Lesson Plan
Based on some of theories I mentioned on the previous page earlier, my action plan is to develop a lesson plan on global collaborative writing curriculum. Students will write stories with other students who are come from different countries, contact through the digital tools (Such as Etherpad, Skype, FaceTime ...) , and offer our students writing some collaborative stories/writings with international students.Through this unit of writing course, not only students can expand their horizons, enhance international awareness, but also requires teachers to play their leadership skills, use the teaching resources reasonably, and cooperate with various regional and national teachers, exchange teaching experience, actively promote students to participate in the course, stimulate students' interest in writing.
1. General Goals: Students will work together as a team, this project will provide them with an opportunity to utilize the writing process approach, utilize technology, and publish their final products.
2. The Compelling Questions for Global Collaborative Writing Curriculum :
3. This general plan for PBI contain five phases:
This unit will take about five days of instruction. All of students will have class at the computer lab where is convenient for students to communicate with their international partners. The global collaborative writing curriculum, in which the students conduct cooperative writing through PBI teaching. Teachers ask compelling questions, and students solve them, so as to improve writing skill, understand cultural differences in cooperative writing and broaden the view of the world.In the meantime, writing process approaches are applied in these five phases, respectively. (Writing process approach: planning, drafting, revising, editing, and publishing )By using the writing process approach makes students aware of how to start writing.
Phase I: (Planning) Explain the compelling questions during the class, let students to think about how they will start with their own story. Meanwhile, students will be introduced to the collaborative writing project as well as begin to work together with their international partners, provide the resources to students that they can gather and analyze the resources to expand perspectives.
Phase II:(Drafting ) Let students discussion the topic which they are interesting , talking about some stories are based on cultural exchange of different nations.The aim is to fully arouse the students' enthusiasm for writing, to enlighten the students' thought, to enhance interest and vividness in writing teaching and to improve the quality of teaching.After discussion, students will practice their own story to be ready for phase III.Give students first assignment ,continue working on their story.
Phase III: (Revising)Based on all ideas that students have been gather so far. Ask students to creatively synthesize their pieces start to do the peer review revising their collaborative stories. The teacher also work with other teachers and start the writing workshop or the digital writing workshop help students to editing their writing and give the effective feedback.
Phase IV:(Editing ) Pose the compelling question. When students finish their stories, be split into groups for the first editing in class. After editing the story, then do the last editing with their international partners, through the online tools. At last, give students a second assignment, let them do the digital vision for their stories with their international partners at home, and post on the website share with the class.
Phase V: Pose the compelling question. Students will be given an opportunity to reflect on the group discussion by completing stories, and discussion about what they have learned about global perspectives and collaboration skills through the global collaborative writing curriculum. In the end, publishing students’ product on the Global Collaborative Writing Project Website.
Day 1
Concept 1: Planning
1. Look at the example of collaborative story (Split into two groups)
Recourse: Three National story: The Migration of Wildebeests
Link: https://www.mystorybook.com/books/409021/
2. After student watching examples, ask them questions about what do you think of the writing a story? Easy or difficult?
3. Activity 1: Prewriting activity . This is an individual work.Students will work individually, but also can discuss with their classmates to expand thinking.During the writing, teacher need to help students to organize writing into a logical sequence that is clear to the audience.
4. Introduce the international teachers and classes to students. (FaceTime with the international students during the class time. )
5. Activity 2: Get students discuss and compare the Chinese school life with American school life.Talk about some interesting story or fairytale in their own country.
Day 2
Concept 2: Drafting
1. Warm up: How you work with your international partners ?( What kind of Social software & media ? )How can you organize the necessary information and the related ideas from you and international partners for your writing?
Answer these questions and let students address the writing process. Through doing this help students improving their communication skills with international students and clear the working process to them.
2. Activity 3: Get students discuss and compare the ideas of story.
3. Based on the information that students have been gather so far, let students work with international partners start work on their own collaborative stories based on their own perspective.
4. Assignment1: Continuing work on the story finish the first draft.
Day 3
Concept3: Revising
1. Revising includes evaluating and refining the rough draft for clarity and effectiveness.
- Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency
- Add details to the draft to more effectively accomplish the purpose.
