Activity Design Template

Topic:
Word Choice
Objectives:

At the end of this module, students will be able to:

Use words appropriately.

Write concisely and clearly.

Limit repetitions of words.

Make strong word choices

Use varied words that enhance meaning (see Writing Achievement Guidelines)
Curriculum Outcomes:
Engage students in authentic and worthwhile communication situations.
Allow students to construct meaning, connect, collaborate, and communicate with each other.
Form essential links between the world of the text and their own world.
Give them a sense of ownership of learning and assessment tasks (New Brunswick Department of Education
Curriculum Development Branch, 1998, p. 9)
Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of
audiences and purposes.
Students will be expected to use a range of strategies to develop
effective writing and other ways of representing, and to enhance
clarity, precision, and effectiveness (New Brunswick Department of Education Curriculum Development Branch, 1998,
p. 16)
Prerequisites:
Initial ESLA assessment to indicate individual writing trait strengths and weaknesses.
Student assigned a specific module.
Students familiar with Student User Guide
Technology Requirements:
Internet access
Mobile device
APP downloaded
Activity Delivery:
entirely in-app
Activity Description:
Collaborative Sentence Expanding
Students will collaboratively expand simple sentences by adding appropriate descriptive words, one at a time, to the
example sentences, collaboratively building on each others choices until no additional words can be added without
obscuring meaning.
Time Frame:
Assigned on Monday, due on Sunday at 11:59pm.
Cognitive Presence Outcomes
Triggering Event:
Simple sentences are boring and repetitive. How can we make simple sentences more interesting without
obscuring the original meaning?
 Activity Design Template
Exploration:
Beginning with a simple sentence, students endeavour to find and add descriptive words that do not obscure the original
meaning. Students will explain why they chose to add their word and explain how it adds meaning to the sentence.
Integration:
Students will comment on each others posts, adding feedback for the author by considering what was good about the
post, what could be improved, and expressing what they learned from the post.
Resolution:
Not applicable in this lesson. May be apparent on second ESLA test.
Social Presence Outcomes
Communication:
Students will post their responses and explanations in the APP. Students will comment on each others posts.
Collaboration:
No direct collaboration, but some collaborative learning may be achieved via feedback.
Teacher Presence
Teacher to monitor responses and provide feedback, especially in the case of misconceptions.
Teacher will provide feedback through rubric.
Assessment:
Assessment rubric: Word Choice
 Activity Design Template

Topic:
Word Choice
Objectives:

At the end of this module, students will be able to:

Use words appropriately.

Write concisely and clearly.

Limit repetitions of words.

Make strong word choices

Use varied words that enhance meaning (see Writing Achievement Guidelines)
Curriculum Outcomes:
Engage students in authentic and worthwhile communication situations.
Allow students to construct meaning, connect, collaborate, and communicate with each other.
Form essential links between the world of the text and their own world.
Give them a sense of ownership of learning and assessment tasks (New Brunswick Department of Education
Curriculum Development Branch, 1998, p. 9)
Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of
audiences and purposes.
Students will be expected to use a range of strategies to develop
effective writing and other ways of representing, and to enhance
clarity, precision, and effectiveness (New Brunswick Department of Education Curriculum Development Branch, 1998,
p. 16)
Prerequisites:
Initial ESLA assessment to indicate individual writing trait strengths and weaknesses.
Student assigned a specific module via individualized learning plan.
Students familiar with Student User Guide
Technology Requirements:
Internet access
Mobile device
APP downloaded
Activity Delivery:
entirely in-app
Activity Description:
Writing Charades
Students will endeavour to effectively describe an object (randomly generated image) so that classmates may guess
what the object is based on the writing.
Time Frame:
 Activity Design Template
Due by end of term.
Cognitive Presence Outcomes
Triggering Event:
Instead of naming, describe it so that a classmate may guess what it is.
Exploration:
Students consider how to describe their object and seek out descriptive words that apply to that object.
Integration:
Students will integrate the object-specific descriptors into their description.
Resolution:
Students will apply more descriptive words rather than directly naming objects in their writing.
Social Presence Outcomes
Communication:
Students will post their writing so other classmates may read, then guess what object is being described.
Collaboration:
Students will improve their descriptive writing by using feedback from their classmates.
Teacher Presence
Teacher to monitor responses and provide feedback, especially in the case of misconceptions.
Teacher will provide feedback through rubric.
Assessment:
Assessment rubric: Word Choice
 Activity Design Template

Topic:
Word Choice
Objectives:

At the end of this module, students will be able to:

Use words appropriately.

