Odile+H

Could you pretend to be a third grader? Go to [] Look through all the blog posts on the left. If you see any characteristics of authors that also apply to you personally, add a comment that says something like: I like to draw too! by Billy (use your own name.) Let me know if you encounter any problems. Thanks! Odile



My project will be used by third grade students in fall of 2009. The essential question is asking students "Could you be famous?" Begin with a preassessment with each student writing answers to the questions: “Can you trust all information on the internet?” “Why do you need to “cite” your source?” The students will self-assess their grammer and punctuation, spelling, etc. I will use the paragraph to pre-assess knowledge. Follow with brief instruction about reliability of information on Internet and importance of selecting a reliable site. (justification for staying on sites I suggest). Explain importance of citing sources. Small groups choose 3 authors they enjoy reading and would like to research in the next 3 classes. Students will individually assess teamwork skills and compare with their teammate using the Team Collaboration Assessment. During all project work, students will flip a red/green card to the red side when they need help. Students continue to work until help arrives. If students solve the problem (before or after help arrives), they flip their red card back to the green side. Between this class and the next class, I will locate and identify appropriate web sites for students to use.

What are the personality characteristics of great authors? Groups will work as a team to research the favorite author's website to find personality traits and preferences for that author. A student sample of what that blog might look like is at [] If students see that their author could have the same comment as someone else has already posted, they can add it as a comment to the other post. I would try to get as much variety as possible. If students see characteristics that also apply to them personally, they can add a comment to a blog. Students will continue to use red/green card to signify when they need help. This lesson will be repeated in 3 class sessions. Together, they will also assess the quality of their blogging at the end of each class time using the Blog Assessment Checklist, which will also be used by the teacher. A conference will occur with students and teacher between classes to discuss any differences in our assessments and set goals for improvement.

Final Lesson Students will analyze the information in everyone's blogs. Identify similarities and differences. Create a graphic organizer of the information to share with others. Students should look for any personality traits that are also true for themselves and write a paragraph to explain "Why I can become a famous author." They wil use the final assessment checklist to assess their own graphic organizer and paragraphy. In the end, I hope students will learn that they can become a great author too.

Students will also be asked to write answers to the same questions that I asked on the first day: “Can you trust all information on the internet?” “Why do you need to “cite” your source?” This will be assessed by student and teacher using the same Internet Reliability Checklist that we used on the first day. Accomodations for Differentiated learning Students reading below grade level will be paired with a student who reads at or above grade-level, encouraging the capable reader to read the information aloud to their partner. Some websites offer videos of author interviews. These will sites will be recommended to students because they include audio. Students who are advanced learners will be paired up together and encouraged to make deeper connections between one favorite author and themselves. If they find very specific details that demonstrate a high level of understanding, I will email their comments to the author they believe is most similar to themselves.

What do you think?

Reflection Module 2 This module has helped me think about using standards, Curriculum Framing Questions or formative assessment in the following ways: I am incorporating a lot more formative self -assesment into my lessons so that students truly understand what is expected from them. I see how students can learn from a pre-assessment, so the student knows the objectives of the lesson and is more likely to learn the standards I am teaching. I understand the importance of using curriculum framing questions to provide the necessary "hook" to improve student engagement.

Module 3 Activity 1 Review learning objectives Where in your unit do students need to conduct research?  Module 3, Activity 6 This module has helped me think about the impact of the Internet...
 * 1) In your unit, when could students' learning be enhanced by communicating with others? Blogging activity will allow partner-groups to communicate with other partner-groups without the noise and confusion of students walking around the room and talking to each other.
 * 2) How can you ensure students are using problem solving strategies throughout your unit? Red/Green cards are used to indicate students have a problem and need help. However, instead of waiting for the teacher with their hand in the air, students are instructed to continue to work until help arrives. It is my hope that a delay in solving a student's problem will encourage students to solve the problem themselves.
 * 3) Answer: How you could incorporate the Internet in your unit to help students do research, communicate, and collaborate? Internet will be used to do research about the characteristics of authors. Internet will be used to communicate the information using their own words and citing their source. Blogging will use the internet to collaborate with other partner-groups. The unique ability of being able to click a hyperlink to a website address when posted electronically will give added importance to citing the source of our information.