Social Media Writing Lesson Plans for YouTube, Facebook, NaNoWriMo, CreateSpace: Bonus Intro to Blogger, by Erik Bean, Emily Waszak
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Social Media Writing Lesson Plans for YouTube, Facebook, NaNoWriMo, CreateSpace: Bonus Intro to Blogger, by Erik Bean, Emily Waszak
Free Ebook PDF Online Social Media Writing Lesson Plans for YouTube, Facebook, NaNoWriMo, CreateSpace: Bonus Intro to Blogger, by Erik Bean, Emily Waszak
Your students are already using social networks. Why not take their lessons to where they spend much time? Social Media Writing Lesson Plans published by Westphalia Press imprint of the Policy Studies Organization, Washington, D.C. is geared towards secondary and higher education English and composition teachers and features blended and 100 percent online lessons presented at several conferences including: Beatnik Poetry YouTube Writing Lesson and Youtube Controversial Issue Summary and Rebuttal, as well as others for Facebook, NaNoWriMo, Blogger, and CreateSpace. Observe several non-indexed hyper-linked classroom tested examples and adapt to your class accordingly. Book includes non-fiction, fiction, and online engagement rubrics aligned to Common Core Writing Standards. More info? Visit: http://www.socialmedialessonplans.com
Social Media Writing Lesson Plans for YouTube, Facebook, NaNoWriMo, CreateSpace: Bonus Intro to Blogger, by Erik Bean, Emily Waszak- Amazon Sales Rank: #2648036 in eBooks
- Published on: 2015-03-02
- Released on: 2015-03-02
- Format: Kindle eBook
Review Jill Spencer, Board Member, Maine Association for Middle Level Education (MAMLE) "...Bean and Waszak provide original projects supported with rich digital resources, a detailed instructional approach, and assessment strategies are designed to be intellectually challenging and engaging for the contemporary 6-12 student. This is a book full of ideas and how-tos that will excite you and your students."John H. Shrawder, Director, Teaching for Success, National Faculty Success Center "Bean and Waszak do a masterful job in highlighting the advantages and benefits of using social media to enable creative and engaging lessons. Well researched and written, this book provides invaluable step-by step-lesson creation and management strategies needed to master the educational use of top social media sites. Instructors will find this eminently readable handbook saves countless hours of frustration and backtracking compared with jumping into this complex area of cyberspace."Karen Salsbury, ELA teacher, North Kansas City Public Schools "I eagerly tested a YouTube lesson adapted for my class. My students had so much fun. They had no idea they were becoming mini subject matter experts as they created video summaries for our class YouTube channel. I immediately saw cross curriculum ties with science and social studies. I highly recommend the social media lessons in this book for teachers everywhere!"
From the Author The biggest misconception about using social media for writing lessons is that the process to set up a classroom site is complicated. Setting up a private YouTube or facebook class site takes no more time than many instructors spend perusing through their own social networks. For novice and social network savvy instructors, a typical class site can be set up in about an hour or two, no than the time investing in any lesson plan instructions, putting it to good classroom use. One of my first and foremost teaching philosophies is to engage students, connect with them. I wouldn't want to be in a class where I did not feel engaged or excited about the lessons. As a teacher myself, I know how important it is to "reach" my students. Learning can be fun and at the same time, students can walk away with the appropriate learning outcomes. Last year, Emily Waszak who also is passionate about engaging students, and I first wrote a book entitled, WordPress for Student Writing Projects. While that book was selling well, readers told us they wanted more plans for a variety of different social networks. We inherently knew this. We had much experience testing our lessons using WordPress, but needed more time to test several of the lessons, particularly those for YouTube and Blogger. We knew a more comprehensive book would complement our earlier effort. In addition to getting teacher and student buy in, however, we were fortunate to present several of the new book lessons at major educational conferences in 2014 such as: Beatnik YouTube Poetry Lesson... Selected among more than 2,000 proposals for presentation at the 2014 Annual Convention of the National Council of Teachers of English, Nov. 23, 2014, Washington, D.C. Using Blogger for Writing Projects Aligned to Common Core... Presented at the 3rd Annual MACUL Michigan Summit Featuring Google for Education, Nov. 4, 2014, Brighton, MI YouTube for Argumentative Writing: Controversial Issue Summary & Rebuttal... Presented at 7th Annual Emerging Technologies for Online Learning International Symposium (formerly Sloan Consortium), April 10th, 2014, Dallas, TX. WordPress for Student Writing Projects Aligned to Common Core Presented at e-Cornucopia 2014, Oakland University, June 13, 2014, Rochester Hills, MI.
