Design Topic: Blogging to Learn

Subjects: English 1 & 2

Grades: 9 & 10

Designer: Amy Atchison

STAGE 1 DESIRED RESULTS

G
Unit Title: Blogging to Improve Literacy
Established Goals:
Students will improve independent reading, literary analysis, writing, and academic discussion skills
through the application of choice and blogging in connection with a self-selected novel.
Students will make a connection between their reading selection and the Texas Essential Knowledge
and Skills required for the course:
(2) Students will analyze, make inferences and draw conclusions about theme and genre in
different cultural, historical, and contemporary contexts and provide evidence from the text
to support their understanding. Students are expected to:
(C) relate the figurative language of a literary work to its historical and cultural
setting.
(5) Students will understand, make inferences and draw conclusions about the structure and
elements of fiction and provide evidence from text to support their understanding. Students
are expected to:
(A) analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots,
parallel plot structures) and compare it to linear plot development;
(B) analyze how authors develop complex yet believable characters in works of
fiction through a range of literary devices;
(C) analyze the way in which a work of fiction is shaped by the narrator's point of
view;
(13) Students will use elements of the writing process (planning, drafting, revising, editing,
and publishing) to compose text. Students are expected to:
(A) plan a first draft by selecting the correct genre for conveying the intended
meaning to multiple audiences, determining appropriate topics through a range of
strategies (e.g., discussion, background reading, personal interests, interviews), and
developing a thesis or controlling idea;
(B) structure ideas in a sustained and persuasive way (e.g., using outlines, note
taking, graphic organizers, lists) and develop drafts in timed and open-ended
situations that include transitions and the rhetorical devices used to convey meaning;
(C) revise drafts to improve style, word choice, figurative language, sentence variety,
and subtlety of meaning after rethinking how well questions of purpose, audience,
and genre have been addressed;
(D) edit drafts for grammar, mechanics, and spelling;
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Blogging to Learn

Subjects: English 1 & 2

Grades: 9 & 10

Designer: Amy Atchison

(26) Students will participate productively in teams, building on the ideas of others,
contributing relevant information.
Understandings: Students will understand that U

electronic posts and discussions can shape

the learning process.
unique features of the writers craft can
enhance meaning.
thinking critically to analyze a text beyond
its surface-level meaning can lead to deeper
understanding.
writers should consider their audience and
occasion while drafting.
the element of persuasion can gain the
interest of other readers.
the impact choice and blogging has on their
learning process.

Students will know:

Essential Questions:

What is blogging?
How can electronic writing and collaboration
enhance the learning process?
How can nuances in the writers craft enhance
the art of storytelling?
How does deeper analysis lead to the
improved comprehension of the reading?
Why should a writer consider the purpose,
audience and occasion while writing?
How can the art of persuasion draw the
interest of other readers?
How can choice and blogging enhance the
learning process?

Students will be able to:

the fundamentals of blogging.

the basics of good writing.
literary terms and devices.
characterization using S.T.E.A.L.
etiquette for academic discussion.
persuasive appeals.
how to choose a platform and create a
video.

independently select a text and analyze the

elements of the writers craft.
create and maintain a personal site with a blog
page.
to participate in academic discussions
electronically.
craft a blog post while focusing on proper
grammar, usage, and mechanics.
use the elements of persuasion to draw new
readers.
reflect on their own learning.

STAGE 2 ASSESSMENT EVIDENCE

Performance Tasks:

Review scholarly articles to gain background

information about blogging.
Review exemplar student blogs and consider
how blogging might enhance learning.
Review example ePortfolios to glean ideas
for design.
Decorate ePortfolios, craft
introductions and set up blog pages.
Read library books each class period while
connecting comprehension to digital

Other Evidence:

OE

A series of twelve blog entries will be used to

further assess learning.
Observation of student engagement with the
literature.
Analysis of written and oral discussions about
the literature.
Evidence of continued independent reading
beyond the completion of the unit.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Blogging to Learn

Subjects: English 1 & 2

Grades: 9 & 10

Designer: Amy Atchison

communication, reflection, and

collaboration.
Create a book trailer video using a selfselected platform to showcase the selection
through pictures, text, and analysis.
Comb through the blogs of other classmates
and find two new books to read.

Student Self-Assessment and Reflection:

SR

Reflect on the reading by creating blog reflections.