Write concisely and clearly.

Limit repetitions of words.

Make strong word choices

Use varied words that enhance meaning (see Writing Achievement Guidelines)
Curriculum Outcomes:
Engage students in authentic and worthwhile communication situations.
Allow students to construct meaning, connect, collaborate, and communicate with each other.
Form essential links between the world of the text and their own world.
Give them a sense of ownership of learning and assessment tasks (New Brunswick Department of Education
Curriculum Development Branch, 1998, p. 9)
Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of
audiences and purposes.
Students will be expected to use a range of strategies to develop
effective writing and other ways of representing, and to enhance
clarity, precision, and effectiveness (New Brunswick Department of Education Curriculum Development Branch, 1998,
p. 16)
Prerequisites:
Initial ESLA assessment to indicate individual writing trait strengths and weaknesses.
Student assigned a specific module via individualized learning plan.
Students familiar with Student User Guide
Technology Requirements:
Internet access
Mobile device
APP downloaded
Activity Delivery:
entirely in-app
 Activity Design Template
Activity Description:
No Repeat
Students will endeavour to make conscious word choice decisions by not repeating any word in a 10 sentence writing
exercise on a chosen topic.
Time Frame:
Due by end of term.
Cognitive Presence Outcomes
Triggering Event:
Varied word choice makes writing more interesting and descriptive. Write 10 sentences on a chosen topic and
without repeating any words.
Exploration:
Students write without repeating and words. This encourages explorations of synonyms and various ways to phrase
sentences on a single topic.
Integration:
Students will use topic-specific words, in addition to synonyms, to construct 10 sentences with no repetitive words.
Resolution:
Discussing submissions. Eventual application in out-of-app writing.
Social Presence Outcomes
Communication:
Students will post their responsesin the app. Students will then commentand offer feedback on each others posts.
Collaboration:
Generated feedback may encourage revision and sharing of ideas.
Teacher Presence
Teacher to monitor responses and provide feedback, especially in the case of misconceptions.
Teacher will provide feedback through rubric.
Assessment:
Assessment rubric: Word Choice
 Activity Design Template

Topic:
Word Choice
Objectives:

At the end of this module, students will be able to:

Use words appropriately.

Write concisely and clearly.

Limit repetitions of words.

Make strong word choices

Use varied words that enhance meaning (see Writing Achievement Guidelines)
Curriculum Outcomes:
Engage students in authentic and worthwhile communication situations.
Allow students to construct meaning, connect, collaborate, and communicate with each other.
Form essential links between the world of the text and their own world.
Give them a sense of ownership of learning and assessment tasks (New Brunswick Department of Education
Curriculum Development Branch, 1998, p. 9)
Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of
audiences and purposes.
Students will be expected to use a range of strategies to develop
effective writing and other ways of representing, and to enhance
clarity, precision, and effectiveness (New Brunswick Department of Education Curriculum Development Branch, 1998,
p. 16)
Prerequisites:
Initial ESLA assessment to indicate individual writing trait strengths and weaknesses.
Student assigned a specific module via individualized learning plan.
Students familiar with Student User Guide
Technology Requirements:
 Activity Design Template
Internet access
Mobile device
APP downloaded
Activity Delivery:
entirely in-app
Activity Description:
Word Graveyard
Students will compile synonyms for commonly overused words in AnswerGardens, explore other submissions, and
identify unfamiliar words and how to use them in the correct context.
Time Frame:
Due by end of term.
Cognitive Presence Outcomes
Triggering Event:
Words that are overused often have synonyms. Consider these commonly overused words and think of
synonyms that could replace this word in your writing.
Exploration:
Students search for synonyms and compile them in an AnwerGarden. Students will view synonyms added by other
students.
Integration:
Students will choose a word they do not know from each AnswerGarden, define, and provide an example sentence of
the word used in context.
Resolution:
Discussing submissions. Eventual application in out-of-app writing.
Social Presence Outcomes
Communication:
Students will post their responses in AnswerGarden, definitions, and examples will be in the app. Students will
comment on each others posts.
Collaboration:
Collaborative AnswerGarden population.
Teacher Presence
Teacher to monitor responses and provide feedback, especially in the case of misconceptions.
Teacher will provide feedback through rubric.
Assessment:
Assessment rubric: Word Choice
 Activity Design Template

