1. Intro/Welcome (3 min.

)
2. Journal Prompt (6 min.)
3. Reading (6 min.)
4. Intro and Lesson Objectives:
a. Question of the day: How does publicly posting my poem change the way that I
might write my poems?
b. Targets for the day:
i. Content: I can explain why people blog in the 21
st
century
ii. Process: While reposting my poem to my blog, I can consider what a
catchy title for my poem might be so that others will want to read my
post.
iii. Product: By the end of class, I will have commented on two peoples
poems.
5. Anticipatory Set: (25 min.)
a. Why do we read? Show reading powerpoint.
b. What kinds of things in this world do we read and why does it matter?
c. Have students go out and take a picture of something that we read on their
Smart phones in groups.
d. Discuss photos students bring back as a class
i. Body language, bathroom signs, books, lunch room signs, etc.
e. If we can read just about anything, how is that connected to what we do in this
class on a daily basis?
6. Instruction
a. Input: Intro to Blogging (25 min.)
i. Use prezi to explain how to create a blog. Have students help each other
create the blogs.
ii. Explain what makes a good comment vs. a bad comment. As a class, we
will practice commenting on a post that I make and discuss how to make
comments that encourage conversation and help the writer, versus
comments that end a conversation.
b. Collaborative Learning (15 min.)
i. What makes a good comment?
ii. What examples of blogging can we find in the real world?
iii. How can we give meaningful feedback that keeps a conversation going
and does not end it?
c. Workshop Model
i. Play with blogs on a sample post by Ms. Geier: Why did Preston
participate in Day Without Hate?
ii. Students practice commenting on this post
iii. Discuss as a class what are good comments vs. bad comments
7. Closure
a. Please answer the question: how does blogging change how I will write the
poems that I produce in this class?

Differentiation:
To modify:
-Give students who need more help on creating their blogs extra time in extension to come see
me.
-Offer time during reading at the beginning of next class for any students who were absent or
had struggles creating their blog to get help from me in creating the blog.
-Also, during the actual blogging for the future in this unit, students on an IEP only have to give
feedback to one peer (rather than 3)
To extend: Students who are very comfortable with technology can help me get everyone's blog
set up. Also, students who are advanced with technology can put an avatar on their account,
change the color and font of their posts, and post photos on their posts as well.