About This Lesson Plan

SUBJECT
Reading, Writing, Language Arts

GRADE
6-12

DURATION
2 Class Periods

COLLECTION
Mobile Learning Lesson Plans

Lesson Plan 6: Peer Review and Collaboration Using Chat Tools and/or Voice Recorders

Students will construct a short text using a voice-recording device, then work with a partner to analyze and deconstruct the text.

OBJECTIVE
Students will...

  • construct a short text using a chat or voice-record device and submit it to a peer.
  • deconstruct a text and provide feedback to a peer.
  • analyze a recorded text to test their learning

MATERIALS

  • Devices with chat (and, optionally, voice-record) functionality, such as: cell phones (basic or smart) with Bluetooth or wifi chat apps; Nintendo DS or tablet devices; netbooks; MP3 players; digital cameras with voice-record functionality
  • Computer with Web access
  • Class texts, stimulus material (images, video clips, writing samples etc) relevant to current student learning.

SET UP AND PREPARE
 1. The teacher ensures devices are charged and have sufficient storage space for voice recordings.
 2. The teacher designates student helpers to assist those new to using the mobile devices.

DIRECTIONS

1. The teacher explains to students they'll be doing some writing, but not as they usually would, and outlines the steps of the lesson: create a text; send it to a partner; edit partner's work; send partner's work back; voice-record your own text to check it audibly. Either a set topic can be provided to students, or students may be given stimulus material to inspire their imagination in preparation for writing. The teacher demonstrates the technical steps involved and designates student helpers.

2. The teacher adjusts requirements for text according to grade level and student ability (e.g., grade 6 students may write two sentences, grade 8 four sentences). Students type (or write digitally if using a DS or PDA) their sentences into the chat-type app they are using. The teacher may choose to have students hand-write and then voice-record sentences instead. The teacher can even specify that certain punctuation errors for the partner to discover and correct, facts on the current class topic, or other writing features be included, depending on the class's current learning focus.

3. Typed sentences are now sent to a friend. The teacher can specify whether the text is to be edited for spelling, punctuation, meaning, relevant facts-or even all of these. If sentences have been voice-recorded, the task can be to transcribe the sentences correctly.

4. Once partners complete their editing, they send them back either via chat or as transposed notes if voice recording was used, and students check the editing for completeness. At this point, some examples can be sent to the teacher for display or to play to the class as a discussion starter.
 

Extensions:

  • If students have not used voice recording up to this point, they can redo the activity according to the voice-recording instructions in steps 1-4.


Hints and Tips: 

  • Some students may need to use writing samples as the basis for this activity. Pair struggling students with more proficient learners to cultivate the skills of both. 
  • The digital texts created by students can be kept for later assessment in both their constructed and deconstructed phases, as can the voice recordings. Students may even mark a partner's work.

By Wesley Alder

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