in the way you want to do so.

Students will be able to answer the following Essential Questions with appropriate arguments, analysis and evidence by the end of the unit:

o What is blogging and why do we blog? o How has writing been changed or influenced by the internet and vice versa? o Who am I? What shapes and forms our identities and why?o How has our identity been shaped and formed by the internet? Who would you be in a world

without the internet?

Students will be able to apply the skills they learn to other types of writing and other classes.

V. Resources Projector Laptop and cables School laptops Writing utensils White board and markers Chart paper, sticky notes Guest speakers (bloggers, community/family members, other teachers) Worksheets and handouts Wordpress.com, Wikia.com, blogging sites: Media Warrior, etc. Texts: various blogging sites and blogs; how-to videos; videos, articles, various media dealing with issues

of identity- TED Talk "The Danger of a Single Story" VI. Sequence of Lessons with ObjectivesLesson Timeframe

Lesson #1: Introduction to Blogging and Identity SWBAT:

1. Recognize and distinguish the writing genre of blogging 2. Recall and indicate their (prior) knowledge dealing with blogging

through a (pre-assessment) quiz and an Anticipation Guide in groups of 3-4

3. Indicate and distinguish the breakdown of their Identity by completing an anonymous survey/questionnaire

Assessments: Formative: Students will complete an Anticipation Guide about

Blogging in groups of 3-4. Summative: Students will individually complete a pre-assessment quiz

about blogging. Homework: Look over 3 blog sites provided by the teacher and compare

and contrast the sites in bullet points

60 minutes - 1 classWeek 1

Lesson #2: Introduction to Blogging and Identity 60 minutes - 1 class



Grade: 10-12


SWBAT: 1. Identify and describe the main components of blogging by discussing

the blog sites compared as homework in pairs and as a class2. Synthesize their findings individually in 1-2 pages

Assessments: Formative: Students will discuss the main components of blogging as a

class. The teacher will walk around, listening in on discussions and taking notes.

Summative: Students will be asked to write down their ideas and will be given time arrange these ideas in 1-2 pages, to be collected at the end of the period.

Homework:

Week 1

Lesson #3: Issues of Identity SWBAT:

1. Identify and describe issues and themes of identity through a class discussion of books dealing with identity they read in their English Lit and Language classes

2. Evaluate and connect the prominent themes/issues of identity from this discussion to their own experiences by writing 1-2 pages individually

Assessments: Formative: Students will discuss the themes and issues of identity as a

class. The teacher will walk around, listening in on discussions and taking notes.

Summative: Students will be asked to write down their ideas in 1-2 pages.

Homework: Finish 1-2 pages from class; Complete outline of identity topics for blog and submit to teacher online.


Lesson #4: Merging Identity and Blogging SWBAT:

1. Connect themes and issues of identity and components of blogging from previous discussion and personal experiences by comparing and contrasting one piece of work written in two different styles (as an article and as a blog) through Anchor Charts in pairs

2. Synthesize their ideas and thoughts so far on the connections between blogging and identity through a gallery walk and taking notes on each chart

Assessments: Formative: Students will work in pairs to discuss and create an Anchor

Chart on their findings. The teacher will walk around, listening in on discussions and taking notes.

Summative: The students will be asked to take notes and make comments on each of the Anchor Charts.




Grade: 10-12


Homework: Synthesize notes in 2-3 pages. Write first introductory blog post (introducing self, questions about identity and blogging, etc.)

Lesson #5: The Power of BloggingSWBAT:

1. Understand how to compose a blog post by taking notes on a lesson explaining how to use blogging sites (Wordpress and Wikia) and its tools and how to navigate class blog on Wordpress

2. Modify and prepare their topics for blog posts by peer reviewing each others' outlines and conferencing with the teacher

Assessments: Formative: Students will contribute to teacher's lessons, will discuss

feedback on peer reviews and will conference with the teacher about the outlines.

Summative: Students will give written feedback on peer reviews. Homework: Revise outline according to feedback from peers and

teachers and resubmit. Write second blog post (relating to first 1-2 page assignment from Lesson #3) and post both blog posts to class blog.


Lesson #6: Blogging in Society SWBAT:

1. Recognize and interpret the importance and the role of blogging in today's society by engaging with a guest speaker: a blogger

Assessments: Formative: Students will be asked to engage with the guest speaker; to

ask questions and to respond to questions from the guest speaker. Summative: Students will be asked to Homework: Continue writing blog posts for Final Assessment; Go back

to one blog post and explain their choice of sources (1-2 pages) to be handed in next class; Research a blog of choice and 3 articles dealing with identity and blogging issues

Lesson #7: Choosing the Proper SourcesSWBAT:

1. Critically examine and evaluate the reliability and suitability of multimedia sources by comparing and contrasting two similar blog posts containing different sources written by the teacher

2. Collect and reconstruct what they have learned so far by taking a quiz

Assessments: Formative: Students will be asked to compare and contrast two blog

posts for their sources in a class discussion. The teacher will walk around, listening in on discussions and taking notes.

Summative: Students will be asked to take a quiz about the content thus far, which will be collected at the end of the period.

