Karen+Blog+Comments

=Blog/Edmodo Comment Analysis: What is the structure of comments?=

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 * **Title**: ||< What is the structure of a comment? ||
 * **Subject**: ||< Language Arts ||
 * **Grade**: ||< 2 ||
 * **Time Frame**: ||< Each lesson will take about 30 minutes. There are several lessons (each task bullet point may be 1-2 lessons), so this will take several weeks. ||
 * **Summary:** ||< The students will read and understand blog comments in order to write quality comments to communicate globally. ||
 * **Tasks**: ||< * Students will read a variety of teacher selected blogs and comments. The teacher may want to just select certain comments to read due to quality. (CCP - comments.flipchart)
 * After reading several blogs/comments, create an anchor chart about things they have noticed. For example, comments match posts, comments are polite, etc. (see example)
 * Students will re-read some comments and begin to determine the structure of the comments. Create and anchor chart of comment structure with 3 columns - beginning, middle, and end (BME). Students will begin to notice the elements that make the beginning, middle and end. This chart will be revised as students read and critique other samples and their understanding increases. (see example)
 * Teacher will give students a blog post and several mixed-up comments. The post can be put on Edmodo, so students can see a "real-world" example of the post they are work with. In a small group, students will cut up the comments and put them in order. Students will use the anchor chart as reasons for their choices and the order of the pieces. (Boosterthon Post and Mixed-up Replies.docx). Have students choose 1 group representative to join a fishbowl to discuss the order and reasons.
 * Repeat the above step with a comment that includes a pieces that doesn't fit, such as a reason doesn't match the opinion or a sentence that doesn't match the topic.
 * Assessment 1
 * Students will be given blog comments with variations. In a small groups, students will critique which comment it better and why. (Celebrating Kindness Critique.docx) ||
 * Objectives: ||< * Technology 2.2 a,d, 2.4 c, 2.5 a,b
 * LA 2.3 b, 2.13 ||
 * Assessment: ||< * Assessment 1 - Teacher will listen to student discussions to evaluate whether students are ready to move on by determining whether students can determine the BME of the comments and give appropriate reasons.
 * Assessment 2 - Teacher will evaluate comments on Edmodo to determine if student comments have a BME, whether it stays on topic, and whether the evidence/reasons are valid and connect to the opinion. ||
 * Resources: ||< * High quality blog comment examples
 * Edmodo
 * Paper copies of comments that are mixed up ||
 * **Teacher**
 * Reflections:** || * Challenging - My kids have used Edmodo in the past, so they had the attitude of "I already know how to use Edmodo, so this is lesson is pointless. Can I just get on and post?" I had some trouble getting started and having the kids buy in to the fact that the lessons were valuable and that they needed a certain quality level.
 * Tweak - Run mixed-up comments on different colored paper at first to make it easier for the kids the first time and only give one or two comments at a time. (Boosterthon Post and Mixed-up Replies.docx)
 * Went well - ||
 * **Examples**: ||< * [[file:CCP - comments.flipchart]]

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