Analyze and comment on the blogs written by other classmates.
Analyze student-created book trailers to select future readings and provide rationale behind those
choices.
Reflect on independent reading unit.

STAGE 3 LEARNING PLAN

Summary of Learning Activities:
1. Read the following articles: Blogging to Learn and Start a Reading Revolution: Flip Your Class
with Blogs. W
2. Visit the exemplar student blogs in the second article and consider how blogging might enhance your
own learning. W E-2
3. Prepare answers to corresponding questions and be prepared to discuss during a Socratic Seminar.
Note: If you are not in the inner circle, you will answer the questions through Todays Meet. E
4. View example sites posted on Google Classroom. EH
5. Receive log-in information from the teacher and design your site. Be sure to include an
introduction and blog page. TO
6. Share the link for your completed site on Google Classroom. E-2

7. Find other students who have similar interests and comment on their introductions. This information
will be used to set up collaborative groups. HT

8. Divide into homogenous groups based on the genre and premise of their books. T
9. Read library books. E
10. Blog Post #1-Write a plot overview and introduce characters and setting. How are they important to
the text? Comment on two other blog posts within your collective. HE-2O
11. Read library books. E

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Blogging to Learn

Subjects: English 1 & 2

Grades: 9 & 10

Designer: Amy Atchison

12. Blog Post #2-Discuss any conflicts the antagonist has encountered so far, and the nature of the
conflict, (i.e. man vs. nature, man vs. self, etc.). Make a prediction as to how the conflict might play a
part in the climax of the novel. Comment on two other blog posts. HE-2O
13. Read library books. E
14. Blog Post #3-Explain the historical implications of the novel. What is going on in the world to influence
the events in the story? Comment on two other blog posts. HE-2O
15. Read library books. E
16. Blog Post #4-Characterize a major character in the book using the elements of S.T.E.A.L. (Speech,
Thoughts, Effect on Others, Action, Looks). How do these attributes enhance the plot of your novel?
Comment on two other blog posts. HE-2O
17. Read library books. E
18. Blog Post #5-Discuss any unique dialects or language found within the book. How does this illustrate
the time period of the novel or help illustrate the characters? HE-2O
19. Read library books. E
20. Blog Post #6-Discuss the antagonist in your novel and explain how he/she is impacting the storyline.
Comment on two other blog posts. HE-2O
21. Read library books. E
22. Blog Post #7-Discuss any connections you have made between your book and another written work.
This can be a book, movie, poem, historical event, current event, or personal connection. Comment
on two other blog posts. HE-2O
23. Read library books. E
24. Blog Post #8-Discuss the climax of the book and how it is resolved. Comment on two other blog posts.
HE-2O
25. Go back and skim books while documenting literary devices. ERE-2
26. Blog Post #9-Discuss any literary devices you come across and explain how they enhance the text. Be
sure to include at least ten. Comment on two other blog posts. HE-2O
27. Create book trailer video using the electronic platform of your choice. HE
28. Blog Post #10-Write a post convincing the class to read the novel you have been studying. Be sure to
embed your book trailer within your post. HE-2O
29. Post the links for your blog on Google Classroom. E
30. Comb through the blogs of other classmates until you find two new books you would like to read. ER
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Blogging to Learn

Subjects: English 1 & 2

Grades: 9 & 10

Designer: Amy Atchison

31. Blog Post #11-Write a post explaining the next two novels you would like to read and why. Comment
on the blogs of the two students who persuaded you to read their books while explaining how their
work had an impact on you. HE-2O
32. Reflect on independent reading unit. R
33. Blog Post #12-Write a reflection post discussing what you liked and didnt like about independent
reading and the connecting blog entries you composed. Do you think this framework enhanced your
learning process? Why or why not? Do you think the unit enhanced your desire to read more? Why or
why not? R

References
Johnson, B. (2012, March 08). College Readiness: Writing to Learn. Retrieved from
https://www.edutopia.org/blog/college-readiness-writing-to-learn-ben-johnson
Sztabnik, B. (2014, October 17). Start a Reading Revolution: Flip Your Class With Blogs. Retrieved from
https://www.edutopia.org/blog/flip-ela-class-with-blogs-brian-sztabnik
Wiggins, G., & Mctighe, J. (2005). Understanding by Design, Expanded 2Nd Edition. Danvers, MA: Association for
Supervision and Curriculum Development.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)