Weaving the Multigenre Web

Student Objectives

Reading and Discussion Sessions

Web Building Sessions

Student Assessment/Reflections

 

STUDENT OBJECTIVES

Students will

• identify and analyze literary elements in a novel.
  
  
• divide novels into sections according to plot structure (exposition, rising action, climax, falling action, and resolution).
  
  
• decide which genres work best for each section, divide genres among group members, and individually complete genres.
  
  
• work collaboratively with group members to compose a Website.

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Reading and Discussion Sessions

1. Begin by going over the elements of fiction with students, using the Elements of Fiction PowerPoint.
   
   
2. If working in literature circles, have students form groups of five. (This lesson plan can also be done with a whole class novel, partner books, or individual novels. The directions that follow can be adapted if you prefer not to use literature circles.)
   
   
3. Share the assembled books which are available for the project, and ask groups to choose a novel to read and discuss.
   
   
4. Pass out the Literature Circles handout, Reading Journal Instructions handout,  and Rubric for Group Discussion.
   
   
5. Have groups discuss the novels using the elements of fiction, reading journals, and assigned literature circle roles.
   
   
6. Have students use group discussion rubrics to record notes over their day’s discussion and to practice possible genres for their Webs.
   
   
7. Have groups evaluate their class participation in groups each day.
   
   
8. Have groups analyze their novel by completing the Literary Elements Mapping tool. Remind students to print out their completed maps.

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Web Building Sessions

1. Distribute and explain the Multigenre Web assignment.
   
   
2. Show the PowerPoint on the Multigenre Web.
   
   
3. Invite students to explore several of the sample student multigenre Webs.
   
   
4. Hand out the Possible Genres handout. Discuss and expand the list according to students' observations and suggestions.
   
   
5. Hand out Genre Selection Charts, or demonstrate the interactive chart, showing students how to add items to the chart as well as how to print and save their work:
   
   
   • On the first screen, type your name and the title of the book your group has chosen.
     
     
   • Click Next to move to the chart screen and enter your information.
     
     
   • Enter the details on the sections of the novel, the events covered in the sections, and the literary elements and matching genres that you've chosen.
     
     
   • Demonstrate that writing is not limited to the size of the box shown on screen. Answers will scroll.
     
     
   • When you’ve finished writing your responses, click Finish at the top of the screen.
     
     
   • In the next window, click Print. Your answers will be displayed in a Web browser window.
     
     
   • To print answers, choose the Print command from the File menu. To save your answers, choose the Save As... command from the File menu. Students can open the file later in a Web editor or a word processor that imports HTML (such as Microsoft Word or AppleWorks). Because saved files are HTML, students can link their planning sheets to their Webs as appropriate, if desired.
     
     
   • Show students that the instructions for using the tool are available by clicking Instructions at the top of the screen.
     
6. Hand out the Baby Steps handout and provide any instructions students need to use your Web-authoring software.
   
   
7. Have students complete the first four steps on the Baby Steps handout as a group.
   
   
8. Groups should write an “index” page as a link to the sections of their Web.
   
   
9. Have students write their individual genres.
   
   
10. Have students work in their groups to select links and construct the multigenre Webs on their group Websites.

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STUDENT ASSESSMENT/REFLECTIONS

• Individual students can assess themselves using the individual reflective journal assessment.
  
  
• Groups can assess their project using the Rubric for Group Discussion as well as the Student Designed Multi-genre Web Page Rubric.
  
  
• Teachers, too, may choose to evaluate students using the rubric.
  
  
• Additionally, teachers can check Reading Journal sheets and observe and note student participation and accomplishment in group discussion.

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