Homework: Continue writing blog posts for Final Assessment (should




Grade: 10-12


start on #3 by now); Go back to one blog post and explain their choice of sources (1-2 pages) to be handed in next class; Research a blog of choice and 3 articles dealing with identity and blogging issues

Lesson #8: Stereotypes and Identity SWBAT:

1. Examine the role of stereotypes in identity formation by watching the TED Talk "The Danger of a Single Story" and debating the role of stereotypes in identity formation

2. Reconstruct their ideas during the debate through a 1-2 page response paper.

Assessments: Formative: Students will be split into two groups in order to debate the

role of stereotypes in identity formation; each group will be given a certain opinion to support. Each student will be expected to participate and the teacher will walk around, listening in and taking notes.

Summative: Students will be asked reconstruct their ideas from the discussion in 1-2 pages, which will be collected at the end of the period.

Homework: Continue writing blog posts for Final Assessment (should have written at least 3 by now) and bring them to class; Continue researching a blog of choice and 3 articles dealing with identity and blogging issues and prepare a 10 minute presentation for Class 9.


Lesson #9: Internet and Identity SWBAT:

1. Breakdown the significance of the internet on identity today by reading an article about this topic and completing a corresponding worksheet in pairs

2. Demonstrate what they have learned so far with a "grows" and "glows" peer review of blog posts and conference with teacher

Assessments: Formative: Students will be asked to complete a worksheet in pairs and

discuss their answers. The teacher will walk around, listening in and taking notes. Students will also conference with the teacher individually.

Summative: Students will be asked to provide written "glows" and "grows" feedback on the blog posts of their peers. Students will be asked to complete a worksheet corresponding with an article, and the worksheet will be collected at the end of the period.

Homework: Continue writing blog posts for Final Assessment; Revise blog posts according to peer feedback; Prepare a presentation about their research for next class


Lesson #10: Identity Issues SWBAT:




Grade: 10-12


1. Outline and explain their analysis of identity issues through presentations of their research homework

Assessments: Formative: Students will be asked to present the research they did as

homework on identity and blogging issues. The teacher will take notes as the students present, to ensure that students understand the content.

Summative: Students will be asked to take notes and summarize each presentation for an exit ticket, which will be collected at the end of the period.

Homework: Continue writing blog posts for Final Assessment (should have at least 5-6 by now); Begin working on Culminating Activity-Individual Presentation

Lesson #11: SWBAT:

1. Reorganize and revise blog posts through final teacher conference and peer review in groups of 3

2. Generate and propose any lingering thoughts, questions or concerns for topics of identity and blogging with a 1-2 free-write

Assessments: Formative: Students will be asked to discuss their blog posts in groups

of 3: content of posts, questions, ideas, feedback. The teacher will walk around, listen to these discussions and take notes.

Summative: Students will be asked to free write 1-2 pages on any lingering thoughts, questions or concerns for the topics of identity and blogging that they have; this will be collected at the end of the period.

Homework: Continue writing blog posts for Final Assessment (should have at least 5-6 by now); Finish working on Culminating Activity-Individual Presentation, to be presented next class


Lesson #12: Presentations of Culminating Activities (see below for description) Assessments:

Formative: Students will be assessed based on their questions and responses during presentations.

Summative: Students will be assessed on the arguments of their own presentations and written comments regarding their peers' presentations.

Homework: Continue working on Final Assessment (should have at least 6-7 by now); Finish working on Culminating Activity-Individual Presentations


Lesson #13: Presentations of Culminating Activities (continued from previous day)

Assessments: Formative: Students will be assessed based on their questions and




Grade: 10-12


responses during presentations. Summative: Students will be assessed on the arguments of their own

presentations and written comments regarding their peers' presentations. Homework: Continue working on Final Assessment (should have at

least 6-7 by now)

Lesson #14: Reflection/DebriefSWBAT:

1. Reconstruct and evaluate the Essential Questions through a class discussion

2. Rearrange and assess their original thoughts on blogging and identity by revising their Anticipation guides in groups of 3-4

Assessments: Formative: Students will be asked to discuss the essential questions, as

the teacher makes notes of their comments and analysis and guides the discussion.

Summative: Students will be asked to revise their Anticipation Guides in groups of 3-4 for 15-20 minutes. Revisions will be collected at the end of the period.

Homework: Submitting Final Assessment; Finish revising anticipation guides and 2-page paper about thoughts on this Unit


VII. Culminating Activity and Final Assessment

Culminating Activity: At the beginning of the unit, students were asked to take an anonymous survey/questionnaire about their identities. For this activity, students will take the survey again at the end of the unit and will then be given back the first survey. Students will be asked to look at their answers before and after this unit and to make note of any differences, similarities (compare and contrast) or changes in answers and to explain why these changes occurred. Students will then create a presentation of their findings and analysis of the findings and will be asked to share it with this class. The presentation may be in any format (Power Point, Prezi, Skit, Speech, Comic, Video, etc.), but must be 20-25 minutes long. Students will both ask and respond to questions from their peers after the presentation. Peers will listen to each presentation and write down any comments, questions, or constructive criticisms they have about the presentation and arguments. Teacher will collect these notes and the presentations. Students will be graded on their analysis, support and evidence and style.

