Glogster Lesson Plan: By Charlee Wiese, Tim Andress, Lexi Lucey, Jordan Peck

http://www.readwritethink.org/classroom-resources/lesson-plans/book-reportalternative-glog-30821.html?tab=1#tabs
Endorsement

Middle School

Subject

English Language Arts

Class

8th grade American Lit

Unit

1950-1900

Lesson

Book creation

Resources

Print: Textbook, Book

Non-Print: Websites, animations, pictures,
videos
NCTE/IRA- This builds the understanding of
text, themes, key words, and United States from
the time period of 1950-1900. Students will
understand the text of fiction, nonfiction,
classic and contemporary works of the time
period.
Students are required to have strategies to
comprehend, evaluate, and understand the text
and word identification strategies to
understand and comprehend text features.
Students will use the literature book of their
choice from the time period to apply their
knowledge of techniques, language, and create,
and discuss the text that is approved.
Students will participate in reflective, creative,
and present in spoken, written, and visuals to
accomplish their learning of the book.
This project will present an understanding of a
book of the students choice. Students will be
able to pick their own book of the time period
of 1950-1900 to get a better understanding of
the cultural literature throughout the time
period. Students will extend their knowledge of
their book through practicing making a
Glogster of information about the book by

Standard

Introduction

Technology Uses/Materials

Objectives

using literary terms used in glog: for example:

setting, conflict, resolution, climax, point of
view, characterization, and genre. To get the
most out of this assignment, students will need
to have knowledge of different types of ways to
apply their knowledges of comprehension,
evaluation, and understanding.
Students will chose a book out of the library to
fulfill the assignment. Students will need a
laptop or a computer. A projector, overhead or
whiteboard is required for others
presentations and examples.
Objective 1: Students will identify and
understand writing techniques in the time
periods of 1950-1900
Objective 2: Students will be able to
communicate terms and visual and written by
producing a glog.
Objective 3: Students will collaborate with
other students to share and compare glogs.

Preparing the Students

Assessment of Student Learning

Objective 4: Students will extend their

technology information to be creative and
improve their learning to supported by videos,
visuals, text, and website information.
To make sure that the students are prepared, in
class it is essential that students know literary
terms and expectations of the project. Students
will also have the opportunity to check out a
library book (from the correct time period,
might have to research before hand) to do their
report on.
Students will be learning through all of the
stages of Blooms Taxonomy:
Remembering: Students will use their book to
recall facts on information in the book. For
example who, what, how, and why.
Understanding: Students must understand the
story in the sequence of events that happen
throughout the story.
Applying: Students will apply the information
from the story to literary terms that were
discussed prior to the less.

Analyzing: Students will need to correctly

analyze the story of their choice on why and
how certain themes and characters fit into the
puzzle
Evaluating: Students will need to make
corrections to their own work, while helping
others. Using the rubric will help them get a
standard to what the expectation is.
Create: Students will design a glogster dealing
with literacy terms, visuals, and creativeness to
share with the class.
Students are graded on certain things that are
required from the rubric. These students will
use a book to break down information within
the book.
Lesson Sequence

Measurement of Success

1. Students will get 2 weeks outside of

class (some in-class reading time) to
finish a book of their choice from the
time period of 1950-1900.
2. Inside of class, students will be learning
about certain literary terms and themes.
3. After the two weeks are up, the students
will see a sample glog. The rubric will
then be handed out, and will go over the
sample glog.
4. Students will get his/her password.
They will then receive time to work on
the glogs. This will give them time to ask
questions, search for links, photos, and
videos that pertain to their book.
5. Give students enough time to create and
feel accomplished about their final
product.
6. Have the students present their glogs to
the class. As a teacher, this could lead
you to publish the students work to
create a since of accomplishment. (If
mentioned the publishing before may
motivate students to work harder or be
more creative with their final product).
One of the key measurements of success for
this project would be the requirement on the
rubric. Some of the requirements would how
well their time was spent in the classroom, how

creative and appealing to the eye it was, if they

used literary terms discussed in class in the
appropriate manner, if the correct number of
visuals, graphics, and video sources, correct
spelling and grammar, and title and author
clearly presented.