Topic:
Voice

Objectives:

At the end of the module, students will be able to:

Vary voice in personal writing style as determined by context

Identify and be able to write in various styles and voice

Write a persuasive critical article stating opinion or editorial of a current or relevant event

Develop an awareness of community cultural diversity

Develop an awareness of alternate points of view with respect to events and people

Curriculum Outcomes:
Refer to writing traits assessment rubric
Evidence of authors style, personality, and experience to the Appropriate Achievement Students level:
Skillfully connect the audience to the topic
Show care and commitment to the topic
Generate strong feeling, energy, and individuality
Appropriate achievement will illustrate writing that:
 Activity Design Template
Demonstrates an engagement with subject
Includes glimpses of personal style
Strong achievement will illustrate writing that:
Demonstrates an awareness of audience and an engagement with subject
Includes sensory language or detail that creates a sense of voice or personal style

Prerequisites:
Initial ESLA assessment to indicate individual writing trait strengths and weaknesses.
Student assigned a specific module.
Students familiar with Student User Guide
Technology Requirements:
Internet access
Mobile device
APP downloaded
Activity Delivery:
In-app and other digital technology at the choice of the student

Activity Description:
5Ws
The students select a school-based event such as sports, cultural activity, club, or class-based event. From the
dates of these events one or two students are assigned for their choice of current event each week to report on
using the 5Ws. Students research examples of writing that includes the 5W elements and selects one to
analyze. They write a brief illustrating how the 5Ws are used and how voice is used to enhance the writing.
The student group then collectively designs a template that can be used to record information for their events.
Students explore, as a group, what the options are for collecting information, both digital and non-digital. The
class discuss the use of voice in the context of the event to be covered.
Time Frame:
Students have one class period to complete research on 5Ws prior to the event.
Students have one class period after the event to complete the activity report.
Cognitive Presence Outcomes
Triggering Event:
When writing to report on an event, the important elements of the story as well as the voice used to convey
the message go hand in hand. How do we effectively report on an event using voice to enhance the writing?
Exploration:
Students research and collaboratively construct a reporting template they can use to record important
happenings at the event.
Students discuss how voice is used to enhance a written piece.
Students attend the event to complete the template.
Once event coverage is complete, the students will write an approximately 250 word report, using a
persuasive voice that matches the event. This will be shared with the teacher and then posted on
AppSheets for sharing.
Students individually analyze one or two other shared reports to discover the 5Ws. The class then
collectively discuss the 5Ws that the pieces were written about. Also discussed is the use of
 Activity Design Template
appropriate persuasive voice in the report. The 5W shared page becomes a diarized journal of school
events.

Integration:
Once event coverage is complete, the students will write an approximately 250 word report, using a
persuasive voice that matches the event. This will be shared with the teacher and then posted on
AppSheets for sharing.
Students individually analyze the shared reports to discover the 5Ws. The class then collectively
discuss the 5Ws that the pieces were written about. Also discussed is the use of appropriate persuasive
voice in the report. The 5W shared page becomes a diarized journal of school events.
Resolution:
Students demonstrate the use of persuasive and appropriate voice when peer-editing submissions for posting
in the journal.
Social Presence Outcomes
Communication:
Students:
Post their reports in the application.
Discuss the submissions for 5Ws inclusion.
Discuss the submissions for voice: appropriate persuasive tone
Collaboration:
Class construction of a 5Ws template for student use when recording information at events.
Collectively constructing a school events journal
Class discussion on use of 5Ws and voice in student work.
Teacher Presence
Teacher monitors and mediates throughout:
Presenting differentiated options as necessary
Providing formative feedback as necessary
Providing summative feedback through assessment rubric
Assessment:
Assessment rubric: Voice
 Activity Design Template

