Teacher Name: Katie Tarnowski

Subject: English Grade Level: Sixth Grade

Time Required (days; time/day): Five Days, 40 minute periods
Topic:
In Step Up to Writing, there are several components that students need to learn in order to become
successful writers. The first item they must learn and master is how to write a topic sentence, but not
just any topic sentence, an occasion/position topic sentence. These type of sentences have two parts,
the dependent clause (occasion) and the independent clause (position). Students will be working
through the week in order to learn how to correctly identify and write their own occasion/position topic
sentences.

Essential Question:
Can students learn how to correctly write an occasion/position topic sentence using the strategies that
are taught in the lessons?

Pre-requisites (Prior Knowledge):

• Students must be able to identity what a topic sentence is and where the sentence goes within a
paragraph.
• Students will know what an accordion paragraph is, its purpose, and how to set one up on their
own.
• Students must be able to take notes from a powerpoint, as well as through discussion.

STAGE 1 - DESIRED RESULTS

A. Content Area Standard(s):

New York State Standards: Standard 1: Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students
will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge
generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and
written language that follows the accepted conventions of the English language to acquire, interpret, apply, and
transmit information.

B. Intended Learning Outcome Define what students will know and be able to do and at what level of
mastery they should be able to do it. NOTE: Add/subtract rows from below each column heading,
Student will know… Student will be able to…
• what an occasion/position topic sentence • identify an occasion/position topic
is (the components of the sentence) sentence in written text

• the difference between the occasion and • break the two parts of the sentence up and
the position determine which part is the occasion and
which part is the position

• how to correctly put together • use various strategies to put the separated
occasion/position topic sentences that sentences together. (context clues,
have been separated transition words)

• the starter words that must begin an • sort through several words and determine
occasion/position sentence if they are correct starter words

• how to use an occasion/position topic • practice writing occasion/position topic

1
 sentence in their writing sentences independently and in groups

STAGE 2 - ASSESSMENT EVIDENCE

Students will demonstrate their learning/understanding in the following way(s):
A. Teacher-Created Assessments:
Pre-test: Post-test:
Students will be given 4 short paragraphs (5 to 6 Students will be given a list of 10 topic sentences.
sentences long). Students will highlight the topic They will read through each sentence and
sentence in each paragraph. This will give me an highlight the occasion/position topic sentence.
idea of how many students know what a topic Then they will write their own occasion/position
sentence is. (A sentence that begins a paragraph) topic sentence answering the question, what is
your favorite food?

B. Performance Assessments: Students will be graded on class participation and the final
assessment that is given at the end of the mini-unit (post test)

C. Other Assessments (e.g., Peer, Self): Students will get the opportunity to grade each other’s
homework assignments during lesson #3

D. Assessment Adaptations: Students who need extended time/minimal distractions will be set to
another classroom to take the quiz during lesson #5

STAGE 3 - LEARNING PLAN

A. Learning Activities

1. Instructional Strategies/Learning Activities:

Day 1: discussion/introduction of occasion-position topic sentences, informational sheet will be passed

out. Dependent (occasion) and independent (position) will be discussed. (pre-test will be given)

Day 2: examples/non-examples of occasion-position sentences will be passed out. Each student will
receive one. Come together as a class and discuss what each one is. The non-examples will be
turned into classwork, change non-examples of occasion/position sentences into examples.
Individual/class participation will be graded

Day 3: Review non-examples of occasion-position sentences, non-examples will be given out in plastic
communicators. Students will work in pairs and try to change the sentences into occasion-position
sentences. After sentences are changed, determine what the paragraph will be about. They will write
on the communicators in dry erase marker.

Day 4: Read topic sentences and determine what the paragraph will be about (review) Divide class in
half and play review game for occasion-position quiz.