- Delete irrelevant and/or redundant information from the draft to more effectively accomplish the purpose.
- Apply appropriate tools or strategies (e.g., peer review, rubrics) to refine draft.
At the same time , provide the writing workshop which can helps students to revising the collaborative stories.
2. Activity 4: This is group work, students will divide into four groups and do the peer review for stories, and using the rubric give an effective feedback.
(Students will have class at the computer Lab where can communicate with international students without any problems.)
Day 4
Concept 4: Editing
1. PBI for class: How do you develop your collaborative stories and ready for publishing?
After student finish the collaborative writing, work with international students, and editing the final writing before publishing. Let students understand though the editing and develop their collaborative writing. ( Student still have class at the computer Lab)
- Editing includes proofreading and correcting the draft for conventions.
- Identify punctuation, spelling, and grammar and usage errors in the draft.
- Apply proofreading marks to indicate errors in conventions.
- Apply appropriate tools or strategies (e.g. peer review, rubric.) to edit the draft.
2. Divide students into groups, discussion and development their different perspectives(cultural differences & different ways of thinking) with international students. The class will do first editing and continue to complete their final story.
3.Activity 5:This is class work: students will go to the computer lab, they will Facetime with the international class, two classes will work together do the final editing of collective stories are ready for publishing.
4. Assignment 2: work with international partners online and do the digital vision for the story.
Day 5
Concept 5: Publishing
1. PBI for class: How do you develop your own global perspectives and collaboration skills through the global collaborative writing curriculum? Answer the question & Learning experience exchanges.
2. Share the final product to international class, and post on the official website.
- Publishing involves formatting and presenting a final product for the intended audience.
- Prepare writing in a format (e.g. multimedia) appropriate to audience and purpose.
3. Showcase: Students will show their final product in class & international class.
Overview: By doing such global wiring class, students can form a critical thinking by understanding and explaining the writing skills. Such skill and competence will help students all levels to have a global perspective and collaboration skills in their writing process.
Based on some of theories I mentioned on the previous page earlier, my action plan is to develop a lesson plan on global collaborative writing curriculum. Students will write stories with other students who are come from different countries, contact through the digital tools (Such as Etherpad, Skype, FaceTime ...) , and offer our students writing some collaborative stories/writings with international students.Through this unit of writing course, not only students can expand their horizons, enhance international awareness, but also requires teachers to play their leadership skills, use the teaching resources reasonably, and cooperate with various regional and national teachers, exchange teaching experience, actively promote students to participate in the course, stimulate students' interest in writing.
1. General Goals: Students will work together as a team, this project will provide them with an opportunity to utilize the writing process approach, utilize technology, and publish their final products.
2. The Compelling Questions for Global Collaborative Writing Curriculum :
- How do you develop your collaborative stories and ready for publishing?
- How do you develop your own global perspectives and collaboration skills through the global collaborative writing curriculum?
3. This general plan for PBI contain five phases:
This unit will take about five days of instruction. All of students will have class at the computer lab where is convenient for students to communicate with their international partners. The global collaborative writing curriculum, in which the students conduct cooperative writing through PBI teaching. Teachers ask compelling questions, and students solve them, so as to improve writing skill, understand cultural differences in cooperative writing and broaden the view of the world.In the meantime, writing process approaches are applied in these five phases, respectively. (Writing process approach: planning, drafting, revising, editing, and publishing )By using the writing process approach makes students aware of how to start writing.
Phase I: (Planning) Explain the compelling questions during the class, let students to think about how they will start with their own story. Meanwhile, students will be introduced to the collaborative writing project as well as begin to work together with their international partners, provide the resources to students that they can gather and analyze the resources to expand perspectives.
Phase II:(Drafting ) Let students discussion the topic which they are interesting , talking about some stories are based on cultural exchange of different nations.The aim is to fully arouse the students' enthusiasm for writing, to enlighten the students' thought, to enhance interest and vividness in writing teaching and to improve the quality of teaching.After discussion, students will practice their own story to be ready for phase III.Give students first assignment ,continue working on their story.