Topic:

Voice

Objectives:

At the end of the module, students will be able to:

Vary voice in personal writing style as determined by context

Identify and be able to write in various styles and voice

Write a persuasive critical article stating opinion or editorial of a current or relevant event

Develop an awareness of community cultural diversity

Develop an awareness of alternate points of view with respect to events and people

Curriculum Outcomes:
 Activity Design Template
Refer to writing traits assessment rubric
Evidence of authors style, personality, and experience to the Appropriate Achievement Students level:
Skillfully connect the audience to the topic
Show care and commitment to the topic
Generate strong feeling, energy, and individuality
Appropriate achievement will illustrate writing that:
Demonstrates an engagement with subject
Includes glimpses of personal style
Strong achievement will illustrate writing that:
Demonstrates an awareness of audience and an engagement with subject
Includes sensory language or detail that creates a sense of voice or personal style

Prerequisites:
Initial ESLA assessment to indicate individual writing trait strengths and weaknesses.
Student assigned a specific module.
Students familiar with Student User Guide
Technology Requirements:
Internet access
Mobile device
APP downloaded
Activity Delivery:
In-app and other digital technology at the choice of the student

Activity Description:
Beat Reporter
Students are introduced to the concept of beat reporters and reporting. A BBC website
(http://news.bbc.co.uk/2/hi/school_report/resources_for_teachers/9541487.stm) is accessed that
explains briefly, through written and video media, how to write a news item. Students read through
and watch the video presentations to gain an understanding of how to write a news item.
Students research a number of writing styles for news articles using a variety of media to find
examples for comparison. Both news reporting and opinion/editorial pieces are to be investigated.
From the examples they find, students decide on a voice style they will use to write their report.
Students explore and decide on an event to cover or an opinion/editorial topic to write on.
Students complete the beat report by situating themselves at the event.

Time Frame:
One class period to complete research on news reporting.
Two class periods to complete the news item report, one class for composition, one class for editing.
Cognitive Presence Outcomes
Triggering Event:
Beat reporters are responsible for reporting local happenings, usually covering a specific theme, such as
crime or sports. How do these reporters use persuasive voice to convey the message in appropriate voice?
 Activity Design Template
Exploration:
Students select a topic they consider newsworthy and compose a list of questions they can ask of the
people they interview or answer as they observe the event.
Attending a local happening, be it a news related, sports event, pop culture event, local cultural event,
or other topic of interest to them, students observe, interview, write, and record digital media to create
field notes.
If the student chooses to write an opinion/editorial piece, it must have a local flavour or relevance and
the student must complete an interview to provide perspective.
When composing the news item, students concentrate on applying a consistent voice throughout the
piece.
The written articles produced should be approximately 250 words.
Once edited, the teacher selects a sample of news items to be posted on AppSheets to form the class
newspaper.
Integration:
The students become editors using peer-review to proofread other students items, paying particular
attention to voice.
Once edited, the news items are posted on AppSheets for sharing.
The class reads and collectively selects news items to discuss from a reporting, societal, and
persuasive voice perspective.
Resolution:
Students demonstrate the use of persuasive and appropriate voice when responding to other students work.
Social Presence Outcomes
Communication:
Students:
Post their reports in the application.
Peer-edit news items
Discuss the submissions for societal implications.
Discuss the submissions for voice: appropriate persuasive tone
Collaboration:
Peer-editing of news item submissions.
Collectively constructing a local newspaper.
Teacher Presence
Teacher monitors and mediates throughout:
Presenting differentiated options as necessary
Providing formative feedback as necessary
Providing summative feedback through assessment rubric
Assessment:
Assessment rubric: Voice
 Activity Design Template

Topic:
Voice

Objectives:

At the end of the module, students will be able to:

Vary voice in personal writing style as determined by context

Identify and be able to write in various styles and voice

Write a persuasive critical article stating opinion or editorial of a current or relevant event

Develop an awareness of community cultural diversity

 Activity Design Template
Develop an awareness of alternate points of view with respect to events and people