Day 5: Occasion/Position Quiz is given. (post-test)

2.Introducing the Lesson:

Each day will start with students doing bell work activities. These activities vary from a simple
worksheet, partner papers (where they work with a partner) or journal time. Bell work takes between 5-
6 minutes and it gets the students writing and focusing on English class. Each day a different bell work
activity will be given. All bellwork revolves around the topic of the week. This week is occasion/position
2
topic sentences.
3. Instructional Sequence:
Teacher activity (The teacher is doing….)
Day 1: Review the accordion paragraph set-up
and explain to students that this week we will be
focusing on the “green” section, the topic sentence teacher how to make an accordion paragraph
Day 1:Teacher will be doing an introduction of
Occasion/Position Topic Sentences (powerpoint)
Day 1: Teacher will hand out informational sheet
(dependent/independent clauses) discuss
Day 1: Teacher will hand out activity
(dependent/independent clauses)
Day 2: Teacher will give examples/non-examples
of occasion/position sentences in a powerpoint
Day 2: Teacher will pass out occasion/position
topic sentences to each student (every student will
get one)
Day 2: Teacher will use non-examples from
activity to form assignment. Instruct students on
how to change non-examples into examples.
Day 3: Teacher will give non-examples of
occasion/position sentences out in plastic
communicators
Day 3: Teacher will guide students on how to
figure out what the paragraph will be about, if they
were to use an occasion/position topic sentence in
their writing.
Day 3: Teacher will hand out a worksheet for
students to complete
Day 4: Teacher will review occasion/position topic
sentences and how to determine what the
paragraph will be about.
Day 4: Teacher will divide class up into 2 sections
and play an occasion/position game to review for
the quiz
Student activity (The student is doing…)
Day 1: Students will make their own accordion
paragraph on loose-leaf paper, showing the
(quick assessment of prior knowledge)
Day 1: Students will be following along on their
own printed powerpoint as the teacher discusses
Day 1: Students will be highlighting examples of
dependent clauses in one color, independent
clauses in another color.
Day 1: Students will pair up and work on
dependent/independent sentences together.
Day 2: Students will actively participate in class,
using ‘thumbs up, thumbs down’ if they believe
each sentence is an example (up) or non-example
(down)
Day 2: Students will read over their
occasion/position topic sentence and decide if it is
an example or not. They will split up into two
sections of the room. A discussion will follow.
Day 2: Non-examples from the class sorting
activity will provide for classwork, students must
change the non-example occasion/position
sentences into examples. (independently)
Day 3: Students will work together in pairs to
change the non-examples to examples of
occasion/position sentences (need starter word,
comma)
Day 3: Students will be reading over topic
sentences and realizing, everything after the
comma in the sentence is what the paragraph will
be about.
Day 3: Students will complete the worksheet,
figuring out what the paragraph will be about by
just looking at the topic sentence.
Day 4: Students will participate in the review that
the teacher is doing on a powerpoint presentation.
Day 4: Students will actively participate in the
game and be asked questions on their knowledge
of occasion/position topic sentences, the basic
components of an o/p sentence, how to change a
non-example into an example and how to figure
out the topic of the paragraph.
3
Day 5: Teacher will pass out quiz and give Day 5: Students will take the quiz, testing their
directions on what students should do. knowledge of material over the past week.

B. Adaptations to the Instructional Sequence to Differentiate:

Depending on the student’s capabilities, instruction will be differentiated. For students who are visual
learners, charts and powerpoint presentations will be printed off ahead of time (given to all students) so
they can have a visual aid in front of them to benefit. For students who are auditory learners,
discussions/group activities will help to assist their learning.

C.Discussion and Assessment of Learning:

Students are learning this introductory component (the green section of their accordion paragraph) to
the Step-Up to Writing program because this writing program, which has been adopted by the Dunkirk
City School District, will help students to become proficient, descriptive writers. Students will know that
learning how to create clear occasion/position topic sentences will help guide their writing and make the
writing process easier as we continue to learn/add more onto Step-Up to Writing process.

D. Closure:
1. Overall Closure Plans:
Students will be given occasion/position quiz, first section; a list of 10 topic sentences will be given.
They will read through each sentence and determine whether or not the sentence is
occasion/position. If it is, students will highlight in green the occasion/position topic sentence. The
second section, they must write their own occasion/position topic sentence answering the question,
what is your favorite food?

2. Extensions for Early Finishers:

Early finishers will be given a worksheet, where they will change non-example occasion/position
sentences into example occasion/position sentences. Sentences will be revolved around the theme of
Halloween.
3.Alternate strategies for struggling students or those who learn differently:
The teacher will watch the students as they take their quiz. For students who are struggling with their
quiz can be pulled to the back of the room and assisted with their quiz. Extra explanations of the
directions, examples can be helpful to these students.

