English Language Arts, Composition and Rhetoric
Material Type:
Lesson Plan
High School
  • Argument
  • Grade 11 ELA
  • Writing
    Creative Commons Attribution Non-Commercial

    Exploring A Digital Native Exhibit

    Exploring A Digital Native Exhibit


    Today students will explore one another's Digital Native museum exhibits. They'll have a chance to think about each exhibit and make notes about how it accomplishes the scoring criteria.


    • Read the lesson and student content.
    • Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
    • Decide whether you will have students turn in their notes about their classmates' exhibits to you.

    Preparation and Quick Write

    • Remind students that their note-taking today is not evaluative. Their job isn't to critique their peers but rather to look for ideas and perspectives they can learn from and enjoy.
      • ELL: If it will be helpful for your students, you can brainstorm useful types of responses that would be appropriate for this activity. Collect these phrases and make them easily available for reference. Later on, during the Closing task, there are potential sentence frames listed to help students with their written reflection.
    • If you think it necessary, briefly model the note-taking process so students have a clear idea of what's expected of them in this lesson and the following one.
    • Let students know whether or not they will turn in their notes to you and whether they will share their notes with one another.


    Listen as your teacher explains how you will view and take notes on your peers’ exhibits.

    • In a Quick Write, jot down what you hope other students will notice about your team’s exhibit.

    Open Notebook

    Exhibit Exploration

    • Encourage students to plan so that they spend a roughly equal amount of time viewing and reflecting on each exhibit.
    • They will view about half the exhibits in this lesson and about half in the next.
    • Let students know what you want them to do with their completed Exhibit Worksheets.

    Work Time

    Spend some time interacting with other groups’ exhibits. This is an amazing opportunity to gather more perspectives and arguments on the issues raised in this unit. Make sure to see about half of the other teams’ exhibits during this time.

    • As you view the exhibits, fill out a separate Exhibit Worksheet for each one.

    Museum Exhibit Worksheets

    • Make sure students complete one worksheet for each exhibit they view.

    Work Time

    WORK TIME Museum Exhibit Worksheets

    Museum Exhibit Team 1

    Museum Exhibit Team 2

    Museum Exhibit Team 3

    Museum Exhibit Team 4

    Museum Exhibit Team 5

    Exhibit Reflection, Part 1

    • Students' reflections should be quite interesting at this stage. They've had a great deal of practice in examining and evaluating museum exhibits, so they should have some insightful comments about their peers' work.
      • ELL: Offer some sentence frames to support ELLs as they react to the exhibits. Some examples are:

    ✓ I enjoyed Exhibit “A.” There are many things I liked about it. I am wondering, however, if the group who created it can explain why…

    ✓ There are a few questions/concerns I have about Exhibit “B,” and I wonder the following about it…


    • Review your notes so far and write a Notebook entry describing the most enjoyable or intellectually challenging aspects of the exhibits you saw today.

    Open Notebook

    When you finish, share your writing with your teacher.

    Exhibit Reflection, Part 2

    • Let students know if you want them to share their reflections with the other members of their exhibit team.


    • Finish your Notebook entry from the previous task if you have not yet done so.

    When you finish, share your writing with your teacher.