Curriculum Outcomes:
Refer to writing traits assessment rubric
Evidence of authors style, personality, and experience to the Appropriate Achievement Students level:
Skillfully connect the audience to the topic
Show care and commitment to the topic
Generate strong feeling, energy, and individuality
Appropriate achievement will illustrate writing that:
Demonstrates an engagement with subject
Includes glimpses of personal style
Strong achievement will illustrate writing that:
Demonstrates an awareness of audience and an engagement with subject
Includes sensory language or detail that creates a sense of voice or personal style

Prerequisites:
Initial ESLA assessment to indicate individual writing trait strengths and weaknesses.
Student assigned a specific module.
Students familiar with Student User Guide
Technology Requirements:
Internet access
Mobile device
AppSheets application downloaded
Activity Delivery:
In-app or other digital technology at the choice of the student

Activity Description:
Character Diary
Students are introduced to short stories and e-stories available through the school library. A survey is
taken to find groups of students that share an appreciation for the same genre. These students then
partner up to search the library collection and agree on a short story or e-story to read.
The students choose a character to follow and record their point of view in diary form for events in the
characters voice style.
Time Frame:
Students read during assigned reading time, approximately 20 minutes per 80 minute class, for a
period of 5 weeks.
One class period to complete and post the parallel chart.
One class period to complete the character comparison analysis.
Cognitive Presence Outcomes
 Activity Design Template
Triggering Event:
The perspective and voice varies with differing characters and people, in books and real life. What are the
similarities and differences in perspective and voice between characters on a parallel timeline?

Exploration:
Students and their partners read a chapter or two of the selected story and complete a cast of
characters and their character type. Among themselves, or with the assistance of the teacher, they
decide on a character they will emulate.
A starting and ending point in the story is decided on by the reading pair. The student pairs then read
the story and keep a diary of events that occur in the book from the point of view of the character they
are emulating. The voice of the character is maintained as the reader records events for their character
in the diary. This will include vernacular and emotion.
The students record their character diary for the agreed upon period. At least 10 entries must be made.
The diary entries are posted to AppSheets for asynchronous comparison as they read.
Once complete, the students construct a parallel chart illustrating the points of view of each character
side by side on the application. These charts are posted for the entire class to view.
Students select one character diary pair, other than their own, to write on the perspectives given by the
different characters in the book, and the voice used by these characters (Character Comparison
Analysis). This is posted on AppSheets and discussed in class.
Integration:
Students monitor their partners character diary entries as they also record theirs in AppSheets.
The students create a parallel comparison chart with their reading partner for the two characters they
followed for in the story.
The class chooses a character pairing from a book they they did not read about and describe how the
perspectives are the same or different.
Resolution:
Students complete a Character Completion Analysis for characters from a book they did not read.
Social Presence Outcomes
Communication:
Students:
Post their character diary entries in the AppSheets application.
Monitor their reading partners character to examine perspective and voice for similar events.
Discuss perspective and voice for characters in varied contexts.
Collaboration:
Collaboratively complete a character comparison chart.

Teacher Presence
Teacher monitors and mediates throughout:
Assisting with partnering
Constructing reading partner groups
Presenting differentiated options as necessary
Providing formative feedback as necessary
Providing summative feedback through assessment rubric
Assessment:
 Activity Design Template
Assessment rubric: Voice

Topic:
Voice

Objectives:
 Activity Design Template

At the end of the module, students will be able to:

Vary voice in personal writing style as determined by context

Identify and be able to write in various styles and voice

Write a persuasive critical article stating opinion or editorial of a current or relevant event

Develop an awareness of community cultural diversity

Develop an awareness of alternate points of view with respect to events and people

Curriculum Outcomes:
Refer to writing traits assessment rubric
Evidence of authors style, personality, and experience to the Appropriate Achievement Students level:
Skillfully connect the audience to the topic
Show care and commitment to the topic
Generate strong feeling, energy, and individuality
Appropriate achievement will illustrate writing that:
Demonstrates an engagement with subject
Includes glimpses of personal style
Strong achievement will illustrate writing that:
Demonstrates an awareness of audience and an engagement with subject
Includes sensory language or detail that creates a sense of voice or personal style

