ELMO Document Camera
By: Lisa Ali (Featuring Ms. H)
How can an ELMO be utilized in an English class?
Our English department recently obtained some brand new ELMO document cameras in my school. The English teachers were not using it and the English A.P asked if I would work with another teacher to utilize this tool in her classroom. Together we came up with this lesson where she used the ELMO for her mini lesson. It was a very successful lesson that I thought would be perfect for a PD for all English teacher who are willing to give it a try!
For this lesson, the teacher will model peer-revision using a counterclaim paragraph projected on the ELMO document camera to demo assessment through written feedback. The involvement of students, as far as possible, in the analysis and constructive criticism of their own work is a key aspect of effective feedback. If the teacher is the only person giving feedback, the balance is wrong and the students become powerless, with no stake in their learning. By modeling this process, students will be able to become more involved (questioning, sharing opinions, provide thought provoking feedback, etc.) in the process of self assessment and peer assessment. Self and peer assessment have the potential to help students become more aware of the goals of their learning and of the ways in which they can improve their own work to achieve these goals. As this awareness grows, pupils become more autonomous learners.
For the ELMO PD:
How can English teachers use the ELMO effectively within their instruction?
For the lesson:How do I identify the important and relevant details in a piece of informational text?
How do I use evidence from an informational text to develop an argumentative claim?
CCSS Covered in Lessons:
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
claim, thesis, counterclaim, topic sentences, supporting detail, clincher, transitional phrases, textual analysis, rebuttal, evidence, peer-assess, self-assess, comma splice, sentence fragment, run-ons,
Argument Essay draft, Peer/Self-Assessment Checklist (attached), Argument Essay Rubric (attached), PINs (post-it notes), ELMO document camera
Turn & talk: When you look for feedback, what type of information are you looking for?
-10-12 min-Modeling Peer-Assessment
T. will demonstrate how to give feedback to another writer using constructive criticism. T will model peer-revision using a counterclaim paragraph projected on the ELMO document camera to demo assessment through written feedback. T. will use comment codes used by writers to provide feedback. T. will use PINs (post-it-notes) to attach three commendable aspects of the paragraph along with three areas that the writer can improve upon. The purpose of the demo is to allow students to model their own peer-assessments based upon the T. model.
Ss are stationed in groups following the workshop model. Each table is designated a component of the argument essay students will focus on (see classroom map attached). Table leaders are assigned to each table to assist students in self and peer-assessment. Table leaders were selected on their well-developed argument essays. Students will practice their assessment skills by peer editing a piece written by a classmate. Students will use the checklist to check-off each task and submit the checklist at the end of the period.
☐ 1. Find my workstation
☐ 2. Switch my argument essay with a partner
☐ 3. Read my peer’s paragraph with the asterisk
☐ 4. Assess my peer’s paragraph by providing compliments, suggestions, and corrections. (use the chart below)
☐ 5. Complete one PIN and write 3 compliments
☐ 6. Complete another PIN and write 3 suggestions for revision
☐ 7. On the PIN, rate the paragraph 1 (Inadequate) 2 (Developing) 3 (Proficient) 4 (Skilled) 5 (Exceptional)
☐ 8. Return the essay and the PINs to my partner.
☐ 9. Review my own essay and read the feedback.☐ 10. Self-assess: I plan to use peer-feedback to revise my essay by…