Kuuipo's+PBL+activity

2. reading and evaluating fiction, poetry and drama 3. reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals)
 * Daily Lesson GAME Plan- PBL ||
 * Lesson Title: Hunger Games Literacy Plan |||| Related Lessons: ||
 * Grade Level: 8th grade Reading |||| Unit: Hunger Games Literacy Plan ||
 * ==GOALS== ||
 * [|Content Standards]:
 * ==GOALS== ||
 * [|Content Standards]:

. ||
 * [|ISTE NETS-S:]

Students apply digital tools to gather, evaluate, and use information Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Instructional Objectives:
 * Research and Information Fluency**
 * Critical Thinking, Problem Solving, and Decision Making**


 * Students will compare/contrast a factual/historical event that took place to the book Hunger Games by Suzanne Collins, while also applying pre/during/post reading skills, analyzing, predicting, and questioning the text.

List of Local Objectives from our district’s [|Curriculum]:
 * 1.02 Read fluently at grade level.
 * 1.04 Understand text through pre-reading strategies: accessing prior knowledge, previewing, using evidence to predict, setting a purpose for reading (gathering information, entertaining, persuading)
 * 1.05 During reading, implement strategies to: monitor comprehension, question text for further meaning, infer author's intent
 * 1.06 Use visualizing, paraphrasing, and summarizing skills both during and after reading.
 * 1.07 Use post-reading skills, such as questioning, reflecting, and drawing conclusions to evaluate the text.
 * 1.08 Make connections to the text by comparing and contrasting: text to self, text to text, text to world
 * 1.10 Analyze characteristics of fiction/non-fiction, such as poetry, drama, and grade-level text.
 * 1.14 Analyze characters in a text through behaviors, motives, actions, and consequences of actions. ||
 * ==ACTION== ||
 * Before-Class Preparation:


 * PBL Question**: Imagine for a minute that you are a futuristic citizen of our country has, but it has changed drastically. No longer do we have states, but we are now a place called Panem divided in to 12 districts. We are ruled and governed by a dictator and tyrant, President Snow, who lives in the country’s Capital. Each year, in order to keep authoritive command over the districts, the Capital holds the annual Hunger Games in which children will fight to the death until there is one remaining tribute.
 * //How would you handle the stress of living under such tyranny?//
 * //How would you react if you or a family member was picked to be a tribute?//
 * //Would you willingly live under the rule in fear, or would you want to rebel against the government who would likely kill you to stop you?//
 * //What other factual/historical events have happened that is comparable to the tyranny in the book? What happened and how did the people react/overcome the events that took place? How long did it last? What eventually worked?//


 * Book description**: “Twenty-four are forced to enter. Only the winner survives. In the ruins of a place once known as North America lies the nation of Panem, a shining Capitol surrounded by twelve outlying districts. Each year, the districts are forced by the Capitol to send one boy and one girl between the ages of twelve and eighteen to participate in the Hunger Games, a brutal and terrifying ﬁght to the death - televised for all of Panem to see.

Survival is second nature for sixteen-year-old Katniss Everdeen, who struggles to feed her mother and younger sister by secretly hunting and gathering beyond the fences of District 12. When Katniss steps in to take the place of her sister in the Hunger Games, she knows it may be her death sentence. If she is to survive, she must weigh survival against humanity and life against love.”


 * WINNING WILL MAKE YOU FAMOUS. LOSING MEANS CERTAIN DEATH.** ||
 * During Class ||
 * Time: 3-4 weeks |||| Instructional Activities: || Materials and Resources: resources found at: [] and [] ||
 * Note student groupings, environmental modifications needed, etc: ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Chapter assessments on comprehension and vocabulary.
 * Ongoing Assessment(s): Chapter assessments on comprehension and vocabulary.

Accommodations and Extensions: Extended reading completion times

Back-Up Plan: none ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan:


 * Scholastics Reading Counts Quiz: summative and comprehension quiz over the book

Other assessments will take place throughout the reading from discussions, online projects, and chapter summaries, vocabulary, and comprehension.

LESSON REFLECTIONS AND NOTES: This book is a really great read. The students really enjoyed it and craved reading it more; it got them started on reading an entire series. With the movie coming out soon, I have mixed feelings about what to do with the lesson; eventually kids will have already seen the movie before reading the book which bothers me. However, the movie is never as good as the book and the Reading Counts quizzes are usually set up in a way that just watching the movie wouldn’t work for passing the test; the actual book will have had to been read. ||  ||
 * Evaluation that will be used in this lesson is as follows: Chapter assessments on comprehension and vocabulary. End of the book summative test. ||  ||

CA 1, CA 2, CA 3, CA 4
 * = Daily Lesson GAME Plan: Digital Storytelling = ||
 * Lesson Title: 6 Word Stories |||| Related Lessons: ||
 * Grade Level: 8th grade |||| Unit: Reading ||
 * ==GOALS== ||
 * **Content Standards:**
 * **Content Standards:**

1.5, 1.6, 1.8, 2.1, 2.2, 3.5
 * Process Standards**

. ||
 * **ISTE NETS-S:**


 * 1) **Creativity and Innovation****-** Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.