Prerequisites:
Initial ESLA assessment to indicate individual writing trait strengths and weaknesses.
Student assigned a specific module.
Students familiar with Student User Guide
Technology Requirements:
Internet access
Mobile device
AppSheets application downloaded
Activity Delivery:
In-app or other digital technology at the choice of the student

Activity Description:
 Activity Design Template
Culture Fest
Students are tasked with researching what elements make their cultures/heritage unique, such as food,
traditional clothing, dance, vernacular/language, festivals, landmarks, religious, or other cultural
theme and report in an informal voice on an element of the culture from their familial region. They are
encouraged to interview family members to access the information.

Time Frame:
Two class periods to complete the cultural element research.
One week outside of class time to collect cultural element information.
Two class periods to complete the cultural element report.
Cognitive Presence Outcomes
Triggering Event:
Each person has cultural influences from their families to the regions they grow up in. How do these differing
backgrounds affect a particular cultural element?

Exploration:
An informal class survey is taken with the results communicated to the students. From this, the
regions students are from is marked on a map, be it within a country or from a more global
perspective.
Students are tasked with researching what elements make their cultures/heritage unique, such as food,
traditional clothing, dance, vernacular/language, terrain of their home, cultural festivals, religious or
secular observances, and symbolism.
Students use a variety of sources to gather data on their particular cultural elements. Of particular
importance will be if the students can access the information from family members. From this, they
choose one element on which to concentrate.
From the information they gather on their culture, the student writes an approximately 300 word
exposition on the element of their culture they chose. The students are to provide an informational
piece that is written in a personalized style. Use of cultural vernacular with explanations should be
encouraged. Various related media can be used to illustrate the piece, but the concentration is on the
written portion of the activity.
Once complete, the students will post their approximately 300 word piece to AppSheets, creating a
cultural mosaic representing all members of the class. Choosing one other persons write-up that
focuses on the same cultural element type, the students collaborate to write a comparative piece on the
similarities and differences between cultures/regions.
This is posted on AppSheets and discussed in class.
Integration:
Students gain sense of place from the origins of all students in the class.
Students compare and contrast cultural elements in a commonly composed written work.
Resolution:
Students complete comparative analysis of similar cultural elements from differing regions/cultures.
Social Presence Outcomes
Communication:
 Activity Design Template
Students:
Post their cultural element report on AppSheets.
Mediate pairings for comparative analysis of similar cultural elements.
Collaboration:
Collaboratively complete a cultural mosaic comparison.

Teacher Presence
Teacher monitors and mediates throughout:
Creating suitable pairings for the cultural mosaic comparison.
Presenting differentiated options as necessary
Providing formative feedback as necessary
Providing summative feedback through assessment rubric
Assessment:
Assessment rubric: Voice
 Activity Design Template

Topic:
Content
Objectives:
At the end of this module, students will be able to:
Develop a topic into a well organised paragraph
Expand paragraphs into well supported five paragraph essays, staying focused on one topic
Be able to thoughtfully reflect on their own work and the work of others in terms of
cohesiveness throughout a written task.
Curriculum Outcomes:
Engage students in authentic and worthwhile communication situations.
Allow students to construct meaning, connect, collaborate, and communicate with each other.
Form essential links between the world of the text and their own world.
Give them a sense of ownership of learning and assessment tasks (New Brunswick Department of Education
Curriculum Development Branch, 1998, p. 9)
Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of
audiences and purposes.
Students will be expected to use a range of strategies to develop
effective writing and other ways of representing, and to enhance
clarity, precision, and effectiveness (New Brunswick Department of Education Curriculum Development Branch, 1998,
p. 16)
Prerequisites:
Initial ESLA assessment to indicate individual writing trait strengths and weaknesses.
Student assigned a specific module.
Students familiar with Student User Guide
Technology Requirements:
Internet access
Mobile device
APP downloaded
Activity Delivery:
entirely in-app
Activity Description:
Media Reflection
Students will reflect on a media link in the app, either written or visual. They will create a topic sentence expressing
their views toward the content and create a paragraph to provide greater detail and examples.
Time Frame:
Assigned on Monday, due on Sunday at 11:59pm.
Cognitive Presence Outcomes
Triggering Event:
Students are often given a topic to write about. By giving them a chance to have an opinion and write a
paragraph based on this they can learn how to defend and explain it properly
Exploration:
Beginning by viewing or reading a media link, they will have an immediate reaction. After this experience, they can
now reflect on that reaction and describe it, bring in other examples, find ways to share it effectively.
Integration:
 Activity Design Template
Students will comment on each others posts, adding their own opinions and views. They must understand the authors
opinion and reflect how they agree or disagree.
Resolution:
Not applicable in this lesson. May be apparent on second ESLA test.
Social Presence Outcomes
Communication:
Students will post their responses and explanations in the APP. Students will comment on each others posts.
Collaboration:
No direct collaboration, but some collaborative learning may be achieved via feedback.
Teacher Presence
Teacher to monitor responses and provide feedback, especially in the case of misconceptions.
Teacher will provide feedback through rubric.
Assessment:
Assessment rubric: Content
 Activity Design Template