Final Assessment: Students will be asked to create and maintain a blog on Wordpress or Wikia throughout the unit, starting during the third and fourth lesson (teacher assistance will be provided). Students will be prompted to compose at least 2 blog posts a week for three weeks (they will compose only an introductory blog post during the first week). In total, students should have 7 completed blog posts published on the Class blog site. Blog posts must connect to the essential questions about blogging and identity and prompts provided or approved by the teacher; blog posts will also be based on written work from class. Students may complete more than 7 blog posts and these additional blog posts will be extra credit. Students will be graded on writing skills, grammar, style, responses to the questions and prompts, analysis of topics, arguments and appropriate supporting evidence.



Grade: 10-12


VIII. Rationale and Relevance to Students’ Lives Blogging is a new form of communicating and a new form of writing on the internet. As the internet

becomes more prevalent in our lives, it is important that students know how to communicate on the internet. Blogging combines the everyday language and language skills students use on the internet and analytic language and skills students use in the classroom. Essentially, blogging is a form of code-switching; understanding when to use which language and why. It also allows students to incorporate various media (videos, articles, gifs, pictures, etc.) to support and strengthen their analysis, as they discuss a topic of their choice. Not only that, but blogging has become a very marketable skill and to not teach students how to blog would be lessening their job opportunities in the future.

Identity is definitely an issue high school students deal with; they are at an age where they are discovering who they are and how they fit into society. Identity issues include those of race, ethnicity, religion, culture, diversity, gender, sexuality, etc.; issues that deal with the question "Who am I?" Identity is even more complicated now because of the internet and technology because the question now becomes "Who am I on the internet? What is my internet identity?" This unit will allow students to explore their various identities and hopefully reach a better understanding of who they are. Such opportunities are not often offered and students lose themselves amidst all the work and activities they do and it is important for students to understand themselves in order for them to succeed in school.

IX. Potential Student Difficulties Students might become distracted, especially while working in their groups or individually. The teacher

will walk around the classroom during both the guided and individual practices to make sure the students are focused and understand the tasks. Students will also be held accountable for individual and group work.

Students might not understand the idea behind blogging or the tools and websites used for blogging but may refer to the worksheets and charts that explain these ideas and tools, provided by the teacher. The teacher will also meet with students individually during class to make sure each student understands the content and tools and help them understand if required.

Students may be uncomfortable discussing issues of identity; those who are may approach the teacher to come up with an alternate or revised topic for them to engage with.

Students may need extra time to process the content and to produce material; the teacher will evaluate the reasons students are having these issues and develop an alternate plan or extend the deadline where appropriate.

There may be students with diverse learning styles or abilities, students with IEPs or ESL/ELL students; the teacher will adjust assignments, lessons, material, content

X. Modifications for Different Learners Various types of texts will be used to demonstrate the purposes of each lesson (audio, visual, written, etc.)

to accommodate different learning types. Visuals and Auditory media will also be accompanied by transcripts.

The teacher will accommodate each lesson, activity and assignment for the specific needs of students with IEPs or other learning styles/disabilities.

Students will receive various worksheets and handouts that contain the content for each lesson. If needed, students will be given extra time to finish any assignments and written work, as long as it is

approved by the teacher. Students will be asked to complete a variety of assignments, including, but not limited to, worksheets,

papers, stories, individual/group work, presentations, etc. The teacher will also be available at any time for conferencing, questions, or general help during and

outside of class.



Grade: 10-12


XI. Evaluation After completing the unit, reflect on the effectiveness of the unit and each lesson within the unit in 4 ways:

Classroom organization: There are only 12 students in the class and therefore, the arrangement of the class is more intimate and personable. Students sit close together in a circle during lessons, but may arrange the desks in any way they wish during class discussions and group and pair work. This allowed all students to sit close to their peers and to be involved in class discussions.

How you met the needs of learners: Because there are only 12 students, the teacher was able to give more individualized attention to each and every student. Conferences with the teacher and peers take place regularly, as do class discussions. The teacher is able to identify the needs of all the students, and work accordingly to accommodate to their needs. The teacher is also informed of any learning disabilities or IEPs for individual students, and accommodates every lesson, activity and assignment for the specific needs of these students. Therefore, each student is able to learn and digest the content and participate in class activities and homework.

How you used content in the lesson: The content itself is relevant and important for the students as mentioned above. Content was demonstrated through various media, including, but not limited to, a guest speaker, videos, blog sites, TED talks, articles, etc. As a result, students learned a variety of skills: how to blog, how to cite on the internet, how to analyze and argue, how to support their arguments, etc. Students will be able to use these skills (blogging, analysis, etc.) for other classes as well, including writing classes.

Pedagogical choices in the lesson: The teacher chose material that is relevant both to the topic of identity and to the genre of writing (blogging). It is also relevant to the students now and later in life. The teacher used material to highlight certain themes and points, and to help bring understanding to the students.

web viewstudents will be asked to complete an anonymous survey ... finish 1-2 pages from class;...

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