E. Procedures:
Students know the procedures in my classroom (come to class on time, quietly grab bell work and
begin right away, wait for instructions on what to do next)

Students will also be given a review of how to correctly take notes as a powerpoint presentation is
being given (jot down quick details in the margins, identify key terms and circle them, etc.)

LESSON DEVELOPMENT RESOURCES

A. Technology Tools and Materials:
Classroom will be set up different depending on the day. If students will be working in partners, desks
will be set up in pairs to keep the working environment closed off. Worksheets/Powerpoint
presentations need to be completed and copied before classes can begin. Directions for each
lesson/day need to be clearly labeled on the chalkboard, giving students an idea of what to expect that
day.
B. Parent/Community Resources:
Parents will be receiving an informational packet at home, explaining what Step-Up to Writing is and
how it will be used in the sixth grade classroom.
C. Contact Information:
4
Parents can contact me using my school email or leaving a voicemail on my classroom phone.
Students know that they can come visit me before school or after school for additional help when
necessary.

5
 Second Lesson Plan with Web 2.0 Technology

Lesson Title: Step Up to Writing—Teaching Occasion/Position Topic Sentences using Web 2.0
technology
Teacher Name: Katie Tarnowski
Subject: English Grade Level: Sixth Grade
Time Required (days; time/day): Five Days, 40 minute periods
Topic:
In Step Up to Writing, there are several components that students need to learn in order to become
successful writers. The first item they must learn and master is how to write a topic sentence, but not
just any topic sentence, an occasion/position topic sentence. These type of sentences have two parts,
the dependent clause (occasion) and the independent clause (position). Students will be working
through the week in order to learn how to correctly identify and write their own occasion/position topic
sentences.

Essential Question:
Can the students use the technologies that are presented to them and still successfully learn
occasion/position topic sentences without losing focus

Pre-requisites (Prior Knowledge):

• Students must know the basics of working on a computer (logging on, finding the internet, typing
in Microsoft word)
• Students must have a basic understanding of how to navigate the class wiki (posting on a blog,
responding to a thought/idea/question that another classmate has posted)
• Students must know how to use the Promethean board that is present in the classroom and all of
its additional tools (voting machines)
• Students must know what an accordion paragraph is, its purpose and how to set one up on their
own.
• Students must be able to identity what a topic sentence is and where the sentence goes within a
paragraph.

STAGE 1 - DESIRED RESULTS

C. Content Area Standard(s):

New York State Standards: Standard 1: Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students
will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge
generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and
written language that follows the accepted conventions of the English language to acquire, interpret, apply, and
transmit information.

ISTE Standards:

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences
that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

a. promote, support, and model creative and innovative thinking and inventiveness.
b. engage students in exploring real-world issues and solving authentic problems using digital tools

6
 and resources.
promote student reflection using collaborative tools to reveal and clarify students' conceptual
c.
understanding and thinking, planning, and creative processes.
model collaborative knowledge construction by engaging in learning with students, colleagues,
d.
and others in face-to-face and virtual environments.

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global
and digital society. Teachers:

demonstrate fluency in technology systems and the transfer of current knowledge to new
a.
technologies and situations.
collaborate with students, peers, parents, and community members using digital tools and
b.
resources to support student success and innovation.
communicate relevant information and ideas effectively to students, parents, and peers using a
c.
variety of digital-age media and formats.
model and facilitate effective use of current and emerging digital tools to locate, analyze,
d.
evaluate, and use information resources to support research and learning.
B. Intended Learning Outcome Define what students will know and be able to do and at what level of
mastery they should be able to do it. NOTE: Add/subtract rows from below each column heading,
Student will know… Student will be able to…

• what an occasion/position topic sentence • identify an occasion/position topic

is (the components of the sentence) sentence in written text

• the difference between the occasion and • break the two parts of the sentence up and
the position determine which part is the occasion and
which part is the position (use the
promethean board for this activity)

• how to correctly put together • use various strategies to put the separated
occasion/position topic sentences that sentences together. (context clues,
have been separated transition words)

• the starter words that must begin an • sort through several words and determine
occasion/position sentence if they are correct starter words (use voting
machines connected to the promethean
board to vote on correct starter words)

