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This lesson provided by:
Author: Janie Mohajerin
System:Montgomery County
School:Georgia Washington Junior High School
Lesson Plan ID: 33199
Title:

Glog a Plot

Overview/Annotation:

Students will use the Web 2.0 tool Glogster at glogster.com to create a book report, or the tool may be used to create a summary poster for a short story.

This is a College- and Career-Ready Standards showcase lesson plan.

Content Standard(s):
ELA2013(6) 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.6.1]
ELA2013(6) 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. [RL.6.2]
ELA2013(6) 3. Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. [RL.6.3]
ELA2013(6) 5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. [RL.6.5]
ELA2013(6) 9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. [RL.6.9]
ELA2013(6) 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.6.10]
ELA2013(6) 13. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). [RI.6.3]
ELA2013(6) 17. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. [RI.6.7]
ELA2013(6) 24. 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 21-23 above.) [W.6.4]
ELA2013(6) 26. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. [W.6.6]
ELA2013(6) 28. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. [W.6.8]
Local/National Standards:  
Primary Learning Objective(s):

Students will employ a technology application to create a digital poster.

Students will create a digital poster using Glogster.

Students will employ Web 2.0 tools to insert pictures, web links, and organize information.

Students will research informational texts.

Students will organize information from a novel or short story.

Students will identify the parts of plot within a novel or short story.

Students will use the Internet to locate related images and videos.  

Students will present information to their peers

Additional Learning Objective(s):  
Approximate Duration of the Lesson: 61 to 90 Minutes
Materials and Equipment:

Teacher and students should create a Glog account. (see step one)

Computer lab access.

Internet access.

Students follow the book report / short story report outline (see attachment)

Teacher use the rubric for grading (see attachment)

Technology Resources Needed:

www.glogster.com

Computer lab access

Internet access

plot diagram interactive on Read Write Think: http://www.readwritethink.org/classroom-resources/student-interactives/plot-diagram-30040.html

Background/Preparation:

The teacher should become familiar with the processes for creating a Glog at glogster.com

Check the computer lab to be sure all computers are in working condition. Some students may work in pairs for this project if computer availability is limited.

Review the elements of plot with students: exposition, rising action, climax, falling action, and resolution. The teacher may also include setting, theme, internal conflict, and external conflict.

Assign students a novel or short story to read in advance

Procedures/Activities:

Step One

Glogster account creation

**Teacher must create an account first and maintain a teacher code for students to register**

  1. Instruct students to go to glogster.com
  2. Click register: "student".
  3. Students complete the form and key in the class code.
  4. Have students write down their log-in information for you to keep on file.

Step Two

Modeling Lesson

  1. Read a short story of choice with students
  2. Have students draw and label a plot diagram
  3. If you have Internet and computer access, you may have the students complete the plot diagram interactive on Read Write Think: http://www.readwritethink.org/classroom-resources/student-interactives/plot-diagram-30040.html
  4. Complete the plot diagram as a whole group.
  5. Project a sample Glogster page –timeline pages usually work best. (see attachment sample)
  6. Show students how to change titles and insert pictures into the glog. Have students tell you what to add to the digital poster.
  7. Show students the rubric and have students grade this glog. (see attached)

Step Three

Glog Creation

  1. Assign students a novel if you are using this lesson as a book report model or assign them a short story to read.
  2. Have students complete the plot diagram based on the text they have read.
  3. If time permits, students may use the Read Write Think plot diagram interactive: http://www.readwritethink.org/classroom-resources/student-interactives/plot-diagram-30040.html
  4. With the plot diagram, take the students to the computer lab to create their digital poster.
  5. Review the rubric with students.
  6. Since the presentation saves to the Internet automatically, students may log-in from anywhere to work on their presentation. Therefore, if they want to work on the presentation at home, they may.

Step Four

Presenting the Glog

  1. Once students have completed the Glog, allow them to present to the class.
  2. Allow students to present their presentation to their peers using a projector and computer with Internet access.
  3. Use the rubric for grading. (see attached)

Attachments:**Some files will display in a new window. Others will prompt you to download. file2(2).pdf
SampleGlogster.docx
Assessment Strategies:

Plot Diagram graphic organizer

Glog format organizer (digital poster)

Extension:

If the primary learning objective has been met, perhaps have these students compare and contrast two different novels or short stories to create a poster.

Remediation:

Students needing extra preparation, the teacher may pair students together that can help each other determine the plot of the short story or novel. If students need help navigating the technology, assign a peer helper to assist the student.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

Hosted by Alabama Supercomputer Authority
The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
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