Wednesday, August 6, 2008

TO STUDENTS Let's use computers to make literature come alive! HERE'S THE PLAN!

Hi students! We are going to spend the next 9 literature sessions working on a fun new project. First, I will let you sneak a peek at one of the amazing final products you will be making, just click here- Ok, here's the plan!
Day 1- We will do a class read aloud of the The Little Red Riding Hood and create a summary of the story together. Next, in small groups we will use our big Bloom's taxonomy chart to guide us in brainstorming questions which will be used to interview a character. Which character? You guessed it! The wolf! Then we will come up with the answers that the wolf might give as we share out the questions with the whole class.

Day 2- We will do an internet search to find out some information about the author. We can use Google displayed on the smartboard to search the internet for 3 interesting facts about the "Brother's Grimm". Next, we will create a class powerpoint containing 6 slides the first slide will contain the title of the story, the next will contain our summary of the story, the next 3 will contain interview questions and answers and the final slide will show 3 interesting facts about the authors of the story. I will demonstrate how to insert sound files so that we can hear the interview with the wolf as well! Here's an example- At this point students will be introduced to the rubric which gives guidelines on how to complete the project to the highest standards. Each student will be given a copy of the rubric. They will be reminded daily of it's importance. As new parts of the project become relevant the class will explore the related section on the rubric.

Day 3-Now, you will break into partnerships and "partner read" a book you like from your level. Use our graphic organizer to help you create a summary for your story. Next, you can choose a character from your story. Using the Bloom's taxonomy chart and our class list of brainstormed questions for characters, think of 3 questions to ask your character. Think of the answers to your questions and practice the interview with your partner. Today, 2 groups(6 partnerships) will be called get on the internet and do a search to find 3 facts about the author of their story.

Day 4-Today, 2 more groups will do the internet search for author facts. Next, partnerships will start your powerpoints. A copy of the model will be placed above the computers for you to look at along with the rubric for the assignment. When you finish with the slides you can add the sound clips and do your interviews.

Day 5-After a short review lesson on powerpoint creation, the rest of the students will make their powerpoints. Partnerships who are waiting or finished can use the time to practice talking about their summary and author facts, since these parts of the presentation will not be supported with sound. The teacher will help you save the powerpoint on a class thumb drive so that it can be retrieved for the presentation.
Day 6-Today the class will look at the model and see a demonstration on how to create a Voki. Afterwards you will create your own Vokis. (Make sure you and your partner split up the work evenly.) When you finish, let the teacher know and she will help you upload your Vokis to a class blog.

Day 7-Now it's time to start the presentations. We will look at the class blog and choose a Voki that we like. The pairs of students will go up and present. One partner can introduce the presentation and talk about the class summary and the other one can end the presentation after discussing author facts. During the presentations, classmates will be responsible for thinking of one more question for the character and the partnership will try to answer it with the support of the class.

Day 8-Presentations continue

Day 9-Presentations continue and you will fill out a partner evaluation. Groups can conference with the teacher about the scores they received on their rubrics to find out how they could do better next time.
For additional details on each element of the process, please click on the links below.



Dear Administrators,

I would like to invite you to view my implementation plan to combine literature and technology in a unique project based learning assignment. The lesson is designed for 4th grade ESL students, but can be modified to suit many levels from grades 2-5. Research shows that meaningful learning takes place when students are working collaboratively to find information for a goal directed purpose. Students will be actively engaged a fun multi-media activity which supports the multiple intelligences , covers all NYS technology learning standards and most NYS ELA and ESL learning standards. In addition, the activity is based on Bloom's Taxonomy and is an excellent opportunity to for confidence building and parent involvement. The activity will take nine 45 minute literature sessions, which contain the "demonstration-plus model" and collaborative learning in partnerships . We already have all the technology supplies we need, which include 3 computers, a smartboard, a microphone and a thumb drive. For a "child-friendly" breakdown of the day to day implementation plan, please click here.

For additional details on each element of the process, please click on the links below.






*Students will work in partnerships to read and summarize a literary narrative
*Students will use Bloom's taxonomy to create questions and answers for an interview of a character from the story
*Students will do a Google search on the internet to locate facts about the author of the story
*Students will create a powerpoint to display the summary, interview and author facts
*Students will add sound to the powerpoint to enhance the interview portion of the project
*Students will create a Voki to portray the character
*Students will present the powerpoint and voki to the class and respond to feedback from classmates

*Standards Based-The project meets all the NYS ELA, ESL and Technology standards shown above.

*Appropriate for Age, Grade and Ability Levels-The project is designed with a fourth grade, self contained ESL class in mind. Ability levels can be accounted for because students can work with partners of the same reading level while choosing an appropiate "leveled" book. Interview questions/answers which are lower on Bloom's taxonomy are perfectly acceptable for learners in the "beginners" level. The same project could be used throughout grades 2-5 if proper scaffolding takes place. The younger students may just need to go more slowly.

*Engaging-The collaborative, interactive and task-based nature of the project as well as the use of imaginative audio and visual creations on the computer make it a memorable and meaningful learning experience for all students.



Opportunity for students to help define the task

*occurs during the class brainstorming session, as the class uses Bloom's taxonomy to develop interview questions for a character

*occurs as students make their own choices about which story to use, which character to interview and which questions and answers will appear in the audio visual presentation of the interview on powerpoint

*occurs as students have choice in creating the Voki's appearance, voice and words

*occurs as students make decisions regarding questions to ask their classmates during the presentation

Opportunity for collaboration or exchange feedback with other classmates occurs during every step of the process including

*the introductory portion of the unit during which students brainstorm ideas

*partnership efforts to design slides,do research and create the interview, Voki and presentation together

*students becoming active participants in each other's presentations by asking additional questions to the presenters



*Publication opportunities are possible using a class blog on which to upload the students' vokis which function to "advertise" their powerpoint presentations. Slideshare may be used to share visual powerpoints. However for this project, the audio attached to powerpoint slides is best suited to being put on a class thumbdrive.

*Here are examples of finished student projects. Just click below.


Simply click on the the word "ASSESSMENT" above to see a rubric which gives guidelines for the project.

The students will each get a copy of the rubric after the initial demonstration lessons on Day 1 and Day 2, so they have clear ideas about what makes an exemplary project.

When they finish the entire project, they will get the opportunity to see their scores on the rubric and talk to the teacher about what they could do to improve next time.