Lesson Plan

Your Online Life Permanent As a Tattoo

This is towards the beginning of our unit entitled "Our Online Lives Like a Tattoo". This is students' first experience with annotating text and writing descriptive outlines. This lesson takes 2 class periods to complete.
Jenna V.
Classroom teacher
Ripon High School
Ripon, CA
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Students will be able to identify major claims made by the speaker and begin to describe rhetorical strategies used within an argument.

English Language Arts
Grades 9 - 10
All Notes
Teacher Notes
Student Notes

1 Hook


We begin by discussing with students how our online lives can be permanent, then shows Juan Enriquez' TED talk: http://www.ted.com/talks/juan_enriquez_how_to_think_about_digital_tattoos.


2 Guided Practice

Activity: Reading

After viewing the talk, I hand out the transcript of the speech and ask students to get out a highlighter and pen. I use a digital camera as we annotate the text. I begin reading the first 3 paragraphs. Then I ask students to discuss in small groups where they think the introduction ends and draw a line under that paragraph. This is important in showing that an introduction isn't just the first paragraph of a text.

Together, we highlight and label all of the major claims Enriquez makes, guiding students to find these claims with their small groups. 

As a class, we divide the text into meaningful chunks and students write one sentence summaries of each chunk in the margin of the text. A student is randomly chosen from each group to share what the group wrote with the entire class. 

After reading, I ask students to identify where the conclusion begins and draw a line above that paragraph. 

As we annotate, we stop to point out the metaphors, references to mythology, complex words, and/or any other information students may need help their understanding of Enriquez' argument.

Usually this process takes up a full class period. 

3 Direct Instruction

Activity: Reading

We begin the next class period by reviewing Enriquez's major points. I provide students with a handout that explains what a descriptive outline is and  a list of words to use to describe what texts do. 

4 Group Practice

Activity: Conversing

After reviewing these handouts and gluing them in to students' Interactive Notebooks, each group is assigned a meaningful chunk of the text. Since students already wrote one-sentence summaries for each meaningful chunk, they only need to think about and discuss what each section of the text does. 

5 Closing

Activity: Presenting

Once groups are finished, they present their section of the descriptive outline to the class, while the rest of the class records what is presented.