Literature Lure

CET 726 Technology in the Curriculum

Submitted by: Lori Fox, Sue Mullin, Lori Rook

Summer 2007

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Description:

            In this interdisciplinary unit we are integrating music, reading, language arts, and composition.  As the students are reading their novels in their small groups they will be using a website to create story maps, blogging to collaborate with others who are also reading novels, creating an book commercial using imovie and incorporating music through the use of GarageBand.  The lesson plan/timeline that follows provides the students with a daily schedule of the activities that should be completed.

Standards:

• 5.R.1.2 Students are able to analyze organizational features to determine important ideas in fiction and informational text.
• 5.R.1.3 Students are able to explain how the main problems or conflict of various plots are developed and resolved.
• 5.R.1.5 Students will be able to critique and compare literary selections for a variety of elements/purpose.
• 5.R.2.2 Students are able to recognize the importance of literary elements and literary devices, and consider how they affect the message.
• 5.R.4.1 Students are able to locate and determine the importance of information for use in study and research.
• 5.NC.4.1 Students understand the purpose and demonstrate the use of the Technological Method.
• 5.CT.1.3 Students will compare and contrast different ways of accessing commonly used commands.
• 5.CT.1.8 Students will manage and maintain files and folders.
• 5.CT.2.1 Students use technology systems to enhance learning, extend capability, and promote creativity.
• 5.CP.1.1 Students use information technologies to communicate with a variety of collaborators.
• 5.M.4.1 Compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and a variety, tension and release, and balance.
• 5.M.4.2 Use a variety of traditional and non-traditional sound sources and electronic media when composing and arranging.
• 5.M.8.1  Identify ways in which the principles and subject matter of other disciplines taught are interrelated with those of music.
• 5.W.1.1 Students can compose narrative, descriptive, expository, and persuasive text of one paragraph.
• 5.W.1.2 Students can express ideas; reflect on personal thoughts, opinions, and observations; and respond to literature through writing.

Background Knowledge Needed:

• Expectations of appropriate behavior when working in a group
• GarageBand
• iMovie
• Internet use
• Blogging
• Rubrics

Materials:

• Rubrics
• Access to the internet--Read, Write, Think Story Map 
• GarageBand software
• iMovie software
• Blog  (specifically set up for this unit) --EduBlogs
• Music composition requirements
• GarageBand tutorial

Lesson Plan/Time Line:

(This table can be printed and used for planning.)

Day	Reading (record reading assignments here)	Assignment
Day 1		Students review books and list first three book choices- teacher will determine groups, based as closely as possible on student choices. Student groups meet and organize timeline of their group's daily reading requirements in order to finish the novel.
Day 2		Students create a setting graphic organizer using Read, Write, Think Story Map website with prompts and print the setting graphic organizer. Review Reading Circle Rubric with teacher. Students complete group assigned reading.
Day 3		Students create a character graphic organizer using Read, Write, Think Story Map and print. Students complete group assigned reading.
Day 4		Students complete a Blog entry by Day 6 -"I like/dislike this part of the book because..." Review Blogging Rubric with teacher. Students complete group assigned reading.
Day 5		Create a conflict graphic organizer using Read, Write, Think Story Map and print. Students complete group assigned reading.
Day 6		Students complete a Blog entry by Day 8-"I predict that...because..." Students complete group assigned reading.
Day 7		Students create a resolution graphic organizer using Read, Write, Think Story Map and print. Students complete group assigned reading.
Day 8		Students complete a Blog entry by Day 10- "The most exciting part of the book was..." Review GarageBand Rubric with teacher. Students explore the instrument loops on Garage Band to prepare for music composition project.
Day 9	Last day of reading- novels need to be finished	Students individually complete Accelerated Reader test for their corresponding novel. Review Book Commercial Rubric with teacher. Student groups begin work on iMovie 1 minute book commercial.
Day 10		Students continue work on iMovie 1 minute book commericial. Student groups begin work with GarageBand to compose 1 minute of music for commercial.
Days 11-13		Student groups work on iMovie 1 minute book commericial and import music composed in Garage Band. Groups preview and evaluate book commerical with rubric.
Day 14		Book commericials are viewed by the class and evaluated by the instructor using rubric.

 

Blogging topics can be selected depending upon the novels that you choose to use.  A list of response leads can be found at http://lr007.k12.sd.us/leads.html

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