From the Back Cover · Complete Rubrics for Fiction, Non-Fiction, Voice, Grammar, and Online Collaboration and Common Core curriculum · Advanced YouTube Editing Tips · Glossary of Pertinent Social Media Terms · Social Media Permission Slips · TinyURLs so print edition can easily navigate to examples· More Info? SocialMediaLessonPlans.com
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Most helpful customer reviews
0 of 0 people found the following review helpful. Many of the ideas expressed in the book reflect excellent academic goals (e By Andrew Shauver Bean and Waszak are innovative educational designers who have attempted to feed off of the natural engagement built into Facebook and YouTube to lead to academic ends. Many of the ideas expressed in the book reflect excellent academic goals (e.g. critical thinking, effective research, accurate listening, speaking, writing, reflection). They set it as their goals to engage the students in authentic writing experiences while taking advantage of different benefits and tools built into these free-to-use social media platforms.However despite the goals of the authors, these ideas are most appropriately applied to the post-secondary realm. The often understated risks of using these platforms for high school or (by the authors’ suggestions, at times) middle school students are far too many considering general risk of these platforms. Also since most of their ideas are completely safe on a variety of easily accessible LMS systems currently designed to be used in the classroom with 11-year-olds.In addition, I think that the authors chose a curious format to share their thoughts. In-line full-length URLs are pervasive throughout the text and make reading choppy. Perhaps QR codes would have been a better choice. Or perhaps better yet, a readily-available website containing the URLs paired with an appendix in the book explaining how to access and use to resources. Also, the variety of step-by-steps (Pg 56, for example) are a curious choice considering anyone who needs that kind of detailed tutorial would almost certainly benefit from a few screenshots, or perhaps a screencast with one of the authors’ voices instructing (more content for the aforementioned website). It was my experience that including the how-to’s and the URL’s within the text distracted from the purpose of the book and I question the value they added to the text since the target audience of the text likely doesn't include more than just a couple truly novice social media users.
0 of 0 people found the following review helpful. Review by Morgan Appel, Education Department, UC San Diego Extension By Morgan Appel Success in what is best characterized as the Conceptual Age or Knowledge Economy constitutes a complex interweave of cognitive, affective and metacognitive skills coupled with a robust application of new and ever-changing technologies. In the educational setting, where circumstances can prove fluid and at times chaotic, students must be engaged with novelty and familiarity; educators are tasked with inspiring creativity and commitment, whilst simultaneously fashioning digital citizens who are critical consumers and producers of data. Pursuit of these delicate objectives is impacted by several factors, not the least of which are exogenous considerations, such as Common Core State Standards (CCSS); Next Generation Science Standards (NGSS); among others.Ardent educators do not require magic bullets or one-size-fits-all solutions, but instead arrows that might be added to the instructional quiver—smart strategies that attend to the pedagogical, andragogical and heutagogical needs of students across the board. In Social Media Writing Lesson Plans for You Tube, Facebook, NaNo WriMo and Create Space, Bean and Waszak provide a series of malleable lesson plans and concomitant assessments that can be deftly employed by educators whose affinity for and comfort with new technologies vary. The plans featured in the text accommodate divergent learning styles and profiles and offer differentiated opportunities for meaningful individual and collaborative work. In so doing, educators are able to cultivate sound habits of mind that are applicable across the curriculum, such as creative and critical thinking; mastery of process; among others. Delivery of these plans is described in a detailed way that is not pedantic—and thus likely to connect with teachers at all levels looking to connect with technologically proficient audiences.Social Media Writing… is an invaluable practical resource for educators looking to scaffold and integrate the use of popular technologies upon a solid foundation of classroom teaching without having to reinvent the wheel.
