Lesson Objectives
Objective(s):
ISTE-S Standards:
- Students will analyze an AP-style prompt and evaluate classmates' evaluations of AP-style prompts.
ISTE-S Standards:
- Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
- Students demonstrate a sound understanding of technology concepts, systems, and operations.
Student Directions
- First, you will create a student Thinglink account. To view a video tutorial on this step, click here.
- Second, you will upload and annotate your Thinglink image. The image for this assignment is the AP analysis prompt that your plan to analyze. To view a video tutorial on this step, click here.
- Third, once you have completely annotated your Thinglink image, you will upload that image to a new Padlet discussion that you have already created specifically for this assignment.
- Fourth, in class, you will share your Padlet discussion link with your small group members. That way, your group members can comment on your annotations.
- Fifth, once everyone in your small group has commented on your Padlet discussion, or you have run out of class time for the discussion, you will post your Padlet link to our Edmodo page. Be sure to upload the link to the small group discussion for your class period and not the entire 11 AP Edmodo page.
- Sixth, after your teacher has uploaded added all of the Padlet links to separate folders on Edmodo (one for the Marquart passage, one for the JFK speech, and one for the Florence Kelley speech), you will peruse all of the Padlet discussions in order to prepare yourself for writing the AP analysis essay that accompanies one of these three prompts. Exploring all of these Padlet discussions (from both your class period and the other class period that I teach) will help you create a more well-rounded analysis of the prompt's purpose and strategies for developing that purpose.
- Finally, with notes you have taken on the prompt of your choosing and your annotated prompt, you will write the essay in class in order to simulate the testing environment.
Teacher Directions
Important Note: All students need computers or iPads for this task, so you may need to ask students to bring their own (if your county/school allows it) or book a school computer lab.
TEACHER PREPARATION:
1. You should create Thinglink and Padlet accounts for yourself.
2. You should practice creating a Thinglink of your own. (See student tutorials for help creating your own Thinglink.)
DAY ONE
HOMEWORK FOR DAY ONE OR DAY TWO (IF STUDENTS DO NOT HAVE RELIABLE COMPUTER ACCESS)
DAY TWO
DAY THREE
The summative assessment is the actual essay that they write after completing these annotations, having these discussions, and browsing the other discussions.
TEACHER PREPARATION:
1. You should create Thinglink and Padlet accounts for yourself.
2. You should practice creating a Thinglink of your own. (See student tutorials for help creating your own Thinglink.)
DAY ONE
- In class, show students the Thinglink tutorials. (If all of your students have access outside of class, students can view this video and create accounts before coming to class. That way, you have much less troubleshooting with which to concern yourself.)
- In class, annotate an AP prompt together so that you can model the kinds of annotations you expect from your students and so that they can see the features of Thinglink. I chose a prompt that was different from the other three options they could choose from for their own annotations.
HOMEWORK FOR DAY ONE OR DAY TWO (IF STUDENTS DO NOT HAVE RELIABLE COMPUTER ACCESS)
- Outside of class (if your students have limited computer access, complete this portion in class), students create their own Thinglink images, which consist of one of three AP analysis prompts; they will annotate these prompts using Thinglink. I uploaded these prompts to Edmodo, my class webpage, for students so that they could simply download those images to their computer and then upload the image to Thinglink. See tutorial for uploading images to Thinglink.
- For homework, students upload their Thinglink image to a Padlet discussion. These directions are also in the tutorial from the previous step.
DAY TWO
- In class, students "present" their annotations to their small groups. (Note: students need computers or iPads for this task.) They should provide their Padlet discussion link to their group members; that way, everyone can comment on the annotations. At the end of class, students post their completed Padlet discussions on Edmodo. This way, everyone in class has access to everyone else's annotations and discussions!
- Since I also have a class Edmodo page, I added all of the student links to my Edmodo library. I created three folders, one for each passage students could choose to annotate. I put the Padlet discussion links into their respective folders.
- Students had three nights to browse all of the Padlet discussions in order to prepare for writing an essay in class. They could choose to write the essay that accompanied the prompt they annotated on Thinglink. Or, they could choose to write the essay that accompanied one of the other two prompts. During the discussions, some students might decide they connected better with a different passage, so they can write the prompt that suits them best.
DAY THREE
The summative assessment is the actual essay that they write after completing these annotations, having these discussions, and browsing the other discussions.
Artifact: Student Sample (on Thinglink)
Artifact: Student Sample (on Padlet)
In order to demonstrate Thinglink for my students, I modeled their first assignment for them. What is so great about Thinglink on Padlet? Well, it allows you to have a discussion around the image, and you can see all of the buttons/annotations right from Padlet without having to open an outside link to Thinglink's site.
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