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Twenty-First Century Learning

Lesson Plan


The Voki Project

Learning Objective/Learning Goal

This lesson will enable students to improve their skills in writing and speaking English using an avatar published in the classroom blog. There will be unique lessons designed to use an avatar linked with lessons of the grammar book used in the classroom.

Class Procedures

The teacher should examine every curriculum currently being used to determine where to use Voki. In implementing the lesson plan, students will create avatars for their short stories or poetry. Upon introduction, students will research great or famous people and create avatars that resemble these famous people. Those who like, they can create avatars that resemble themselves (Hardson-Hurley, 2010). The avatars will then be graded according to the established rubric. The grading will be based on different factors. The criterion to be used in grading will be based on Image, Duration of the Voki, Content, Grammar, Spelling, and Mechanics. Other factors to be graded will include the use of class time, pacing and enthusiasm, volume, and clarity.

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Lesson Description

It is a project that is appropriate for all courses in high school. The avatar helps in improving spoken and written English among students. To ensure it is accomplished, there will be various tasks for the avatar related to every grammar lesson of the program. Students will participate in writing on the classroom blog. The lesson plan will aid in implementing a tool to create a blog using the English language. After every fifteen days, there will be an avatar journalist. He or she will be responsible for writing bulletin and classes connected to the English language.


The Voki website and the classroom blog.


The assessment of this lesson or project will be made in the use of the Voki blog and depending on how the students benefit from using the blog. Learners will also be evaluated or assessed on how they use the Voki avatar technology (Krishelle, 2009).

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Integration of Appropriate Technology

The technology integrated into the lesson plan or project is the use of the Voki website and classroom blog. Voki allows the teacher and students to create their own avatar that will be able to speak. They will do it in a fun, engaging, and stimulating way (Hagood, 2009). This technology is very appropriate as a modern method of integrating technology in the classroom. Teachers can have an opportunity to learn new things from the avatars created by the students. It has the capability to bring out any weakness in a student, which the teacher can then cultivate to ensure that the student performs well. It offers the students a platform to express their opinions and feelings in an online or internet platform. It is because a student's identity is hidden behind the avatar created by this student. Voki's website has proved to be of great worth, especially among language teachers (Krishelle, 2009).

Student Retention of the Lessons

Student retention in the Voki Project class will be very important in gauging the success of the lesson. The student retention rate in the classroom designates the fraction of students who continue in the classroom or institution after they have started studying. High retention in this class will likely suggest that the teacher is supportive, and the students love what they are learning. The retention rate for this class will be aimed to be at 95 %.

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Required Skills As A Result Of the Classroom Activity

Successful completion of this lesson will ensure that the students writing skills are enhanced. They will also be able to speak correct English that is free from grammatical errors.

Sample assessment and Voki Rubric

Voki Rubric

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Partially Proficient

Incomplete and poorly done


4 points

The avatar

3 points

The avatar almost

2 points

The avatar

1 point 0 points

The avatar did not


matches the

matched the


match the


president. The

president. The

resembled the

president at all OR


the background is

background is

president. The

the background




background is

was not




Duration of the

The Voki lasts 45-

The Voki lasts 35-

The Voki lasts 25-

The Voki lasts less


60 seconds

44 seconds

34 seconds

than 25seconds


The Voki covers

The Voki covers

The Voki cover

The Voki does not


three issues

two issues

one issue

cover any issues


The script does

The script has one

The script has two

The script has

Spelling, and

not have any



three or more



spelling, or

spelling, or



spelling, or

mechanical error

mechanical errors

spelling, or


mechanical errors


mechanical errors

Use of Class Time


Worked on the task during the entire project. Asked relevant questions. Never distracted others


Usually worked on the task during the entire project. Asked relevant questions. Never distracted others


Worked some of the time on the task during the entire project. Sometimes asked relevant questions. Occasionally distracted others

Rarely worked on the task during the entire project. Occasionally asked relevant questions. Often distracted others





Voki Rubric when using recording option

4 points

pacing and enthusiasm


4 Points

The pace (rhythm and voice punctuation) fits the commercial and helps the audience really get into the commercial


3 Points

Occasionally speaks too fast or too slowly. The pacing (rhythm and voice punctuation) is relatively engaging


2 Points

Tries to use pacing (rhythm and voice punctuation), but it is often noticed that the pacing does not fit the commercial. The audience is not consistently engaged

1 point 0 points

No attempt to match the pace of the storytelling to the storyline or the audience


Volume and clarity


Voice quality is clear and consistently audible throughout the commercial


Voice quality is clear and consistently audible throughout the majority (85-95 %) of the commercial

Voice quality is clear and consistently audible through some (70-84%) of the commercial


Voice quality needs more attention


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The rationale for the Choice of Voki

The NCTE definition of the twenty-first century literacies is sound on the idea that technology has enlarged the current definition and meaning of literacy (Ohler, 2009). To be considered as a student or someone who is technologically competent, one should be able to utilize technology in learning. Additionally, for one to claim that he or she is technologically competent in the twenty-first century, one must possess a wide variety of skills and competencies related to technology (Glasgow & Hicks, 2009). To achieve or realize this dream, writers and readers need to develop proficiency with the currently available tools of technology, such as Voki. In connection to this, exposing the students to the internet or online platform, such as Voki, is invaluable in developing a new skill and competency in writing, reading, and speaking English (Burke & Hammett, 2009).

In addition to it, in the twenty-first-century learning should not be characterized by depriving the information on the internet (Crockett, Jukes & Churches, 2011). However, people should not just visit the website to gather resources, but they should participate in the creation of knowledge and resources. Developing a pedagogy that incorporates teaching students, the use of technology should play an important role that educators should be willing to participate (Christel & Sullivan, 2010). It is becoming evident that teachers or instructors who engage technology in the teaching process are successful. Such instructors find their students more engaged in learning than teachers who do not incorporate technology in the teaching process (Kist, 2012).

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