0 of 0 people found the following review helpful. Writing vs. Writing Well: Social Media Writing by Erik Bean and Emily Waszak By Bill Coleman Social Media Writing, by Erik Bean and Emily Waszak, is a book that encourages writing instructors to "bring the hill to Mahomet," educationally speaking. Assuming that most secondary and post-secondary students today already spend a lot of time using social media platforms, the authors provide lessons and activities that encourage students to write via those same popular platforms, as opposed to using more traditional academic forms and methods. Students who might balk at the notion of producing traditional student writing in traditional ways (finding an essay topic, creating an outline, writing a rough draft, receiving corrections, and writing a second or third draft to submit for a grade) will be more easily motivated, the authors reason, to "put pen to paper" (or fingers to keyboard) if they can do so via online platforms they already enjoy using. This is a sound concept. Writing a script or narration for a video to be posted on YouTube sounds like a lot more fun than knocking out page after page of exposition or analysis, only to have each page slashed to bloody bits by the red pen of an instructor who sends the writer back to the computer to write the essay all over again--and then again. Thus approximately the first half of the book is devoted to detailed YouTube-based lesson plans that students will probably tackle with enthusiasm. The second segment gives detailed instructions on setting up a Facebook page through which an entire class can write a group-authored piece of fiction. Students can narrate and/or take on the roles of different fictional characters, creating the story by posting scenes, dialogue, descriptions of setting, or anything else they like until their tale is complete. The class can even receive printed copies of the final story to keep as mementoes of their project. Like the YouTube lessons mentioned above, the chance for students to write and spontaneously publish a story on FB provides instant gratification and elicits further peer contributions, enabling students to bounce plot twists off one another's posts ad infinitum. The average student will no doubt be more highly motivated to get involved and write in this way than to create draft after draft of a story for which he/she is solely responsible. For an instructor of a general English class in middle or high school, then, who might well need help motivating students to get started with some or any kind of writing, the ideas in Social Media Writing might be just what the doctor ordered. Obviously, the instructor has to get pupils to write something before he/she can help them to improve their writing, which is the presumed goal of most (if not all) writing classes. Will the lesson suggested in Social Media Writing take us to the next step and help us to achieve that goal of improving student writing to a level that is acceptable for post-secondary Composition or Creative Writing classes, as the authors suggest? To this writer, it seems unlikely, primarily because these social media-based activities do not lend themselves well to the meticulous correction, evaluation, and rewriting necessary to bring student writing to an acceptable academic standard. Although the book provides rubrics and evaluation schemes that theoretically foster fulfillment of Common Core Curriculum requirements, it seems unconcerned with the fact that the writing produced by 90% or more of students who need motivation to write will be chock full of errors in grammar, syntax, structure, word choice, vocabulary, punctuation, organization, and citation (where necessary), to say nothing of the pervasive "text-speak" (2 for to, too, or two; 4 for four, etc.). The time necessary to address these issues meticulously in an unlimited number of daily posts by a class of, let's say, 20 students (or more if multiple classes are involved) is time most instructors just do not have. Furthermore, the students' motivation to rewrite their posts correctly will not be nearly so great as it was to write them in the first place. Thus students may write; they may even write prolifically. Improvement of their writing, however, is not likely to take place unless the instructor can identify and address writing errors and require students to write and write again until they get better at it. Similar disregard of the importance of evaluation, correction, and rewriting is also found in the third segment of the book, which encourages instructors to involve students in the NaNoWriMo program. NaNoWriMo requires the writing of a complete novel (50,000 words or more) within 30 days. Even if students could find the time to do this for one English class while keeping up with the requirements of their other classes, how could any instructor find time to read, evaluate, and correct 20 first drafts of entire novels in one month or one semester or even one school year, let alone read ensuing drafts? This would be an impossible task, and without correction and rewriting (in the tedious traditional ways mentioned above) student writing is not going to improve. For these reasons, this writer finds Social Media Writing to be a book with good content for getting students to write something or anything. In order to improve students' writing, however, especially to an acceptable level for academic purposes, activities that "bring the hill to Mahomet" will not substitute for more traditional methods that require Mahomet to come to the hill. Finally, it would be remiss not to point out that the lack of concern with achieving a high standard of writing is in fact reflected in the writing of Social Media Writing, itself. This is a book written by English teachers, for English teachers. While every potential reader might not be the persnickety prescriptive grammarian that this writer is, most are likely to expect a certain level of writing competence in a book written by academicians, for academicians, about the teaching of writing. They will not find that level of writing here. Unfortunately, the majority of pages are fraught with errors in subject-verb agreement, syntax, word choice, modification, and punctuation--sometimes to a point that affects the clarity of the content. Because good content deserves clear, concise, and correct writing in order to be well understood, the authors could have benefitted from professional editing, proofreading, and rewriting services that evidently were not available to them. In conclusion, Social Media Writing is a book that gives us valid content in terms of activities that will motivate most students to get started writing words, sentences, paragraphs, poetry, or stories in ways that are fun. In order to improve the students' writing to an acceptable academic level, a more traditional and rigorous approach is necessary.Bill ColemanOakland University/Rochester, MIAuthor of Trailer Park HippiesCo-author (with Steve Dunn) of Give Me Strength
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