• how to use an occasion/position topic • practice writing occasion/position topic

sentence in their writing sentences independently and in groups
(students will post their own
occasion/position sentences on the class
wiki)

7
 STAGE 2 - ASSESSMENT EVIDENCE
Students will demonstrate their learning/understanding in the following way(s):
A. Teacher-Created Assessments:
Pre-test: Post-test:
Students will be given 4 short paragraphs (5 to 6 Students will be given a list of 10 topic sentences.
sentences long). Students will highlight the topic They will read through each sentence and
sentence in each paragraph. This will give me an highlight the occasion/position topic sentence.
idea of how many students know what a topic Then they will write their own occasion/position
sentence is. (A sentence that begins a paragraph) topic sentence answering the question, what is
your favorite food?
They will also be asked to respond to the
discussion question located on the wiki within 2
days. (Explain what an occasion/position
sentence is, how can it help you with your
writing?)

B. Performance Assessments: The final assessment (post test), and they will be graded on class
participation.
C. Other Assessments (e.g., Peer, Self): Students will be graded on how actively they participated in
the wiki posting/discussion threads. Students will rate their work on the blog/wiki rubric I created.

D. Assessment Adaptations: Students who do not have a computer at home will be given an
opportunity during homebase (the end of the day work period) to come into English class and
participate on the wiki without being penalized for not having a computer. Students who need test
modifications will receive the correct adaptations.
STAGE 3 - LEARNING PLAN
A. Learning Activities
1. Instructional Strategies/Learning Activities:

Day 1: discussion/introduction of occasion-position topic sentences, informational sheet will be passed

out. Interactive display of dependent (occasion) and independent (position) phrases will be on
promethean board, students can take turns coming to the board, discuss as a class. (pre-test is given)

Day 2: examples/non-examples of occasion-position sentences will be displayed on the promethean

board. For every example that comes up onto the board, the students will vote using their cell phones,
using the website: www.polleverywhere.com. (Students will have prior notice to bring their cell phones
to class today) They will individually decide if each sentence is occasion-position or not. Each answer
will be discussed.

Day 3: Mobile labs available in the school will be used today. Non-examples of occasion-position
sentences will be displayed on the promethean board. Students will work individually and change the
sentence on the promethean board into an occasion-position sentence, writing the changed sentences
on writeboard.com. As a class, students will be able to read everyone’s answers. An interactive
discussion will follow.

Day 4: Read topic sentences and determine what the paragraph will be about. A screenshot of my
computer with the sentences on it will be given to them to reference. Divide class in half and play
review game for occasion-position quiz. Practice assignments/quizzes will be available on the class
wiki.

8
Day 5: Occasion/Position Assessment is given (post-test)

2.Introducing the Lesson:

Each day will start with students doing bell work activities. These activities vary from a simple
worksheet, partner papers (where they work with a partner) or journal time. Bell work takes between 5-
6 minutes and it gets the students writing and focusing on English class. Each day a different bell work
activity will be given.

3. Instructional Sequence:
(representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.)
Complete the following two columns, showing teacher activity in correspondence with student activity.
Add/subtract rows as needed.

Teacher activity (The teacher is doing….)
Day 1: Review the accordion paragraph set-up
and explain to students that this week we will be
focusing on the “green” section, the topic sentence teacher how to make an accordion paragraph
Day 1:Teacher will be doing an introduction of
Occasion/Position Topic Sentences-interactive
display will be on the promethean board
Day 1: Teacher will hand out informational sheet
(dependent/independent clauses) discuss
Day 1: Teacher will hand out activity
(dependent/independent clauses)
Student activity (The student is doing…)
Day 1: Students will make their own accordion
paragraph on loose-leaf paper, showing the
(quick assessment of prior knowledge)
Day 1: Students will listen as the teacher explains
the directions and does an introduction. Students
will come up to the promethean board and work
with the display
Day 1: Students will be highlighting examples of
dependent clauses in one color, independent
clauses in another color.
Day 1: Students will work independently on
activity and do an initial post on the class wiki of
the answers they came up with for the activity.

