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Hirsch

This lesson plan has students summarize books they have read in the style of a Twitter post with hashtags and the author's handle. Students will create a tweet with 1 hashtag for a key term, the book title as a hashtag, and the author's handle. They will submit their tweets on a Google Slide for the teacher to assess. The teacher will model an example, provide instructions and examples, and allow class time to create and discuss the tweets to meet standards around analyzing themes, responding creatively to texts, using digital media, and developing vocabulary.

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250 views3 pages

Hirsch

This lesson plan has students summarize books they have read in the style of a Twitter post with hashtags and the author's handle. Students will create a tweet with 1 hashtag for a key term, the book title as a hashtag, and the author's handle. They will submit their tweets on a Google Slide for the teacher to assess. The teacher will model an example, provide instructions and examples, and allow class time to create and discuss the tweets to meet standards around analyzing themes, responding creatively to texts, using digital media, and developing vocabulary.

Uploaded by

api-586047003
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LIS 525: School Media Center Practicum Cecelia Hirsch

Prof. Susan Allen

Lesson: Book Tweet


Teacher Name: Cecelia Hirsch Subject/Content Area: English
School: W.C. Mepham High School Grade Level: 9th grade
Date: Wednesday, February 9, 2022 Unit of Study: Independent Reading

Standards

Next Generation Standards


• 9-10R2: Determine one or more themes or central ideas in a text and analyze its
development, including how it emerges and is shaped and refined by specific details;
objectively and accurately summarize a text.
• 9-10W4: Create a poem, story, play, artwork, or other response to a text, author, theme or
personal experience; demonstrate knowledge and understanding of a variety of techniques
and genres. Explain divergences from the original when appropriate.
• 9-10SL5: Make strategic use of digital media and/or visual displays in presentations to
enhance understanding of findings, reasoning, and evidence, and to add elements of interest
to engage the audience.
• 9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and
phrases, choosing flexibly from a range of strategies.
• 9-10L6: Acquire and accurately use general academic and content-specific words and phrases,
sufficient for reading, writing, speaking, and listening; demonstrate independence in applying
vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
Empire State Information Fluency Continuum 9-10
• Anchor Standard II – Multiple Literacies: Use Multiple Literacies to Explore, Learn, and
Express Ideas
o 2.1: Information-fluent learners use multimedia literacy skills and knowledge to
deconstruct and learn from texts in multiple formats through comprehension,
analysis, interpretation, and evaluation.
o 2.2: Information-fluent learners present their learning and ideas by constructing
messages using multiple, authentic formats appropriate for the purpose and
audience.
• Anchor Standard IV – Personal Growth and Agency: Engage in Personal Exploration, Social
and Emotional Growth, Independent Reading and Learning, and Personal Agency
o 4.1: Information-fluent learners use information and ideas presented in any format to
reflect on and pursue personal interests, develop strengths, and engage in
personalized and independent learning.
National School Library Standards
• V.A.1: Learners develop and satisfy personal curiosity by reading widely and deeply in
multiple formats and write and create for a variety of purposes

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LIS 525: School Media Center Practicum Cecelia Hirsch
Prof. Susan Allen

Learning Objectives

• Using the style of Twitter, students will create a short summary that hints at the story of a
book they read. Students will include a minimum of 1 hashtag key term/phrase, a hashtag for
the book title and the book author’s Twitter handle.
• Students will submit their “Book Tweet” via the Book Tweet Submission Google Slide posted in
their Google Classroom.

Instructional Materials

• Book Tweet Google Slide Presentation


• Book Tweet Handouts
• Book Tweet Submission Google Slide
• Lettercount.com
• SMARTBoard

Academic Language

• Twitter Specific Vocabulary


o Hashtag – used to engage in ongoing conversations about specific topics
o Username or Handle – how one is identified on the social media site.
o Characters – includes letters, numbers, spaces, and punctuation
• Qualifier – used to attribute a quality to another word

Instructional Procedure

● Ask students if they are familiar with Twitter. Ask if they currently use Twitter and why.
● Present the Book Tweets Google Slide on the SMARTBoard.
o Guiding questions during the presentation:
▪ What is the # symbol? What is the @ symbol?
▪ How do we apply this social media concept to the books you’ve read?
▪ What can you tell about the books in these examples?
 Genre, main character name, name of book, author name
 Would you read this book?
▪ What do you think are the challenges of being limited to 280 characters?
● Distribute and review the Book Tweet Handout
● Show teacher created example on the SMARTBoard.
o Explain that they will be creating their tweets on the Book Tweet Submission Google
Slide located in Google Classroom
● Students will spend the remainder of class creating their Tweet and submitting via Google
Slide.
● Show completed tweets on the SMARTBoard.
o Whole class discussion critiquing student’s tweets.

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LIS 525: School Media Center Practicum Cecelia Hirsch
Prof. Susan Allen

Differentiation/Planned Support/DEI Principals

● Colored handouts are provided with explicit instructions.


● Includes multiple modes of direct instruction; class instruction, and visuals to accommodate
different learning styles.
● Teacher modeling is designed to show students what is expected.

Informal Assessment

Students will be observed working on their Book Tweets via the Submission Google Slide. By using a
shared document, the teacher can monitor each student’s progress, stepping in and addressing any
confusion, finding opportunities to highlight possible improvements on tweets, or spotlight well
written tweets with the whole class or individuals.

Formal Assessment

Students will complete their Book Tweet either in class or as a homework. The English teacher will
assess the final tweets.

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