 * 1) **Communication and Collaboration**- Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.


 * Local/Instructional Objectives:**

1.06 Use visualizing, paraphrasing, and summarizing skills both during and after reading.

2.01 Use the steps of the writing process (prewriting, drafting, revising, editing, and publishing) to effectively complete a project or writing assignment.

2.02 Create text for a specific audience and purpose. ||
 * ==ACTION== ||
 * Before-Class Preparation: To prepare for this lesson, students will be shown examples of 6 word stories gotten from the website []. Because not all of the website examples are school appropriate, I will select a few to be viewed. Discussion on what makes the 6 words complete sentences or a series of short sentences will be necessary as well as pointing out how they also tell any entire story from the beginning, middle, and end. Also, discussions on how 6 word stories are different than a sentence that makes up a part of a paragraph or story, but that 6 word stories make up the entire tale; condensed.

As a class we will take a common story, such as Goldilocks and the Three Bears, and tell it in a 6 word story, maintaining the characteristics discussed above.

Golden curiosity, suspicious bears, tricky girl.

Notice how 6 word stories leaves a lot to the imagination, thus allowing the reader, or even the creator of illustrations to fabricate it how they choose. || 3 class periods |||| Instructional Activities- Examples, discussion, teacher/student creation, reflection, create presentations || Materials and Resources- Computers / internet ||
 * During Class ||
 * Time
 * Note student groupings, environmental modifications needed, etc: None ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): peer editing before publishing
 * Ongoing Assessment(s): peer editing before publishing

Accommodations and Extensions: Possible extended time

Back-Up Plan: Instead of creating an original 6 word story, students can use a commonly known fable or myth to re-create as a 6 word story. Also, if technology is down, 6 word stories can be created on paper. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan:


 * Students will write three 6 word stories and have them edited by 3 peers before putting them in a Storybird (online digital storytelling website).
 * Students will add appropriate illustrations to fit the topics
 * Students will present their 6 word stories to the class; peer evaluation through questioning and discussion will take place after each presentation

LESSON REFLECTIONS AND NOTES: I love this lesson, and in past years, I’ve found that the students really enjoy it as well. ||
 * Evaluation that will be used in this lesson is as follows:

Each of the three 6 word stories will be created on Storybird; other programs cannot be used unless otherwise discussed and approved by the teacher. Each story will need to have appropriate illustrations, minimal grammatical errors, and include characteristics of a 6 word story previously discussed. ||
 * = Daily Lesson GAME Plan: Collaboration = ||
 * Lesson Title: Book Club |||| Related Lessons: ||
 * Grade Level: 8th Grade |||| Unit: Reading ||
 * ==GOALS== ||
 * **Content Standards:**

CA 2, CA 3 1.5, 1.6, 3.5 ||
 * Process Standards**
 * **ISTE NETS-S:**

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: || a. || __interact, collaborate, and publish with peers, experts, or others employing__ a variety of __digital environments and media__. ||
 * Communication and Collaboration**
 * b. || __communicate information and ideas effectively to multiple audiences__ using a variety of media and formats. ||


 * Local/Instructional Objectives:**

1.06 Use visualizing, paraphrasing, and summarizing skills both during and after reading.

1.07 Use post-reading skills, such as questioning, reflecting, and drawing conclusions to evaluate the text.


 * ==ACTION== ||
 * Before-Class Preparation: Online Moodle preparations will be made with directions on what the requirements are for the monthly Book Club. The monthly Book Club is basically an online version of the common book report combined with the ideas of a book review/reflection, with peer comments. ||
 * During Class ||
 * Time |||| Instructional Activities:
 * Time |||| Instructional Activities:

On Moodle I have created an online forum for each month of the school year. All students are required to post a book review of a Scholastics Reading Counts book they have read and completed since the start of summer 2011. The review must include the students’ name, book title, author, short summary of the book and an opinion on why/why not the book is a good read. Then each student is also required to post comments on two peer book reviews during each month as well. At the end of each month, the students are to copy and paste both their own book review and their two comments on to a word document, clearly marking each, and turn it in to the online Moodle dropbox for assessment. || Materials and Resources || No groupings, virtual communication between peers, computers needed, and internet access ||
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s): Assessments will take place at the end of each month, checking to see if all the above mentioned criteria have been met. Also, I will monitor progress of the forums each month to see if the students aren’t waiting till the last minute.

Accommodations and Extensions: Accommodations will be made for those students who do not have access to internet capabilities; these students can turn in a paper copy of their book review.

Back-Up Plan: Creating Book Reviews with Microsoft Publisher to be posted on the Library bulletin board. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan:

Points will be given for including the following: Student name, book title, author, summary, opinion statement, and two peer comment posts.

LESSON REFLECTIONS AND NOTES: In the past, our middle school has had very low Reading Counts participation form our 8th graders. It is my goal, that with this lesson, I will “up” the number of participants not only because it’ll be a grade requirement, but also enjoyment of the lesson because of the technology involved in the lesson. || Monthly monitoring of forums End of the month dropbox assignment due ||
 * Evaluation that will be used in this lesson is as follows: