Grade 2 Communication and Collaboration: Global Communication/Blogging (In Development)

Grade 2 Creative Communicator/Global Collaborator

Lesson: Global Communication/Blogging

A lesson seed collection is a menu of ideas that can be used to build a lesson. To build a lesson, select a Motivator Seed, a Lesson Seed, and a Assessment & Closure Seed. Use the Additional Activities and Resources for additional ideas, and remember to cue videos prior to instruction in order to avoid advertisements.

HCPSS Content Standards

Reading

SL1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

Writing

W2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develope points, and provide a concluding statement or section.

W6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

Math

MP1 Make sense of problems and persevere in solving them.

MP5 Use appropriate tools strategically.

Stem

3. Interpret and Communicate STEM Information.
7. Apply Technology Strategically.

Essential Questions

What does effective communication look and sound like?

Outcomes

Students will share curriculum-related (grade or content level specific) concepts with their classmates, families, and others using developmentally appropriate online curriculum-based resources (e.g., online songs, stories, artifacts, and information about their lives, communities, and cultures.).

Vocabulary

describe
share
online resources

Teacher Considerations

Suggested Units for Integrating Content:
- Blogging format for Exit Tickets for any content area
- Health: Social and Emotional Health
- Social Studies: People in the Community, Urban-Suburban-Rural communities, Communities Change, Friendly Letters vs Email (Emoticons)
This lesson is designed for 2nd grade students who will be communicating via blogs, GAfE, and chat rooms while playing online games. To support this evolution, they will need to effectively communicate information and ideas to multiple audiences using a variety of media and formats. Prior to teaching this unit, students should have a strong understanding of internet safety and digital citizenship. (Canvas Link: Instructional Technology Teacher Curriculum>Grade 2>Digital Citizen).If using GAfE Links to an external site., consider teacher and student knowledge and prior use of GAfE. For more support, visit HCPSS GAfE Support site Links to an external site..
Blogging is a great introduction to two way communicating online. Students will draw on their experiences with social media and GAfE and apply what they know as they begin to compare and contrast various features of face to face vs. online communicating. In Standard 2.1, GAfE was used by students to collaborate while researching. In Standard 2.2, students will expand their repository of web 2.0 tools through the use of blogging as a form of communication.
Teacher Resources:

Motivator Seeds: Multiple Means of Engagement

Seed 1

Review the suggested video(s) on communication, “PBS Learning Media "Dragonfly TV Links to an external site.Praire Dog" Links to an external site. Links to an external site.or the "Wild About Ants Links to an external site.blog" Links to an external site.. Ask, What is communication? How do you communicate? Use an Interactive Whiteboard or Handheld Interactive Whiteboard (Mobi or Mimio) or W Links to an external site.ixie Links to an external site. to record responses. Lead students to add online communication formats (email, text, chat, blogging, commenting, Facebook, etc.) to the list but try to keep the list “unsorted.” Following the whole group lesson, save and share the whole class presentation with the class via the Hand-Out folder. Students can work individually or in pairs to sort the items into two categories - online vs face-to-face. After sorting, ask students to record one advantage and disadvantage of online and/or face to face communication.

Seed 2

Other question extensions: How did people communicate in the past? What parts of your body are used to communicate? How do individuals with special needs (ie hearing impaired, people who use augmentative communication devices, e.g., Stephen Hawking) communicate? How do you communicate emotions online?

Review rules for online collaboration (stay on topic) and communication (netiquette) before beginning to blog with students. Blogging is a great tool for exit tickets or sharing ideas related to any content area. When first beginning to blog, students should be creating an initial post (as opposed to commenting on others.) Students should remember to stay on topic and create a “rich” post with limited grammatical and spelling errors. Collaborate with the grade level team to create a “non-negotiables” list that align with the student’s writing activities. Remind students that the popularity of their post (and the amount of ‘replies’ they receive) will be related to the quality of their post. After students are comfortable with posting to a prompt, you can introduce commenting with Mrs. Yollis’ video

How to Write a Quality Comment! Links to an external site.

Encourage students to comment on a student who does not have a comment so that all feel included or assign “commenting partners” so everyone receives at least one comment. Use any blogging tool as an exit ticket and ask, “What is a blog? How can you use a blog? What do you like (don’t like) about blogs? How is a blog alike and different from having a face to face conversation?

Lesson Seeds: Multiple Means of Representation

Seed 1

“Common Sense Media” What is the Internet? Links to an external site.

Seed 2

Communication Resources:

“PBS Learning Media”Dragonfly TV/Prairedog" Links to an external site. Links to an external site.
“Wild About Ants” blog Links to an external site. includes audio files
“PBS Learning Media” interactive “Dot Mixer Links to an external site.” - Playing with sounds to communicate feelings. [Note: This can be used to show how music represents and creates feelings and emotions.]
“21 things 4 students: Q2: Emoticons” Links to an external site.

Seed 3

Suggested Tools for Communicating to Multiple Audiences:

Seed 4

Blogging Resources:

“BrainPOP” video and quiz Blogs Links to an external site. (A subscription is required.)
“Common Craft” Blogs in Plain English Links to an external site.

How to Write a Quality Comment! Links to an external site.

Seed 5

Suggested Tools for Publishing Collaborative Student Work:

Assessment and Closure Seeds: Multiple Means of Action and Expression

Seed 1

Compare similarities and differences between effective digital communication and non-digital communication.

Seed 2

Compare “VoiceThread Links to an external site.” for personal narratives or book reviews, wikis for descriptive writing, “KidBlog, Links to an external site.” “Weebly” Links to an external site. or Canvas discussion for daily exit tickets, “GAFE Links to an external site.” for research.

Seed 3

Use and create content products using age appropriate digital media facilitated by teacher.
Use “Rubistar Links to an external site.” to assess student work.

Seed 4

Respond to one of the following prompts via “KidBlog Links to an external site.:”

List 5 different ways that people communicate.
What is the best way to communicate with other students in your classroom? Why?
What is the best way to communicate with students in other schools? Why?
List one similarity and one difference between online and face to face communicating. How are face to face and online communicating the same and different?

Additional Activities and Resources

Modifications

Extensions

Feedback

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weblink icon Instructional Technology Feedback Form Links to an external site.

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