Sheryl+Wine's+Online+Collaboration+lesson


 * Online Collaboration in the Language Arts Classroom **


 * Unit Title: ** Creating Fantasy/Fiction Short Stories Collaboratively
 * Grade: ** 10 **Subject:** Regular/Inclusion Language Arts
 * Description: ** In order to prepare for digital storytelling, students will begin various story ideas and collaborate to gather ideas and strengthen point of view and tone in their writing.


 * GOALS **
 * West Virginia Content Standards and Objectives: **
 * RLA.O.10.1.03 || extend the amount of independent reading with emphasis on fiction and nonfiction. ||
 * RLA.O.10.1.05 || evaluate the author’s use of specific information in text (e.g., author’s purpose/perspective, main/supporting details, specific facts, statistics, definition, figurative/nonfigurative words). ||
 * RLA.O.10.1.08 || interpret and explain the relationships of the literary elements (e.g., setting, plot,, point of view, theme, conflict, characterization, voice, tone, mood) within specific genres. ||
 * RLA.S.10.2 || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Students will apply writing skills and strategies to communicate effectively for different purposes by <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">using the writing process, and <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">applying grammatical and mechanical properties in writing ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">RLA.O.10.3.05 || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">understand, evaluate and create media communications. ||

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">21C.O.9-12.1.LS3 - Student creates information using advanced skills of analysis, synthesis and evaluation and shares this information through a variety of oral, written and multimedia communications that target academic, professional and technical audiences and purposes.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Twenty-first Century Skills: **

1 Creativity and innovation 2 Communication and collaboration ||  || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> 3 Digital citizenship 4 Technology operations and concepts ||
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">ISTE NETS-S **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">


 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">ACTION **


 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Scenario: **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Students will take the role of a writer who is experiencing writer’s block. In order to push past the block, they will allow their creativity to flow for only a specified amount of time about a random photograph or image they have been selected. Their work will be a form of pre-writing that will be seen by a small collection of other writers who are experiencing the same difficulty. Through the sharing of ideas, and networking of concepts, perhaps a true spark of creativity can be produced to enable them to create their next masterpiece in the days to come.

Pre-Planning: A large assortment of photographs, post cards, and other images will be compiled and placed throughout the room for students to choose from. A classroom wiki will be created with a page for each student. Portable computer lab will be reserved.

Day 1: The classroom teacher place pictures throughout the room. Students will be given time to quickly look over the pictures and select one that they find most interesting. Lap top computers will be placed at each desk. The teacher will instruct students of the day’s activity focusing on point of view and tone. The scenario will be presented. Students will be provided a ten minutes to begin a story about the photo selected. At the close of the timed writing, students may complete the word they are typing, but may not complete the thought. All students will save their wiki page, stand, and rotate one computer to the left. All students will take the new seat, view the picture selected, read the writing of their peer, and continue the story in the same point of view, while trying to maintain the integrity of the tone developed for an additional ten minutes. At the close of this time, all students will save the wiki page, and proceed to the comment section of the individual they just assisted. Comments should include constructive thoughts concerning the idea generated, point of view selected, and tone. Any suggestions concerning possible plot elements and literary devices should also be listed.

Day 2: Students will return to their wiki page and reply to comments left by others. Time will be provided for students to view other wiki pages and comment on a minimum of two other story starters. Students will select a partner, visit his or her wiki page, and continue the story from the previous day for a specified time. The remaining time will be provided to review personal wiki pages and story starters of other students.

Day 3: Students will return to their personal wiki page. By this time, their story will be much longer, as it has been continued by other students. Each student will review the additions made and comments. Students will discuss the tone they had selected with the students who continued their story. Was the correct tone continued by peers? Was the point of view appropriate? After collaboration, students will return to their wiki page and post a reflective comment. If time permits, students may read their stories aloud.


 * MONITOR**

· <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Process/progress of individuals and collaborative action
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Ongoing assessments: **


 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Accommodations and extensions: **

· <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Additional support for students who are not familiar with the wiki site · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Access to audio equipment and other assistive technology as needed · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Allow special needs students to work with a partner to generate ideas for the story and complete the task


 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">EVALUATE **

· <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Student reflections · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Time on task/daily participation · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Rubric for story starters to assess development of tone and point of view

References: West Virginia Department of Education. (2007) Content standards and objectives policies. Retrieved April 5, 2010 from []