Topic:
Content
Objectives:
At the end of this module, students will be able to:
Develop a topic into a well organised paragraph
Expand paragraphs into well supported five paragraph essays, staying focused on one topic
Be able to thoughtfully reflect on their own work and the work of others in terms of
cohesiveness throughout a written task.
Curriculum Outcomes:
Engage students in authentic and worthwhile communication situations.
Allow students to construct meaning, connect, collaborate, and communicate with each other.
Form essential links between the world of the text and their own world.
Give them a sense of ownership of learning and assessment tasks (New Brunswick Department of Education
Curriculum Development Branch, 1998, p. 9)
Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of
audiences and purposes.
Students will be expected to use a range of strategies to develop
effective writing and other ways of representing, and to enhance
clarity, precision, and effectiveness (New Brunswick Department of Education Curriculum Development Branch, 1998,
p. 16)
Prerequisites:
Initial ESLA assessment to indicate individual writing trait strengths and weaknesses.
Student assigned a specific module.
Students familiar with Student User Guide
Technology Requirements:
Internet access
Mobile device
APP downloaded
Activity Delivery:
entirely in-app
Activity Description:
Self Introduction
Students will introduce themselves and their hobbies in a five paragraph essay form. They will be sure to add details
and examples to support the main idea. They will provide additional details and examples to the work of other students.
Time Frame:
Assigned on Monday, due on Sunday at 11:59pm.
Cognitive Presence Outcomes
Triggering Event:
Students get a chance to know each other better. They also get a chance to show their writing skills in relation
to a well known topic, themselves and their interests.
Exploration:
Beginning with an introduction of their hobbies, students must describe these hobbies in more detail, to the extent of
writing a paragraph. They must communicate one idea with many sentences.
Integration:
Students will comment on each others posts, adding their own examples and further detail to what the author
submitted.
Resolution:
 Activity Design Template
Not applicable in this lesson. May be apparent on second ESLA test.
Social Presence Outcomes
Communication:
Students will post their responses and explanations in the APP. Students will comment on each others posts.
Collaboration:
No direct collaboration, but some collaborative learning may be achieved via feedback.
Teacher Presence
Teacher to monitor responses and provide feedback, especially in the case of misconceptions.
Teacher will provide feedback through rubric.
Assessment:
Assessment rubric: Content
 Activity Design Template

