Tag Archive for flipgrid



  • ELAGSE9-10W6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
  • ELAGSE9-10SL4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
  • ELAGSE9-10SL5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Learning Target: I can use Flipgrid to publish a video explaining my social issue, in order to practice presenting for my Sophomore Capstone and to share information about my social issue with my classmates.

Opening Session: I’m going to hand back your Social Issue essays – these have been graded and your grade is on the top. I’ll give you a minute to read over your essay and any edits or feedback. You’re going to be presenting on your essay today via Flipgrid, so get ready!

Work Session: Take fifteen minutes to prepare yourself to film a flipgrid!

  • Highlight any parts of your essay you want to read (like quotes)
  • Make notes on notecards for anything you want to remember to say
  • PRACTICE what you are going to say!!

You will have 5 minutes  to film yourself for Flipgrid, and you should plan for your video to be at least four minutes long. That means you will need to PRACTICE and have NOTES do you don’t forget!

If you mess up while recording and forget your place, you can pause the video and then come back once you’ve collected your thoughts.

The Flipgrid class code is on the whiteboard. The password is Cardinal.

Your video should:

  • Informthe viewer about your social issue by answering the following:
    • What is the issue?
    • How does it affect your culture?
    • How does it affect another culture or the whole world?
    • Why is it a big deal?
  • Entertainthe viewer by being engaging and interesting (don’t speak in a monotone)
  • Inspirethe viewer to learn more about your issue or take action to fix it.

This video is a practice for your Sophomore Capstone presentation, so you need to really try or it won’t be very good practice!

Closing Session: For the last 20 minutes of class, flip through Flipgrid and watch some of your classmates’ videos. Choose one and record a short response. We will be having a watch party on Friday before the pep rally!

Assessment: Formative (Flipgrid as a formative check in for presentation readiness); Summative (this is a part of the Social Issue essay, a major summative assessment)

Differentiation: Process/product (video/spoken information instead of written)

World Lit: Peer Editing!!


  • ELAGSE9-10W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including grades 9–10.)

Learning Target: I can strengthen my writing by editing and revising with a partner, in order to make sure I have achieved the purpose of informing my audience about my social issue.

Opening Session: Today we’re going to be peer editing your social issue essays! Any edits you or your peer make will count as part of your final draft – as in, if you insert a comma or fix a typo, we will not count those as errors when grading your essay.

While Mrs. Jones passes back your printed essays and some markers, let’s go over these editing marks!

Work Session: Today you’re going to have the first 30 minutes of the work session to read and carefully edit your partner’s paper. You need to go through line by line and mark anything you see wrong or confusing. Read the paper out loud! Talk about it with your partner! Make comments as well as editing marks! Mrs. Jones, Ms. Hannah and I have not graded these yet, so this is your chance to make sure you have the best possible paper to turn in!

Here is your Peer Editing Checklist!

Social Issue Essay Peer Editing Checklist

Essay Author: ____________________ Edited by: ___________________

  • 12-point, Times New Roman, double spaced
  • MLA Heading (Student name, teacher name, class name, date)
  • Title
  • No extra space between paragraphs
  • Paragraphs are indented
  • Works Cited at the end
  • At least 2 sources cited in the paper and in the Works Cited
  • At least 4 quotes in the paper
  • You can identify the thesis statement (hint: last sentence of the first paragraph. Does it tell what the paper is going to be about?)
  • No contractions – write out words like “can’t” and “don’t” as “cannot” and “do not.”
  • Numbers should be written out in words (write “four” instead of “4”)
  • Check for capitalization errors (capitalize proper nouns, the beginning of a sentence, etc.)
  • Check for punctuation errors (period at the end of a sentence, commas in a list, etc.)
  • Check for word choice errors (your/you’re, too/to/two, their/there/they’re)
  • Check for spelling errors
  • Check for slang or “texting” abbreviations (b/c, u, ur, idk)
  • Underline and make a note about anything that confuses you.

After your partner has thoroughly edited your paper, you will have a chance to make your own changes and edits. Take the last 15 minutes of the work session to make your paper perfection!

Closing Session: Tomorrow we are going to be recording Flipgrid videos to give a mini-presentation of your social issue. Your video maxes out at 5 minutes, and you should use at least 3 of those minutes to explain your issue. Although you don’t want to just read your paper (booooor-ing!) you should use your paper as a guide to make sure you completely explain your social issue. Use the last few minutes of class to prep for Flipgrid, because we will be recording them tomorrow during class.

Assessment: Summative: Essays are a major grade

Differentiation: Process (scaffolding, graphic organizers, checklists)