Creative Constructor
Lab Virtual
Leadership Exchange
at ISTELive 21
Edtech Advocacy &
Policy Summit

Reading Rap Battles: Comprehension in the YouTube Age

Participate and share

Participate and share : Interactive lecture

Wednesday, June 26, 11:30 am–12:30 pm
Location: 204C

Lloyd Goldberg   Carie Thibault  
This session will discuss methods of differentiation and individualization that teachers can employ in the ELA classroom. Students are allowed variant learning styles and different intelligences, through song writing, and video creation in order to express comprehension of multiple reading / writing / technology standards.

Audience: Teachers, Principals/head teachers, Technology coordinators/facilitators
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Laptop: Chromebook, Mac
Participant accounts, software and other materials:
Google Classroom
Focus: Digital age teaching & learning
Topic: Storytelling/multimedia
Grade level: 6-8
Subject area: Language arts, Math
ISTE Standards: For Students:
Creative Communicator
  • Students create original works or responsibly repurpose or remix digital resources into new creations.
  • Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
Knowledge Constructor
  • Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

Proposal summary

Purpose & objective

In my classroom we have used resources such as School House Rock and Flocabulary to convey the curriculum in a more user-friendly manner for the middle school students. The highest selection of professions my students aspire to is now to be a 'You Tub-er'. They are obsessed with the online personalities and the opportunity to influence popular culture. When not on YouTube, or the websites I instructed them to be on, they are constantly listening to music online. So I thought how could I combine these interests of the students in an educationally positive manner. How can I take students who never were expected, encouraged, or held accountable for completing novels to truly get into reading and gain a deeper understanding of the literature?

The participants of this session will learn how my classes took the English reading and writing standards, and then incorporated technology to allow students to show comprehension in divergent methods. We will walk the participants through the process of identifying focus standards, selecting appropriate texts, integrating traditional resources, and then the step by step process used for the students to ultimately create a fully produced music video.

As part of this session the participants will view students produced work, be given a listing of online resources, be provided the rubrics to determine mastery, and be offered the lesson plan outlines that were implemented within the classroom.


This presentation will be broken down first into the background of my students; cultural, academic, and achievement. Then we will discuss the necessity for a creative and thematic comprehension and instructional tool. From there we will discuss the lesson plan progression and specifically which standards of the ELA CCSS apply. We will review the rubrics applied to the final products and then watch student examples of videos.

Throughout the audience will participate through the use of Google Forms and surveys. They will also be invited to contribute to materials and access links and download masters within a Google Classroom. There will be time for the teachers to also play within some of the websites and possibly create their own lyrics if time allows.

Supporting research

More [+]


Lloyd Goldberg, Clark County School District - Mack M.S.
Carie Thibault, Clark County School District - Mack M.S.

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