Emoji Writing

Students will:

• Be able to create one simple paragraph that relates the emojis generated to the Main Idea Emoji. (2nd and 3rd grade)

• Be able to create a series of paragraphs that incorporate the Emojis generated in the Main Idea Emoji and the Conclusion Emoji (generated in 5). (4th and 5th grade)

Vocabulary Words:

1.  Emoji: An emoji is a small digital image or icon used to express an idea, emotion, etc.
2.  Main Idea: The main idea is the important message in a paragraph.
3.  Paragraph: A paragraph is a piece of writing that is as long or as short as necessary to develop the main idea.

To prepare for this lesson:

• Make sure students are able to access the Pure Random Emoji Generator.

• Create a slide deck or document (or your favorite sharing method) that is editable by the students so they are able to share their writing with others, as a peer review or for the fun of it.

• Here is an example Google Slide Deck of a few pieces of creative writing that were created.

  
  

See Accommodations Page and Charts on the 21things4student website in the Teacher Resources. 

Directions for this activity:

1. Discuss the process of creating a simple paragraph or series of paragraphs with your students depending on the writing development process appropriate for the grade level.

   • Components that need to be emphasized would be; the main idea paragraph, supporting paragraphs, and the conclusion.

2. Display the  Pure Random Emoji Generator and provide an example based on Emojis that you have generated (either on the fly or ahead of time).

   • You may ask them to turn on the animation in the top right hand corner.  This will produce gifs that they are able to copy and paste (or download) onto their writing to be shared.  If not having them turn on animation, the images can be used on their shared document.

3. Show the students how to add their writing and their emojis (or animated gif) to the shared resource. You may share the example Google Slide Deck and read the examples.

4. If using a peer review process for improvement, decide on partners or groups and discuss the peer review process and then the revision process.

5. If sharing for fun, discuss this process and the importance of writing appropriately.
   
   

Different options for assessing the students:

• This activity would be used to practice creative writing skills and work towards building up the ability to write full sentences and paragraphs.
• As a formative assessment feedback would be provided on the final writing piece that is shared.
• Observation should be used throughout the activity and verbal feedback provided.