Using Google Docs to Teach Tweeting

Before my 10th grade World Lit students started reading The Scarlet Pimpernel this past year, I came up with a project to help them see the story from multiple perspectives. My students sit at tables - an arrangement I pushed for because it gives them space to work on projects and encourages collaboration. I assigned one character to each table group.

• Table 1: Marguerite
• Table 2: Suzanne
• Table 3: Armand
• Table 4: Chauvelin
• Table 5: Andrew
• Table 6: Percy
• Table 7: the Comtesse

The instructions were simple:

Work with your table group to create 30 tweets that accurately represent your character's thoughts throughout the book. Each tweet should be in this format:

FishyFisherman - Mr. Jellyband
@scarletp sent over a fresh new batch of frogs today. No wonder the inn stinks. #britishforever

Remember!! Each tweet must be 140 characters or less (including spaces). Each tweet must include at least one hashtag #

** You may include up to 15 tweets from other characters written to your character. For example:

AngryBantam - The Vicomte
@Jellyband I request full refund for last night's meal. #disgrace #duelingfordummies

Your tweets must be chronological.

As many of my 10th graders had no experience using twitter, this was a good introduction to the format. 

Google Docs worked well for this format. The student groups shared a document where they created the tweets together in real time. The students could see who was typing what, and leave comments off to the side as they worked. The collaboration was interesting to watch as there was a blend of face-to-face communication happening around the table at the same time as online conversations.

Student Work - Table 3: Armand

While the students were working on these projects, I regularly checked in to their document (it was also shared with me). The student could see when I was perusing their document and used the chat feature to say hi. The check-ins allowed me to see how the groups were doing, and gently encourage them in the right direction. Some groups struggled with spreading out their tweets, especially when their character was only a major part of the beginning of the book. This project forced them to think outside the box, imagining what their character would be doing and feeling during the latter part of the book.

Student Work - Table 4: Chauvelin

When it came time to assess, I made ample use of the revision history in Google Docs. This allowed me to see who typed what and when, which is the age-old question when it comes to assessing group projects.