Equipment Needed: computers and headphones for each student and access to the web

Time Required: approximately 2 !/2 to 3 hours

Here is a website that I built in January 2009 for our Practicum class. Our group had three students: Shelwyn Corrigan, Hanna Lu, and Frank Gigliotti. Hanna and Frank had the brilliant idea to address animal rights issues. We decided to base our project on Youtube videos. Since our class ended, I have used these videos with my students in many different ways. The site has been a great springboard for interesting class discussions. This site is also an effective tool for brainstorming before a writing assignment, a class debate or to kick off a term project.

In this lesson plan, we will use the site as a source for values clarification through brainstorming in preparation for a writing assignment. The lesson can be divided into two or three class sessions.

Step One
(30 minutes) Students watch as many videos as they can. The videos are short, averaging two to four minutes, so students will be able to watch several. Encourage them to take notes. They can watch randomly, but they must watch videos from each of the four categories.

On a piece of paper, students write down the four videos that impressed them the most.

Step Two
(15 minutes) Put students into pairs to discuss the four videos they chose and why. They must explain the logic behind their four choices. Now a new task is added. They must narrow their choices to four between them. So, four issues must be thrown out. They must debate for their choices and negotiate with their partner.

Step Three
(15 minutes) Pyramid the pairs into groups of four (two pairs). Students share the list of four issues they negotiated. After defending their choices, students must now narrow the list again to four. So, four issues must be thrown out again. Once they have negotiated a new list of four issues, they must elect a spokesperson to present their choices to the class. They must also elect a scribe to write their results on the board for the whole class to view.

Step Four
(15 minutes) The spokesperson for each group will go to the front of the class to present the group's results and explain why they chose those issues. While the spokesperson is presenting, another member of the group, the scribe, will write the four choices on the board.

Step Five
(15 minutes) Once all results are on the board, open the class for discussion and comments. Ask the students to make a note of the similarities or differences on the lists and discuss.

Step Six
(30 minutes) Present students with a few choices for persuasive writing topics. The idea is for students to take a stand on one issue. Have them write an essay in class or do it as a homework assignment.

Step Seven
(30 minutes) Divide the class into study groups to do peer reviews of the essays.