Group+4+Design+Blueprint+Spring+2013


 * Group 4 Design Blueprint **
 * Spring 2013 **

**Members:** ‍Heather, Molly, Allison, Kevin H., Mindi‍

**Lesson Title**: Utilizing Moodle Group Discussions to Demonstrate Reading Comprehension

**Grade Level:** Grades 2, 3, 4, and 5

**‍‍‍‍‍Objectives**:‍‍‍‍‍
 * 1) SWBAT present a relevant prediction prior to reading text
 * 2) SWBAT make a connection to the text (to themselves or another text)
 * 3) Student will work effectively with others
 * 4) Students will correctly use Moodle.
 * 5) Students will write in a clear manner.
 * 6) Students will follow steps in a process.

**‍‍‍‍‍Standards**:‍‍‍‍‍ <span style="font-family: Tahoma,Geneva,sans-serif;">The following ISTE standards will be followed and flushed out in the following project as described below:


 * 1) **<range type="comment" id="417726134_1">Facilitate and inspire student learning and creativity:</range id="417726134_1">**
 * 2) **<range type="comment" id="416249592_1">‍‍‍Design and develop digital age learning experiences and assessments:</range id="416249592_1">‍‍‍**
 * 3) **Model digital work and learning:**
 * 4) **Promote and model digital citizenship and responsibility:**
 * 5) **Engage in professional growth and leadership:**

**Common Core ELA Learning Standards:**
> CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
 * //Key Ideas and Details//**
 * CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as //who, what, where, when, why//, and //how// to demonstrate understanding of key details in a text.
 * CCSS.ELA-Literacy.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
 * CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges.
 * CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
 * CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
 * CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
 * CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
 * CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
 * CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
 * CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).


 * //Integration of Knowledge and Ideas//**
 * CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot
 * CCSS.ELA-Literacy.RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
 * CCSS.ELA-Literacy.RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)
 * CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text
 * CCSS.ELA-Literacy.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
 * CCSS.ELA-Literacy.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.


 * //Range of Reading and Level of Text Complexity//**
 * CCSS.ELA-Literacy.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
 * CCSS.ELA-Literacy.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

<span style="font-family: Tahoma,Geneva,sans-serif;">**Materials**: <range type="comment" id="417460016_1">‍-A guided reading group book at students instructional level (for this lesson a book that would take 2-3 days to complete would be ideal)</range id="417460016_1">‍ -Moodle [] (already established with student accounts) -Laptop/ PC access for each member of the guided reading group.

<span style="font-family: Tahoma,Geneva,sans-serif;">**Procedures**: <span style="font-family: Tahoma,Geneva,sans-serif;">Day 1: Teacher will present a text for the general skills to be practiced, (they can be integrated with any group guided reading text), and students will read the first few pages. Students will then preview the text by viewing pictures (if applicable), headings, chapter titles, front and back cover, and title. Students will use this knowledge to make a relevant prediction about what will happen in the story. <range type="comment" id="417509818_1">‍Students will use the Moodle chat room function to type into a group chat room about what they predict will happen. Students will then comment on two other group member's prediction and tell whether they agree or disagree with that student's statement</range id="417509818_1">‍. <range type="comment" id="417408012_1">‍They should defend their comments with personal experiences as well as any information they have learned from previous classes or assignments.</range id="417408012_1">‍

<span style="font-family: Tahoma,Geneva,sans-serif;">Day 2: Teacher will review with students what they read yesterday, and recap the first part of the text. Inform students that today they will be making a connection to what they read in the text. Students should be sure to keep a close watch on parts of the story that remind them of something that has happened to them, or another book that they have read. Allow students to read the rest of the text, assisting where needed. When students have finished, instruct students to enter the classroom Moodle and comment on a connection that they have made within the text. Have them include page numbers (and links where applicable) so that others may refer to them later. Once all students have commented on their connections, assign each student another member of the group. Each student's responsibility will be to find the page where his/her partner made a connection, and share that piece with the other members of the group.

Day 3: Now that the students have finished the text and discussed predictions and connections, they will be asked to look at the whole picture. Students will be asked about what they feel was the most important part of the story. Typically when asking this question, the teacher is looking for the student to point out a part of the story that signaled a change, or solved a problem. Remind students of this expectation, and have them log onto the student chat room to record their answers. Once all students have finished the task, ask the students to read over and review the other students answers, and be ready to either defend their answer, or provide a reason why they have chosen another group member's idea as the most important part of the story.

<span style="font-family: Tahoma,Geneva,sans-serif;">**Evaluation**: <span style="font-family: Tahoma,Geneva,sans-serif;">S<range type="comment" id="417723652_1">‍tudent is able to perform same tasks again</range id="417723652_1">‍, with little to no help. Student will chose/ be assigned a new book. They will make predictions, connections, and decide what they found most important on their own. This process can be monitored by the teacher for a summative assessment of skills learned, and to gain an understanding of what needs to be retaught.


 * <span style="font-family: Tahoma,Geneva,sans-serif;">Rubric for Evaluation **<span style="font-family: Tahoma,Geneva,sans-serif;">:

<span style="font-family: Tahoma,Geneva,sans-serif;">Given the objectives and the ISTE standards which serve as a basis for this project, the following rubric will be used as a way to properly assess the subjective and objective components of the project.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Group Chat Room Communication (Day 1 exercises)- Both individually and as a group, students should work together to come up with predictions about the story. Will be assessed by:
 * <span style="font-family: Tahoma,Geneva,sans-serif;">(10 points) Quantity and quality of communication
 * <span style="font-family: Tahoma,Geneva,sans-serif;">8-10 points. A minimum of 3 meaningful suggestions/discussions should be give by each group member.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">5-7 points. The individual only presents 1-2 meaningful suggestions/discussions.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">2-4 points. The individual presents up to 3 <span style="font-family: Tahoma,Geneva,sans-serif; line-height: 1.5;">suggestions/discussions but it lacks depth, information, and meaning.
 * <span style="font-family: Tahoma,Geneva,sans-serif;"> 0-1 points. The individual fails to produce any to little meaningful suggestions.discussions.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">(5 points) Quantity and quality of comments for other groups
 * <span style="font-family: Tahoma,Geneva,sans-serif;">4-5 points. Student should provide meaningful comments on at least 2 other group member's suggestions.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">2-3 points. Students provided meaningful comments on only 1 other group member's suggestion or does not provide sufficient comments to the 2 groups.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">0-1 points. Students did not provide meaningful comments to 1 or both groups member's suggestions.
 * <span style="font-family: Tahoma,Geneva,sans-serif; line-height: 1.5;">Moodle connection with text (Day 2 exercise)-Both individually and as a group, students should continue the discussion, create connections, and provide evidence.
 * <span style="font-family: Tahoma,Geneva,sans-serif; line-height: 1.5;">(20 points)
 * <span style="font-family: Tahoma,Geneva,sans-serif; line-height: 1.5;">Overall Connection- (Day 3 exercise)- Students will be graded on the final question. What was the most important part.
 * 4-5 points. Student is able to meaningfully explain what they thought was the most important part, either supporting their own or a classmate's
 * 2-3 points.
 * 0-1 points.