Summary In this lesson, the grade 3 students will create a storybook out of past spelling words. Students will be given the list of previous spelling words at the beginning of the class. The students are to create a story of their choosing using at least 10 of the presented spelling words. Each spelling word should be made the color red, while the rest of the sentence is black. They will have to collaborate on what the story will be about, and which words are chosen. The students will be put into groups of 3, with each student creating 3 pages of the storybook that contains at least 1 spelling word, and all students collaborating on the last page. Teachers will be able to evaluate each student’s pages separately, as well as evaluating the story and the last page as a group.
North Dakota State Standards- Language Arts L.2 3rd grade A. Capitalize important words in titles. B. Use commas in addresses. C. Use commas and quotation marks in dialogue. D. Form and use possessives. E. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). F. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. G.Consult reference materials, including beginning dictionaries, as needed to check and correct spellings
North Dakota State Standards- Writing W.2 3rd grade Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section.
ISTE NETS Standards 1. a. Apply existing knowledge to generate new ideas, products, or processes. 2. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media 2. d. Contribute to project teams to produce original works or solve problems 4. b. Plan and manage activities to develop a solution or complete a project 6. a. Understand and use technology systems. 6. b. Select and use applications effectively and productively
Groups Teacher selected Diversify Ability level/work ethic Strive to make each group as equal as possible Gets students working with classmates other than friends, and shows true teamwork ability
Students Will Complete: Storybook Includes at least 10 past spelling words Each group member covers 3 spelling words each Students collaborate on storyline/topic and final page of the book Each page contains an illustration showing what is happening on that page Students will have their sentences for the story hand- written before going to the computer lab
Material/technology needed List of past spelling words Example of storybook SMART board and computers Paper and pencil List of groups www.storyjumper.com Set up classroom list Classroom password Storyjumper handout Email parents about using it at home
Intended Learning Outcomes Writing sentences with correct spelling, punctuation, and spacing (for hand-written portion) Students should look up words they are unsure of spelling in the dictionary Students will be able to collaborate to come up with a short story with one cohesive idea Introduce topic, describe topic, use linking words, and provide a concluding sentence that wraps up the story to meet State Standards
Timeline of Activities During any week, instead of a spelling test, the students will create this book. At the beginning of language arts class on the first day of the week, the students will be given the list of spelling words. Students have been told the week before a little bit about the assignment, and to start thinking of topics for their books.
Timeline of Activities: Day 1 15 minutes: Explaining the project and showing examples of books that would have scored well. Explain to students that sentences should be written out by class the following day for the story. A minimum of what the story is about is needed by the end of the class. 5 minutes: Getting students into their correct group and restating that it is up to them to decide what the story is about, as long as each person uses 3 words for their 3 pages and there is a minimum of 10 spelling words in the book. Be creative! 20 minutes: Walking around classroom, letting students collaborate and ask questions if needed. 5 minutes: See how far students are and evaluate if they will need more class time tomorrow to write out sentences. Tell students to come up with ideas at home if they have not completed their sentences for today.
Timeline of Activities: Day 2 15 minutes: Let groups collaborate what they may have done at home, and complete their last page of the book if they have not already done so. 30 minutes: After students have their sentences hand-written, the class will head to the computer lab where the teacher will instruct them how to use storyjumper.com on the SMART board, using step by step processes for key components. Students will also get a handout that includes how to log in, and instructions on common things used, like how to change the color of their spelling word. For this, students will have to create another text box with the spelling word in it, and leave a space in the sentence for the word since you cannot only change one word in the text box. Students will also learn how to use the props portion of the website as well in order to create their illustrations. Students will also be instructed on how to save the storybook after each work time. This means students can work on their pages at home and can save their work. Since only one student can use it at a time, the group will have to choose one member to save their storybook under, preferably the student with the first pages.
Timeline of Activities: Day 3 15 minutes: There will be a review of how to use each of the tools again during this time. The rest of the day is a work day. 30 minutes: Walk around and answer questions if needed. 30 minutes are used for the first group member to work on the book. While one child works on the group’s book, the others experiment with the website on their account, and try and answer questions if their group members have any. They are also looking for items they can use on their page, so they know how to get them quickly when it is their turn. Students are encouraged to work on their pages at home.
Timeline of Activities: Day 4 45 minutes: Work day. Member 2 gets 30 minutes, and member 3 gets 15 minutes of work time.
Timeline of Activities: Day 5 45 minutes: Member 3 gets 15 minutes of work time, and the rest of the time is used on the final page of the book, and to have each member peer review the whole book together. The storybook should be complete by the time class ends. Students are to also turn in their hand-written sentences they created at the beginning of the week at the end of the class.
Assessment Students will be evaluated both individually, and as a group. The rubric consists of 25 total possible points
Rubric: Group Assessment Group: Story cohesion 4-Story is cohesive and flows well from page to page 3-Story is fairly cohesive, but some parts do not fit together 2-Story is somewhat cohesive, but there are many parts that do not fit well within the story 1-Story is not cohesive. There is no main point and no direction of the story Group: Final page 3-Final page is well-illustrated and provides a well-thought concluding sentence with no grammatical or spelling errors 2-Final page is lacking in illustration and the concluding sentence does not fit with the story with 1 error 1-Final page has no illustrations and concluding sentence does not fit with the story and has 1+ error
Rubric: Group Assessment Group: Time management 2-Book was completed on time (last page) 1-Book was not completed on time; group was asked to stay on task multiple times Group: Peer assessment In this part, each member will give their group members a number between 1-4, with 4 being the best. The students will be told their ratings will be kept anonymous. The students are to rate each other on what they think the amount of work, ideas, and opinions the others put into the assignment and explain why they gave that score.
Rubric: Individual Assessment Spelling/grammatical errors: (total) 4-0 errors on all 3 pages 3-1 error 2-2 errors 1-3+ errors Illustrations: 4-Illustrations are very descriptive of the sentence(s) on the page and there is very little blank space on the page 3-Illustrations are descriptive of the sentence(s) and/or there is some blank space on the page (1/3) 2-Illustrations are somewhat descriptive of the sentence(s) on the page and/or there is a lot of blank space on the page (1/2) 1-Illustrations do not describe the sentence(s) on the page and/or there are no illustrations
Rubric: Individual Assessment Use of time: 4-Student used his/her time wisely and completed the assignment on time 2-Student was asked more than 2 times to stay on task when working on the assignment 1-Student was asked multiple times to stay on task, and/or assignment was late
Conclusion From completing this assignment, students should take away collaborating ideas, as well as how to make a cohesive paragraph. Students will also be able to share their final project with their family and friends online!