Topic:
Content
Objectives:
At the end of this module, students will be able to:
Develop a topic into a well organised paragraph
Expand paragraphs into well supported five paragraph essays, staying focused on one topic
Be able to thoughtfully reflect on their own work and the work of others in terms of
cohesiveness throughout a written task.
Curriculum Outcomes:
Engage students in authentic and worthwhile communication situations.
Allow students to construct meaning, connect, collaborate, and communicate with each other.
Form essential links between the world of the text and their own world.
Give them a sense of ownership of learning and assessment tasks (New Brunswick Department of Education
Curriculum Development Branch, 1998, p. 9)
Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of
audiences and purposes.
Students will be expected to use a range of strategies to develop
effective writing and other ways of representing, and to enhance
clarity, precision, and effectiveness (New Brunswick Department of Education Curriculum Development Branch, 1998,
p. 16)
Prerequisites:
Initial ESLA assessment to indicate individual writing trait strengths and weaknesses.
Student assigned a specific module.
Students familiar with Student User Guide
Technology Requirements:
Internet access
Mobile device
APP downloaded
Activity Delivery:
entirely in-app
Activity Description:
Hows the Weather?
Students will write and essay related to the current weather, first describing the weather, providing positive and
negative aspects to having such weather, concluding with their preference of the current weather.
Time Frame:
Assigned on Monday, due on Sunday at 11:59pm.
Cognitive Presence Outcomes
Triggering Event:
The weather is something often discussed in passing but not really of deeply. By creating a focused opinion
essay on a simple topic like weather, students are being prepared to take those formatting skills to more
complex topics
Exploration:
Students must think beyond their preference and themselves to consider people who may benefit and people who may
suffer due to current weather. They must look beyond themselves when describing these positive and negative aspects.
They may have a new opinion related to the weather by the end of the assignment.
Integration:
Students will comment on each others posts, adding their own examples and further detail to what the author
submitted.
Resolution:
Not applicable in this lesson. May be apparent on second ESLA test.
 Activity Design Template
Social Presence Outcomes
Communication:
Students will post their responses and explanations in the APP. Students will comment on each others posts.
Collaboration:
No direct collaboration, but some collaborative learning may be achieved via feedback.
Teacher Presence
Teacher to monitor responses and provide feedback, especially in the case of misconceptions.
Teacher will provide feedback through rubric.
Assessment:
Assessment rubric: Content
 Activity Design Template
Topic:
Content
Objectives:
At the end of this module, students will be able to:
Develop a topic into a well organised paragraph
Expand paragraphs into well supported five paragraph essays, staying focused on one topic
Be able to thoughtfully reflect on their own work and the work of others in terms of
cohesiveness throughout a written task.
Curriculum Outcomes:
Engage students in authentic and worthwhile communication situations.
Allow students to construct meaning, connect, collaborate, and communicate with each other.
Form essential links between the world of the text and their own world.
Give them a sense of ownership of learning and assessment tasks (New Brunswick Department of Education
Curriculum Development Branch, 1998, p. 9)
Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of
audiences and purposes.
Students will be expected to use a range of strategies to develop
effective writing and other ways of representing, and to enhance
clarity, precision, and effectiveness (New Brunswick Department of Education Curriculum Development Branch, 1998,
p. 16)
Prerequisites:
Initial ESLA assessment to indicate individual writing trait strengths and weaknesses.
Student assigned a specific module.
Students familiar with Student User Guide
Technology Requirements:
Internet access
Mobile device
APP downloaded
Activity Delivery:
in-app, and in class small group discussion
Activity Description:
Favourite Character
Students watch two episodes of a TV Series and choose a favourite character. They write a short essay on the character
and find other students who watched the same show to read and discuss their selection. After the discussion, they write
a reflection of the group discussion surrounding their choice.
Time Frame:
Assigned on Monday, due on Sunday at 11:59pm.
Cognitive Presence Outcomes
Triggering Event:
Many students watch TV in their native language, but getting them to watch a show in English, voluntarily
can lead to a lot of listening practice. By having them invested in two episodes and connecting them with a
group, a genuine interest in the show may occur..
Exploration:
Rather than summarise the plot of a show, students watch with the knowledge they must choose a favourite character.
As they are watching, they will be looking at what each character does, their personalities, and how it lines up with
their personal character and values.
Integration:
Students will discuss their favourite characters in greater detail with a group. They will look at similarities between
them and why that is a good or bad choice.
Resolution:
Not applicable in this lesson. May be apparent on second ESLA test.
 Activity Design Template
Social Presence Outcomes
Communication:
Students will discuss their viewpoints with other students directly.
Collaboration:
Students will choose groups based on the show they chose to watch. .
Teacher Presence
Teacher to monitor responses and provide feedback, especially in the case of misconceptions.
Teacher will provide feedback through rubric.
Assessment:
Assessment rubric: Content