If I were to try to adapt this lesson plan to fit another learning theory, I would use behaviorism because that is how reality will teach them these same lessons.
As this lesson is aimed at writers who look to write online as a means to make a living, it is vital that they understand how their mistakes can result in the consequence of little to no income.
I would reward the students for accurately completing the assignment and I would reduce the workload. I would also increase the workload for students who did not complete this accurately because that is exactly what would happen to them in the real world. Specifically, students who did not write the first paragraph correctly would need to rewrite it again until it was done correctly.
Because I want to encourage the students to keep trying to meet the goal of writing online, I would use the original lesson plan rather than using behaviorism. Behaviorism can discourage the student because of the consequences, as realistic as they may be. Constructivism allows them to practice their skills and see the response of readers without feeling the pressure of more work. This helps cultivate writers who write for the sake of writing rather than for the sake of rewards. A writer who cares for what the reader thinks will naturally end up cultivating rewards as a by-product of their effort.
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Lesson Plan
This lesson plan is created to help
traditional writers relearn some of the basic typing and writing skills that
they learned as youths. Because these writers wish to make a living by
publishing written work online, they have to adapt to meet the needs of the
online audience. Part of adapting to meet those needs requires the use of
specific tools. In this lesson plan, students will learn how to use those tools
and how to not rely completely on those tools.
Pre-Assessment to
Identify Skills
Students will receive the following
paragraph through email and will follow the instructions to adjust it.
“You did not no that we was going
to the smith County faire. When the thyme was write, we called ewe to join us.
You did knot answer your foam because ewe was following us. We new your cell
phone service was bad, so wee wasn’t worried about it.”
Instructions: Copy and paste this paragraph into a new document.
Review the paragraph. Use current American English grammar and punctuation
rules to correct the mistakes. You are free to use Spell Check. Embed a link to
any cell phone carrier in the three word phrase that most aptly describes the
link.
Students who score 80% will be considered to be well-versed
in the topic.
Presentation of New
Information
Review papers with students via
email correspondence. Discuss areas that were incorrect and present a printable
sheet for students to use in order to follow step by step instructions. Include
the instructions in the email. Ask students to meet in an online group at a
specific time. During the online group, discuss the spacing issue of putting a
double space after a period. Using the original paragraph, demonstrate that “faire”
would be acceptable using the UK English feature, but not the American English
feature. Direct students as to how to change this setting. Demonstrate how to
right click on a word to get Spell Check to offer you different spellings, and
then discuss the importance of reviewing the writing for errors that Spell
Check did not flag. Demonstrate how to find and embed a link in the appropriate
key word phrase using the original paragraph as well as the cut and paste
feature. Demonstrate how to type in a site to embed if you do not have one
copied.
Guided Practice
Offer the students the original
paragraph. Ask students to first review the paragraph for spelling. In order to
become familiar with Spell Check and its flaws, students should write down one
instance in which Spell Check gave them the wrong option, and one instance in
which Spell Check did not flag something that should have been flagged.
Students will then correct the spelling in the document to fix misspelled words
as well as replacing antonyms with the correct word. Students will then read
the paragraph again and correct any errors including spacing, and sentence
structure. Students will then embed a link to any county fair in the
appropriate place.
Independent Practice
Students will each correctly write
a five sentence paragraph using “generic key phrase” as the key phrase. The
paragraph can be about anything, as long as the key phrase is used once and it
makes sense in the paragraph. Students will embed a link to a relevant site in
the key phrase. For example, a student might discuss sewing and embed a link to
a fabric site. However, a student may not discuss sewing and embed a link to a
dog food site. Once students have completed their papers, they will share with
another student for editing and feedback.
Closing Event
Students have traded papers. Each
student will read another student’s paragraph. Students will then discuss
whether the grammar was correct and the link was relevant. They will also offer
insight as to whether the paragraph offered new and usable information. The
task of the writer may be to entertain the writer, but it is also to provide
information. Students will offer a 5 sentence written review of the paragraph
they read and name 2 pieces of information they got from the paragraph. They will
include the original embedded link as an embedded link in their review of the
paragraph. Students who complete the task with 80% accuracy will be considered
proficient. Scores are as follows.
·
Each sentence is worth 3 points. 1 is for
correct grammar. 1 is for correct punctuation, including spacing after
punctuation. 1 is for correct spelling. A total of 15 points comes from
correctly written sentences.
·
A correctly working, embedded link is worth 5
points.
·
The paper is worth 20 points, with 80% being the
minimum score objective.
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