Group+3

Screen Image of Tool and/or logo:


==Does tool require Sign-in? Yes, you will need to set-up a username, password, and agree to the terms of use. You will need to create a blog domaine and title. Then you can choose your language and blog type. This would be great for Enlgish or World Languages as you can specifiy the language, blog type, and even create a specific theme.==

Description of Tool:
There are many uses of edublogs. The ones we thought would be most helpful to our subject specific areas (English & Spanish) are the following:
 * Discussions (In class and with students abroad)
 * Forums
 * Wikis
 * Threads
 * You can create custom themes
 * Post videos, podcasts, and documents for students or watch, create, or edit
 * Create a class publication
 * Create a class or teacher to student newsletter
 * Openly share thoughts and achievements
 * Post assignments, events or anything going on in class
 * Teacher to teacher support/share lesson plans
 * Group projects
 * ePortfolios (Great way to show improvement/progress in student work)
 * School newspapers
 * Reflection journals/Travel journals
 * Class websites

How does tool apply to your curricular area? (if your group contains more than one curricular area, give an example in each area)

 * English-** Students are working together interactively expressing thoughts and ideas, and are able to perform tasks such as peer editing to practice language skills and respond reflectively through online group discussions. Teachers are involved, whether its by providing classroom updates easily accessible to students and also providing coaching support to fellow teachers. There is a high level of critical assessment amongst students when their work is evaluated by a peer. Edublogs.org helps to continue building upon a solid foundation of English language skills and strategies, and ultimately by using this technology students are able to create their own authentic work.


 * Spanish-** This tool would be great for Spanish students because you could do a number of activities. For example the students could blog in Spanish with other Spanish speaking students about assigned topics. Students can also blog in English about culture specific questions, comparing the United States to other Spanish speaking countries, speaking with actual students in other countries. I as the teacher can create a class website, and ensure I communicate to the students and parents all assignments, activities, etc., that we are working on in class. I also love the idea of an ePortfolio as a form of formative assessment, and a way the students themselves can see their progress. This tool would also be wonderful for group projects as they could work on it at home, and edit their project without all having to be together. I would also love to create a travel journal to reinforce new vocabulary and grammar, while learning about culture. Videos would also be a wonderful tool to use to practice speaking to other students in their class and abroad. The possibilities are endless!

Where does tool fit in Digital Blooms and why?
Create- Implementing the previous five tools to create the assignment/compose a blog/video/etc. Evaluating-Peer editing, ePortfoilio to see progress and evaluate students work Analyzing- Peer editing, group work, reflections, speaking with other students to compare and contrast events and culture Applying-Using the information learned in the class to complete the assignment using edublog Understanding-Working with each other to apply what the teacher has assigned/working with students from other countries to better understand the language and culture Remembering- Class updates, putting what they learned in class into practice within the blog to help reinforce/remember the material

=Part 2=

Adapted Lesson Plan
[] =A “defining moment” in editorial writing= Students will be introduced to the definition mode of writing. Students will learn to define a particular subject by responding in an editorial format. Students will first compose an editorial graphic organizer, which will aid in composing a completed editorial using the writing process. This lesson includes modifications for a Novice Low Limited English student. By [|Susan Brooks] and [|Carrie Mabry] Students will: 2 days
 * A lesson plan for grades 9–10 English Language Arts and English Language Development**
 * *Adapted by Will Canady and Ellen Holmes to use on edublog with both English and World Languages **
 * Learning outcomes **
 * understand the elements involved in developing a definition composition
 * compose a valid thesis statement presenting the focus (definition) of an editorial
 * provide an opener and background information supporting the focus provided by the thesis statement
 * provide topic and closing sentences for the body paragraphs
 * include specific, valid, and relevant supporting details related to the topic sentences and thesis statement
 * compose a concluding paragraph restating the focus differently and leaving the reader with a memorable statement
 * create a student blog on a specific topic
 * utilize peers to review and evaluate content
 * use edublog and other web 2.0 tools to research assigned topics
 * (For world languages this would be in the target language- based on course level)
 * Teacher planning **
 * Time required for lesson **
 * Materials/resources **
 * model definition composition
 * definition component handout
 * overhead and graphic organizer transparency
 * edublog demonstration on use and how to use for this project
 * graphic organizer
 * [|peer conferencing rubric]
 * [|modified peer conferencing rubric]
 * bilingual dictionary for limited English/Spanish students
 * picture dictionaries for limited English/Spanish students
 * laptops


 * Technology resources **
 * Have students bring their laptops to class
 * Create group and individual edublogs after topics are assigned
 * Pre-activities **
 * Students will need to be familiar with the writing process and thesis statement.
 * Students will need to be familiar with the editorial genre and its necessary components.
 * Students will need to have an understanding on how to use appropriate language for their particular audiences by incorporating suitable diction (connotation and denotation) to influence the tone of an editorial.
 * Students will read an example of a definition composition aloud in class.
 * Students will receive a handout containing the definition components. With a partner, students will then locate those components within the essay. Using an overhead, the teacher will then discuss these components and examples with the entire class.
 * Students will create a review of the definition composition read in class on edublog in their pairs to familiarize themselves with edublog.
 * Walk students through use of edublog and expectations for project
 * Provide an examples of a similar blogs on edublog, from concept to creation

The teacher will provide a list of possible topics; however, students are not limited to those specifically. In small groups of three or four, each student will choose a possible topic and begin brainstorming by listing characteristics of the topic, possible definitions for the topic, support for the topic (evidence, illustrations, examples, etc.), and precise verbs and nouns describing the topic. The topics will be assigned based on course level. For world languages again depending on the level this can be used as a cultural exercise, and be written in English. By posting the blog other students can review and comment with their opinions. It would be great for students in other Spanish speaking countries to read I,t and comment on its accuracy in regards to history/culture. The limited English/Spanish students will use language dictionaries to help with this activity. They may also use picture dictionaries. Once students have brainstormed and discussed their ideas with their group members, they will each be given a graphic organizer template. They will need to post their graphic organizer on edublog. The teacher will then model the process involved in defining a topic/concept by completing the graphic organizer using the posts on edublog. Working individually, each student will then complete his/her own graphic organizer based on the topic he/she has chosen. They will create and post these to edublog. Students will use their laptops to conduct research and gather information to support their thesis and topic sentences. For instance, they may want to incorporate facts, statistics, quotations, evidence, etc. as supporting details. They may also include personal vignettes or illustrations as support. Teachers may want to use the [|supporting detail planning document] from 2Learn.ca as a resource to aid students in conducting this research. After completing the graphic organizer, students will be placed in peer conferencing groups. Using the [|rubric], they will evaluate the elements listed on the graphic organizer. They will review and edit their graphic organizer on using their posts on edublog. After peer conferencing, students will make the necessary revisions before posting the final draft of their graphic organizer on their edublog *See webstite provided at the top for rubrics.
 * Activities **
 * Step One **
 * Step Two **
 * Step Three **
 * Step Four **
 * Step Five **