Teacher(s) Hui Wang Subject group Integration of Reading & Writing in technology-based

and course classroom

Grade Grade 10 Students will engage in

1. digital reading
Semester S1
2. brainstorming
School Week 7 weeks
3. independent writing
Session 4. discussion
7 period
Duration 5. self-evaluation
1 period/week
6. peer evaluation

Objectives: Blooms Taxonomy

(optional)
1. Get familiar with using class blog.
2. Reach out for deeper understanding of the water situation.

3. Take action to make a change in the water problem.

4. Be familiar with the stages in PBI Project.

Students will know the following content:

The content knowledge of the textbook

The global situation of water

Students will develop the following skills:

The use of class blog

Basic writing skills in connecting with outside audience

Students will grasp the following difficult points:

Build a healthy relationship with the audience on the internet

Plan and carry out an action plan to solve the problem

Accomplish the stages in PBI Project

Inquiry/Pivotal Questions:

What is the particular thing that you could not live without in everyday life?

What could you do to make it more sustainable?

What is PBI Project?

Teaching Process: This lesson plan will be used for 7 lessons in 7 weeks.

Time Procedures Followed Materials / Text

References

LESSON 1 - Lead In

Brainstorming: What are the five things that you believe are most critical to you? White-board

5 List all students answers on white-board.

minutes
Let students discuss and choose the top 3 that they cannot live without, and give
their reasons.

17 Watch the TED TALK- Water: Think Again. Internet

minutes (https://www.youtube.com/watch?v=NSL_xx2Qnyc)

10 Write a reflection on watching the video, and pick out three key words in the Writers Notebook
video that most impressive.
minutes

Share the reflection. Discussion

10
Hold a discussion of the current situation, problems, solution, potential
minutes development of water, as well as some personal stories with water.

The teacher gives a brief introduction of the textbook: A Long Walk to Water, PPT
3
including the creation of the book, the social background of stories in the book,
minutes and the author.

Assignment:
Read Chapter 1 5 of the textbook.

Write a summary of what is read, make a guess of what will happen to Salva in the following chapter, how do
you like Nyas life, and make a comparison of their lives.

Lesson 2 Forming A Compelling Question

10 Have students share the reflection assignment with partners, and provide PQS Writers Notebook
minutes (praise-question-suggestion) feedbacks to each other.

10 The teacher makes a summary of what is talked about in the first 5 chapters on Discussion
Salva and Nya, and shares her reflection on their personal lives, and suggests some
minutes possible ways to help them.

Students are divided into groups which include 4-5 members. So, the whole class Discussion
10
is divided into 5 groups.
minutes
Each group brainstorm a question that they are passionate about. This question
 could be related to Nya and Salvas life in Sudan, or related to water situation in
regional or global context, or any question which is relevant to the book.

15 The teacher offers a scaffolding of how to create a class blog and do digital Personal Laptops
minutes writing on class blog.

Assignment:

Revise the reflection based on the PQS feedbacks.

Post the writing on class blog.

Read Chapter 6-10 of the textbook.

When the group question is settled, each group should post their question on the class blog.

Lesson 3 Gather & Analyze Sources

10 Have students share their first experience of writing on the class blog and their Discussion
interaction with unknown audience on the Internet, the advantage and challenges
minutes of digital writing.

The teacher and students collaborate to create a digital timeline to introduce Nyas PPT
and Salvas story in the book from Chapter 1 to 10.
Internet
15
Possible tools are Sutori, My Histro, OurStory, TimeToast, etc.
minutes Laptops
Check out more information on:
https://elearningindustry.com/top-10-free-timeline-creation-tools-for-teachers

15 Each group search information from the books and internet, trying to find useful Personal laptops
minutes resources for their question.

5 Mini-lesson: The teacher scaffold how to write an annotated bibliography, how to PPT
filter useful and reliable resources, and how to analyze the resources.
minutes

ASSIGNMENT:

Continue reading Chapter 11-15 of the textbook.

Each group collaborate to write an annotated bibliography of the useful resources they have collected, and post
it on the class blog.

LESSON 4 Creatively Synthesize Claims & Evidence

10 Each group share the process, challenges and lessons they learned from writing the
annotated bibliography. Other students and teacher could provide suggestion and
minutes help.
 The whole class discuss the life of Nya and Salva described in Chapter 11-15. Discussion

10 What are the things are beginning to change for good and for worse?
minutes What is the function of water for both Nya and Salva?

What is the role of water in both Nyas and Salvas lives?

Have students write a letter to Salva who is suffering in Refugee Camp, or a letter Personal laptops
15 to Nya who is witnessing the drilling work in her tribe.
minutes
Post the letter on class blog.

Each group discuss and think out a way to make more people outside the class be Internet
aware of the question.

Such options are given to students, which include designing a webpage, making a
10
poster, having a TED Talk, creating a digital book trailer, or collecting an
minutes
organization to raise fund.

Each group could choose one, or they can think of another way which could
satisfy their purpose.

Assignment:
Read one of your group members letter, and reply to that letter as the receiver of the letter.

Finish reading the rest of the textbook Chapter 16-18.

Write a summary of the book, and post it on class blog.

Each group prepare for their final product.

LESSON 5 Critically Evaluate and Revise

Have students share their reflection on reading the book, their favorite point in the
10 book, as well as the most surprising discovery of the book.
minutes
What is students opinion on the authors way of arranging the two story?

Watch a TED Talk given by Salva Dut: I Kept Walking. Internet

15 https://www.youtube.com/watch?v=mWlNdnFicLE Computer
minutes
Have a discussion on Salvas previous life experience, current living situation, his
impact on life in Sudan, as well as global awareness of global water situation, etc.

20 Each group discuss their working process on the final project.

minutes Teachers and other groups could offer PQS feedbacks.

Assignment:
Each group revise their product based on the feedbacks they have received.
Each group prepare a 5 to 8 - minute presentation about their product.

LESSON 6 Share, Publish, & Act

45 Each group make a presentation of their PBI Process and their final product. Computer
minutes

Assignment:
Write a comment on each groups presentation. (PQS)

Write a reflection on what you have done in the whole project, from forming an idea, drafting the plan, seeking
feedbacks, revising the plan, to presenting the action plan.

Post the reflection on class blog.

LESSON 7 Reflection

Have students think about the following questions.

What is your best part in accomplishing the PBI Project?
15
What is the most challenging part for you or your group?
minutes
What is the most valuable thing you learned from this project?

Do you have any suggestions to make the project better?

The teacher makes a summary of the 6-week project, including the learning ppt
experience of the textbook, forming an idea of action plan, collaborating within
25 group members, connecting with outside world through internet, making use of
minutes digital tools.

The teacher shares what she has witnessed, including the improvement and
problems.

Assignment:

Post the final product on class blog, and reach out for more audiences and feedbacks.

Reflection:
To be filled out after the lessons.