Day 2: Teacher will give examples/non-examples
of occasion/position sentences on promethean
board. Teacher will explain the rules
Day 2: Teacher will explain the directions of the
cell phone voting, walking through the process of
using www.polleverywhere.com
Day 2: Students will actively participate in class,
and listen to the instructions given by the teacher
[come up to the promethean board and drag each
o/p topic sentence into the correct category
(example/non-example) ]
Day 2: Students will read over their
occasion/position topic sentence that has been
dragged into the category by a classmate. They
must vote on each answer, decided whether or not
it is correct, using their cell phones. If they do not
have a cell phone, they will use an in-class
computer to vote.

Day 2: Teacher will lead discussion for o/p topic Day 2: Students will participate in class
sentences after the votes have been tallied. Any discussion and give their opinions on why they
confusion can be cleared up. voted the way they did.

Day 3: Teacher will hand out the mobile laptops
to each student.
Day 3: Teacher will display non-examples of
occasion/position topic sentences on the
Day 3: Students will log on to the computer using
their own user name and password that they
created.
Day 3: Students will work individually, changing
each sentence into an occasion/position sentence

9
promethean board one by one.
Day 3: Teacher will lead a discussion on the
answers that were posted
Day 3: Teacher will guide students on how to
figure out what the paragraph will be about, if they
were to use an occasion/position topic sentence in
their writing. (list will be on wiki)
Day 3: Teacher will give students several
occasion/position topic sentences and ask
students to determine what the sentence is about.
A discussion will follow.
Day 3: Teacher will instruct students to post a
comment on today’s lesson under the correct
class period.
and post their answers on www.writeboard.com
Day 3: Students will continuously refresh their
screen to see new posts that were completed.
Follow along in the discussion that the teacher is
leading.
Day 3: Students will be reading over topic
sentences that are posted on the wiki and realize
everything after the comma in the sentence is
what the paragraph will be about.
Day 3: Students will look at the occasion/position
topic sentences and using writeboard again, post
what each sentence is going to be about. A
discussion will follow.
Day 3: Students will post a comment in the thread
discussion posts, under the correct period,
explaining what they learned about in class today
and how might the technology writeboard.com be
helpful in other classes.

Day 4: Teacher will review occasion/position topic
sentences and how to determine what the
paragraph will be about.
Day 4: Teacher will divide class up into 2 sections
and play an occasion/position game to review for
the quiz
Day 4: Students will participate in the review that
the teacher is doing on the wiki. Screen shots of
the wiki being used will be given to the students to
reference.
Day 4: Students will actively participate in the
game and be asked questions on their knowledge
of occasion/position topic sentences, the basic
components of an o/p sentence, how to change a
non-example into an example and how to figure
out the topic of the paragraph.

Day 4: Teacher will instruct students on where to
find more review quizzes/questions.
Day 4: Students will be able to spend the last 5
minutes of class navigating on the class wiki to
find where additional review quizzes/questions
are. Students can take the practice quizzes for
additional review for the test.

Day 5: Teacher will pass out quiz and give
directions on what students should do.
Day 5: Teacher will collect wiki/blog rubrics from
the students.
Day 5: Students will take the quiz, testing their
knowledge of material over the past week.
Day 5: Students will have filled out a completed
rubric, rating themselves on the 2 wiki posts from
the week’s lessons. (post from day 1-answers to
activity, post from day 3-personal opinion on
writeboard.com)

B. Adaptations to the Instructional Sequence to Differentiate:

Depending on the student’s capabilities, instruction will be differentiated. For students who are visual
learners, charts and promethean board presentations will be printed off ahead of time (given to all
students) so they can have a visual aid in front of them to benefit. The use of computers and having an
active tool in front of each student to use will help assist with instruction. For students who are auditory
learners, discussions/group activities will help to assist their learning. Students will also have the option
of listening to class lectures after class, posted on the wiki. For students who do not own a cell phone,
in-class computers will be available for students to use so they can actively participate in the class
10
activity on Day 2.

C.Discussion and Assessment of Learning:

Students are learning this introductory component (the green section of their accordion paragraph) to
the Step-Up to Writing program because this writing program, which has been adopted by the Dunkirk
City School District, will help students to become proficient, descriptive writers. Students will know that
learning how to create clear occasion/position topic sentences will help guide their writing and make the
writing process easier as we continue to learn/add more onto Step-Up to Writing process.

