Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: steps to writing an argumentative paper

Content Area/Grade Level(s): 6th Grade ELA
Content Standard Addressed: ELAGSE6W1: Write arguments to support claims with clear reasons and
relevant evidence.

Technology Standard Addressed: 1c: Students use technology to seek feedback that informs and
improves their practice and to demonstrate their learning in a variety of ways.

Guiding Question(s): Are you able to take the information you inserted into your bubbl.us and
create a well written and sequenced argumentative essay based on your claim, reasoning, and
evidence?
Selected Technology Tool: Bubbl.us

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☐Remembering ☐Understanding ☐Applying ☒Analyzing ☒Evaluating ☒Creating

Levels of Technology Integration:

☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or
Choice” during the activity and most of the decisions are made by the teacher.

☒ Integration Level: We would like to see ALL lessons/activities reach this level. The project is
student-driven and student-led. Students should have “Voice and Choice” in the activities,
selecting the topic of study and determining the technology tool to demonstrate mastery of the
standard. The teacher becomes more of a facilitator.

☐ Expansion Level: The projects created are shared outside of the classroom, publishing student
work and promoting authorship. This could be reached by showcasing the project on the school’s
morning newscast, posting the project to the classroom blog, or publishing via an outside source.
Your student’s projects must be shared locally or globally to meet this level.

Universal Design for Learning (UDL):

Students are able to create a digital form that is used as a guidance for work in the future. If
students do not have access to a computer, this same activity can simply be done with paper and
pen. The digital version of created a brainstorming/ bubble chart allows students to get more
creative and color code different areas of their writing. This is a more organized and structured way
for students to be able to follow along and complete their written essay later in the class thanks to
this website.

TFrazier, 2021
 Beyond-the-Basic Productivity Tools (BBPT)

Lesson idea implementation:

The example I have included is just a simple way for students to follow along and input their
information based on their topic. Students will create their own that will assist them later. The
guiding question is, are you able to take the information you inserted into your bubbl.us and create
a well written and sequenced argumentative essay based on your claim, reasoning, and evidence?
Students’ learning will be assessed based on how well their paper follows what they have planned
out in their brainstorming map. The final product for each student will be different because each
student may have a different point of view on the topic. It differentiates learning because students
are to write their own essay based on what side they support. To extend student learning. I may pair
some students with different sides together and get them to share why they support their side. It
invites a difference of opinions into the conversation. To conclude this lesson, students will finish
with writing their full argumentative essay and turning it in.
Reflective Practice:
I think this will impact student learning because it keeps students’ work organized and legible. They
can constantly edit and make changes to their chart which keeps it neat. This gets students engaged
because they decide all the information they choose to fill the bubbles with. This gives them the
option of creating a colorful digital version rather than using paper and pencil. to extend this lesson,
i could ask students to explore the side they did not choose and list reasons and evidence as well.
other technology tools that could be useful are google forms as well as Microsoft word.

TFrazier, 2021