Phase III: (Revising)Based on all ideas that students have been gather so far. Ask students to creatively synthesize their pieces start to do the peer review revising their collaborative stories. The teacher also work with other teachers and start the writing workshop or the digital writing workshop help students to editing their writing and give the effective feedback.
Phase IV:(Editing ) Pose the compelling question. When students finish their stories, be split into groups for the first editing in class. After editing the story, then do the last editing with their international partners, through the online tools. At last, give students a second assignment, let them do the digital vision for their stories with their international partners at home, and post on the website share with the class.
Phase V: Pose the compelling question. Students will be given an opportunity to reflect on the group discussion by completing stories, and discussion about what they have learned about global perspectives and collaboration skills through the global collaborative writing curriculum. In the end, publishing students’ product on the Global Collaborative Writing Project Website.
Day 1
Concept 1: Planning
1. Look at the example of collaborative story (Split into two groups)
Recourse: Three National story: The Migration of Wildebeests
Link: https://www.mystorybook.com/books/409021/
2. After student watching examples, ask them questions about what do you think of the writing a story? Easy or difficult?
3. Activity 1: Prewriting activity . This is an individual work.Students will work individually, but also can discuss with their classmates to expand thinking.During the writing, teacher need to help students to organize writing into a logical sequence that is clear to the audience.
4. Introduce the international teachers and classes to students. (FaceTime with the international students during the class time. )
5. Activity 2: Get students discuss and compare the Chinese school life with American school life.Talk about some interesting story or fairytale in their own country.
Day 2
Concept 2: Drafting
1. Warm up: How you work with your international partners ?( What kind of Social software & media ? )How can you organize the necessary information and the related ideas from you and international partners for your writing?
Answer these questions and let students address the writing process. Through doing this help students improving their communication skills with international students and clear the working process to them.
2. Activity 3: Get students discuss and compare the ideas of story.
3. Based on the information that students have been gather so far, let students work with international partners start work on their own collaborative stories based on their own perspective.
4. Assignment1: Continuing work on the story finish the first draft.
Day 3
Concept3: Revising
1. Revising includes evaluating and refining the rough draft for clarity and effectiveness.
- Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency
- Add details to the draft to more effectively accomplish the purpose.
- Delete irrelevant and/or redundant information from the draft to more effectively accomplish the purpose.
- Apply appropriate tools or strategies (e.g., peer review, rubrics) to refine draft.
At the same time , provide the writing workshop which can helps students to revising the collaborative stories.
2. Activity 4: This is group work, students will divide into four groups and do the peer review for stories, and using the rubric give an effective feedback.
(Students will have class at the computer Lab where can communicate with international students without any problems.)
Day 4
Concept 4: Editing
1. PBI for class: How do you develop your collaborative stories and ready for publishing?
After student finish the collaborative writing, work with international students, and editing the final writing before publishing. Let students understand though the editing and develop their collaborative writing. ( Student still have class at the computer Lab)
- Editing includes proofreading and correcting the draft for conventions.
- Identify punctuation, spelling, and grammar and usage errors in the draft.
- Apply proofreading marks to indicate errors in conventions.
- Apply appropriate tools or strategies (e.g. peer review, rubric.) to edit the draft.
2. Divide students into groups, discussion and development their different perspectives(cultural differences & different ways of thinking) with international students. The class will do first editing and continue to complete their final story.
3.Activity 5:This is class work: students will go to the computer lab, they will Facetime with the international class, two classes will work together do the final editing of collective stories are ready for publishing.
4. Assignment 2: work with international partners online and do the digital vision for the story.
Day 5
Concept 5: Publishing
1. PBI for class: How do you develop your own global perspectives and collaboration skills through the global collaborative writing curriculum? Answer the question & Learning experience exchanges.
2. Share the final product to international class, and post on the official website.
- Publishing involves formatting and presenting a final product for the intended audience.
- Prepare writing in a format (e.g. multimedia) appropriate to audience and purpose.
3. Showcase: Students will show their final product in class & international class.
Overview: By doing such global wiring class, students can form a critical thinking by understanding and explaining the writing skills. Such skill and competence will help students all levels to have a global perspective and collaboration skills in their writing process.