Students will also be exposed to new technologies such as learning how to use the polling site,
www.polleverywhere.com and how to have an interactive conversation on www.writeboard.com
to aid in classroom discussions, expanding their knowledge of the class wiki and using the promethean
board as a tool for interactive activities (interactive and engaged games/lessons)

D. Closure:
1. Overall Closure Plans:
• Students will be given occasion/position quiz, first section; a list of 10 topic sentences will be
given. They will read through each sentence and determine whether or not the sentence is
occasion/position. If it is, students will highlight in green the occasion/position topic sentence.
The second section, they must write their own occasion/position topic sentence answering the
question, what is your favorite food?
• Students must also turn in their wiki/blog rubrics, rating themselves on how actively/efficiently
they performed on the wiki this week.

2.Extensions for Early Finishers:

Early finishers will be given a worksheet, where they will change non-example occasion/position
sentences into example occasion/position sentences. Sentences will be revolved around the theme of
Halloween.

3.Alternate strategies for struggling students or those who learn differently:

The teacher will watch the students as they take their quiz. For students who are struggling with their
quiz can be pulled to the back of the room and assisted with their quiz. Extra explanations of the
directions, examples can be helpful to these students.

For students who are having difficulty using the technology that is present, a resource guide can be
given to them, giving screen shots of all of the necessary steps it takes to post a thought on the wiki,
navigate through writeboard.com, etc. This guide can be helpful for students who are struggling.

E. Procedures:
Students know the procedures in my classroom (come to class on time, quietly grab bell work and
begin right away, wait for instructions on what to do next)

For this week-unit on occasion/position topic sentences, students need to have rules given to them to
explain my expectations when using technology equipment, the procedure for writing a clear, concise
discussion post on the wiki, and how to navigate the technology being used (don’t search on other
websites during class time, don’t move too far ahead of everyone else in the class, etc.)
LESSON DEVELOPMENT RESOURCES
A. Technology Tools and Materials:

All handouts/presentations need to be completed and copied before classes can begin. All mobile
11
laptop computers need to be programmed to have www.writeboard.com and www.polleverywhere.com
on the desktop, ready to be used. The promethean board activities need to be set up prior to class
starting. Wiki links need to be active in the class website and able to be used when they need to be:
http://www.dunkirkcsd.org/11372082712040340/site/default.asp (my website has not been updated
yet) Directions for each lesson/day need to be clearly labeled on the chalkboard, giving students an
idea of what to expect that day.

B. Parent/Community Resources: Parents will be receiving an informational packet at home,

explaining what Step-Up to Writing is and how it will be used in the sixth grade classroom. An
informational packet will also be sent home explaining the technology we use in our classroom and how
parents can access these resources at home (guide on how to use the wiki is included!)
C. Contact Information: Parents can contact me using my school email or leaving a voicemail on my
classroom phone. Students know that they can come visit me before school or after school for
additional help when necessary.

12
 How to post on the wiki

1) Go to the wetpaint site. (http://dms-

sixthgradeenglishclass.wetpaint.com/)

This is what the homepage will look like.

2) Log on to the site using the username and password we created

in class.

3) Once you have logged onto the site, your homepage should look
like this.

13
4) Go to the left side of the screen and click on the word Step-Up
to Writing. This will lead you to the word Accordion
Paragraphs. Click on Accordion Paragraphs. The first section
of the Accordion Paragraphs will be Occasion/Position Topic
Sentences. Click on it.

(see picture below)

5) Once you are on the Occasion-Position Topic Sentence page,

click the button EasyEdit with the pencil on it

14
6) When you are in EasyEdit mode, you can type in your response
to the question that is on the page. Make sure your post is
divided between other peoples by using a line ===========
When you are done writing, click ‘save’ to save your response.

You have successfully posted on the wiki!! Congratulations



15
 How to write on writeboard.com

1) Go to www.writeboard.com This is the homepage you will see.

2) After you have logged into the class site, this is what your
screen should look like.

16
3) Write your response to the question. Make sure to include
your name down at the bottom so we know who posted which
response. Save your response when you are done and it will
appear on the writeboard.

You have successfully posted onto the writeboard.

Congratulations!!

17
Wiki Rubric

18