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Lesson Plan

Choose Your Own Adventure: A Hypertext Writing Experience

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Choose Your Own Adventure: A Hypertext Writing Experience

Grades 6 – 8
Lesson Plan Type Unit
Estimated Time Eight 50-minute sessions
Lesson Author

Patricia Schulze

Yankton, South Dakota

Publisher

National Council of Teachers of English

 

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

In this unit, students meet in literature circles to read an adventure story, and then combine both reading and writing skills to write an original “choose your own adventure” story. Students begin by reading one or more adventure stories and discussing elements unique to this type of story, such as the second-person point of view, as well as setting, character, plot, and conflict. Small groups begin by planning out the first section of the adventure story using graphic organizers. They then move into smaller groups for each split in the story’s plot until finally the students are writing their own endings. Using Web-authoring software, groups will create their own Websites with the parts of the story hyperlinked to each other. Web pages may be uploaded to the Internet if school policy allows, or they can be saved on CDs and projected for class viewing

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FEATURED RESOURCES

ReadWriteThink Webbing Tool: Students use this online tool to create a variety of free-form graphic organizers including cluster, hierarchy, and cause and effect webs. Completed webs can be printed.

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FROM THEORY TO PRACTICE

This lesson combines reading and writing in a collaborative, small-group learning experience. It utilizes technology, specifically Web page design, group and individual work, and student self-assessment. As Wilhem and Friedemann (1998) state, "[D]esigning hypermedia projects encourages students to name themselves as readers, writers, and learners and supports them in the achievement of better reading, idea development, sense of audience, classifying, organizing, collaborating, representing understandings, revising, and articulating and applying critical standards about the quality of their work" (15). Asking students to write collaboratively offers many benefits, among them, according to Helen Dale: "Co-authoring prompts students to write more recursively, in a process more like that of expert writers." (14)

Further Reading

Wilhelm, Jeffrey D., and Paul D. Friedemann, with Julie Erickson. 1988. Hyperlearning: Where Projects, Inquiry, and Technology Meet. York, ME: Stenhouse.

 

Dale, Helen. 1997. Co-Authoring in the Classroom: Creating an Environment for Effective Collaboration. Urbana, IL: NCTE.

Read more about this resource

 

Gruber, Sibylle, ed. 2000. Weaving a Virtual Web: Practical Approaches to New Information Technologies. Urbana, IL: NCTE.

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