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EDUC 6713 Unit Plan

Problem Based Learning Lesson 1

through aesthetic reading
 * Lesson Title:** Meeting state standards **Grade Level:** 3
 * Related Lessons:** Creating a digital story **Unit:** Problem Based Learning: Reading

Draw appropriate inferences and conclusions from text. Distinguish between fact and opinion within text. Identify the stated main idea of a reading selection. Determine the problem in a story and recognize its solution. Identify setting, characters, and plot in a selection.
 * Content Standards:**

Facilitate and inspire student learning and creativity Design and develop digital-age experiences and assessments
 * ISTE NETS-S Standards**


 * Description:** Students are often required to read specific texts to assess the above content standards. The required texts are generally chosen by school and district administrators, including teachers. This lesson will allow students to read their favorite text, from any genre – fiction or nonfiction, and identify standards met while reading. Since third graders are beginning to read chapter books, the only requirement is that their selection be a chapter book.


 * Learning outcomes:** Students will increase fluency and comprehension as they identify specific purposes for reading aesthetic texts. Students will use reading strategies to readily recognize and indicate important information while reading. Students will learn to use technology to monitor reading comprehension.
 * Lesson Steps: (1)** Students will have 15 minutes of computer access on day one of lesson to choose a story from [|www.storylineonline.com]. After listening to the digital read aloud, students will fill out a Reading response sheet in which they are asked to write 1 or 2 sentences from the story that fit each content standard. **(2)** I will list the content standards on the board and pose the following essential question: How can we read any text and insure that we are learning grade level content? Each student will choose a chapter book they want to read and write the title and their name on an index card and drop it in a tray. During literacy block, they will use the first 30 minutes for DEAR (drop everything and read) reading. I will instruct them to journal notes and pertinent information to refer to for assessment. **(3)** Students will be instructed to read and journal as homework each night. Students will have three days to read and complete their selected text.


 * Assessment:** Students will pair and share as an informal assessment tool. After reading chosen text, students will pair with a buddy and give an oral review of the text as a recommendation for their buddy to read the book. The buddy listening to the review will give the book a thumbs up or down according to reader’s appraisal. The listening buddy will grade the reader on a scale of 1-10 for retelling the story according to the content standards. Students will be graded on their responses to a reading response log they fill in on the computer. The response log will direct students to give responses from their reading for each of the four content standards listed above; they will not be allowed to use text to answer response log. Lastly, they will print their completed log and turn in for grading.

Differentiation:

Robbie, What a great way to incorporate standards! My administrator is pushing "I Can" statements because students learn more when they know what exactly is expected of them. Having your students "find" the standards is an excellent way of helping them understand that the standards are relevant and necessary in their real lives. How are you differentiating for struggling readers and students who may not yet be ready for the complexity of chapter books and/or the wording ofstandards? -Stacey

Stacey, I am working these lessons with a few of my students that are currently in the summer program. All of my students were reading on third grade level or above. I had not ELL students during the school year. I chose to use students that were in my class just recently because they are familiar with the rules and regulations for using the computer and also they are familiar with me and each other.

Robbie, I really like the lesson plan which you have come up with to teach your kids literacy. For me, personally, reading iswears least favorite area and I struggle to find ways to teach my kids in a way that would be beneficial and allow them all to be very successful. I think part of it is due to the fact that I struggled with reading as a child. This brings up the question for me of how you would change your plan to help those kids who are non readers? I know that at my school I teach 4th graders and we have two studentswho are basically non readers. How would you ensure that these kids are successful and learning if they struggle to read books which are on a first grade level? Chapter books of course would not be realistic for these kids. ~ Leonor

Leonor- Buddy reading works well for those students who are not strong readers. Also, our school librarian works well with classroom teachers to teach whatever standards we are working at the time. She has software that reads aloud for the students. If she does not have a particular text, they will need to choose from her stock. Also, all students come to the teacher's table at least 3 times a week for specific reading intervention. This is the time where I would work with them on the book they are reading; of course having them come to my table more times to cover entire book.


 * Problem Based Learning:** - Lesson 2


 * Lesson Title:** Succeeding with Reading


 * Grade Level:** 3


 * Unit** – Problem Based Learning/Reading


 * Related Lessons:** Meeting State Standards/Aesthetic Reading Digital Storytelling


 * Content Standards:**Draw appropriate inferences and conclusions from text. Distinguish between fact and opinion within text.Identify the stated main idea of a reading selection.Determine the problem in a story and recognize its solution.Identify setting, characters, and plot in a selection.


 * ISTE NETS-S Standards:**Facilitate and inspire student learning and creativityDesign and develop digital-age experiences and assessments


 * Description:** Meaningful aesthetic reading should be shared with others. My students are always anxious to share their favorite texts. This lesson will allow students to share these books with other students and analyze colleagues’ texts according to state standards. Students will use VoiceThread to share their favorite readings and give feedback on the favorites of others.


 * Learning Outcomes:** Students will learn how to compare and contrast reading selections. Students will realize specific gains while reading various texts. Students will use technology to share and interact with others to accomplish reading goals.


 * Lesson Steps:** In whole group setting, I will model to students how to set up a VoiceThread account and create individual profiles. Since I am working with a very small number of students, I will divide students into two groups and allow them to set up group accounts and write account numbers on the board. Group members will recommend a book and give a brief summary. VoiceThread submission can be typed or recorded. Students will be required to post to their group and comment to one colleague from other group.


 * Differentiation:** VoiceThread allows students to participate using text, voice, and/ or images, so differentiation is built in.


 * Assessment:** Students will be graded on both submissions to VoiceThread. Third grade level grammar conventions in Language Arts and Writing will be expected. Each student must fill out an online reading response log for a colleague’s book.

Robbie, I'm sure the students will love creating a VoiceThread together. I love that they have to respond to the other group as well. You could also email it to parents or other teachers and allow them to respond back. I'm sure the students would love the comments! Melissa

Robbie, My students love using VoiceThread. They are engaged by the idea that other people can view their work and comment on it. I recently had my students create a multimedia presentation of a poem they wrote on PhotoStory. Once their projects were saved as .wmv files, I could upload them to VoiceThread. Just a tip that might make it easier than having each student create an account. Also, this way you can have all the submissions in one slideshow. ~Karla