ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, activities, or other ideas you'd like to contribute, we'd love to hear from you.
Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.
Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Weaving the Multigenre Web
|Grades||9 – 12|
|Lesson Plan Type||Unit|
|Estimated Time||Twelve 50-minute sessions|
Yankton, South Dakota
A multigenre paper is a collection of different types of writing. Collaborating in small groups, students read novels either as a whole class, in literature circles, with a partner, or individually. They complete reading journals and, if working in literature circles, literature circle discussion roles for each day of discussion. Groups then self evaluate each day's discussion. Using journals, discussion notes and interactive analysis activities, students divide their story into sections. Utilizing the multigenre approach, they analyze the literary elements in their novel. Finally, utilizing Web technology, students link their genres together in a hypertext presentation or multigenre Web.
Literary Elements Mapping: This online tool can be used by students to create a character map, conflict map, resolution map, or setting map, for stories they are reading or writing.
This lesson combines reading and writing in a collaborative, small-group learning experience endorsed by Harvey Daniels. It utilizes the multigenre paper method of Tom Romano to analyze a novel. Finally, technology is integrated into the lesson by arranging the multigenre report as a hypertext Website. Jeff Wilhelm and Paul Friedemann explain, "Designing 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). From cooperative learning to self-reflection, this lesson reinforces the literacies that students need for success in and out of school.
Daniels, Harvey and Marilyn Bizar. 1998. Methods That Matter. York, Maine: Stenhouse.
Webb, Patricia R. 2000. "Changing Writing/Changing Writers: The World Wide Web and Collaborative Inquiry in the Classroom." Weaving a Virtual Web Practical Approaches to New Information Technologies. Urbana, IL: NCTE.
Romano, Tom. 2000. Blending Genre, Altering Style: Writing Multigenre Papers. Portsmouth, NH: Heinemann.
Wilhelm, Jeffrey D., and Paul D. Friedemann, with Julie Erickson. 1988. Hyperlearning: Where Projects, Inquiry, and Technology Meet. York, ME: Stenhouse.