Write a reply about something they wrote that was insightful to you, and explain why. After the discussion students returned to the discussion web to share their thoughts on what was discussed. Replying to other's statements, they validated what each person had to say. I would read all their entries later on. For now verbal praise was motivating even for my toughest participants.
Students explore information about blues songs, including sound clips, pictures, and biographies.
Later, they draft their own blues song and write a reflection essay. Students peer edit their blues songs, reply to each other's comments on the discussion web from within and across class hours, and they assist each other with PowerPoint tools. Students discuss findings from Part one of the project in groups of 3, including jigsawing. They workshop each others' blues songs during the revision stage. Assessment of Part One was based on what students wrote in the pre and post discussion web writings.