LEARNER DESCRIPTION: Two second grade classrooms totaling 38 students (including one included student) with a wide range of reading abilities. A majority of students in these classes receive additional support in the following areas: ESL, Title I, Learning Disabilities, Social Work, Speech and Language. In addition to English, five other languages are spoken at home.

OVERVIEW: Students will work with Miss Shaffer to prepare for the author visit. They will educate the students at Ross about the author and her books. The children will be involved in brainstorming ideas, solving problems related to preliminary preparations for the author's visit, and working on committees. Students will read and discuss the literary works of Suse MacDonald. Children will form interest groups based on one of her books. They will research information on the author and develop a presentation to share this information. Presentations may include written reports, dioramas, slide shows, puppet shows, video taped plays, posters, etc.

What will be taught? literacy skills, genres, author awareness, researching on the internet, e-mail, use of technological tools, letter writing, written and oral presentation skills

How will it be taught? In large and small groups

RATIONALE:

Why would you teach this unit?

To promote the exploration of the literary works of Suse MacDonald.

We are also satisfying the state goal requirements:

State Goal 1: Reading with understanding and fluency.

State Goal 2: Reading and understanding literature representative of various societies, eras, and ideas.

State Goal 3: Writing to communicate for a variety of purposes.

State Goal 5: Use Language Arts to acquire, assess, and communicate information.

Why would this qualify as an Engaged Learning Project?

This project would qualify as an Engaged Learning Project because the children were presented with the problem of how to introduce Suse MacDonald and her books to the students of Betsy Ross School. They brainstormed possible solutions, formed interest groups, and developed presentations to educate the student body. Rubrics were student generated and assessed content, cooperative group work, and presentation skills. The teachers acted as facilitators by modeling, mediating, encouraging, and explaining when needed.

The following Engaged Learning Indicators are addressed:

The student is responsible for learning, energized by learning, and learning is collaborative.

Tasks are authentic, challenging, and multidisciplinary.

Assessment is performance based, generative, and equitable.

The instructional model is interactive and generative.

The learning context is collaborative and empathetic.

The grouping is heterogeneous, equitable, and flexible.

The teacher is a facilitator, guide, and co-learner/co-investigator.

The students are explorers, teachers, and producers.

Why is technology an important component of this unit?

The students will use a variety of technological tools for their research and presentations. Possible uses of technology include: use of the internet to research the author, e-mailing the author, digital cameras, video cameras, scanners, use of various applications such as Apple Works, Super Print, and Kid Pix.

Why is this project authentic, meaningful, and challenging for the students?

The children will be challenged to help the school librarian prepare for the author visit. They will be engaged in authentic tasks as they prepare for Suse MacDonald's visit. The students will practice and improve their literacy skills as they read, discuss, and write to inform other students at Ross School about the literary works of Suse MacDonald. They will choose the mode of their final presentation.

GOALS - Content, Cognitive and Social

What new attributes do you expect students to gain?

Students will gain an in-depth understanding of Suse MacDonald's books.

They will become aware of various illustrating techniques. They will become familiar with various types of writing styles. Students will improve their ability to communicate written and oral information. They will become more familiar with computer applications such as Kid Pix, communicating through e-mail, using the scanner and digital camera. Students will practice working cooperatively in a small group, making decisions about the type of project, choosing tasks and dividing them equally, and problem solving.

The following state goals are addressed:

State Goal 1: Reading with understanding and fluency.

The students will apply word analysis and vocabulary skills to comprehend selections.

Students will apply reading strategies to improve understanding and fluency.

Students will comprehend a range of reading materials.

State Goal 2: Reading and understanding literature representative of various societies, eras, and ideas.

Students will understand how literary elements and techniques are used to convey meaning.

State Goal 3: Writing to communicate for a variety of purposes.

Students will use correct grammar, spelling, punctuation, capitalization, and structure.

Students will compose well organized and coherent writing for specific purposes and audiences.

Students will communicate ideas in writing to accomplish a variety of purposes. 

State Goal 5: Use Language Arts to acquire, assess, and communicate information.

Students will locate, organize, and use information from various sources to answer questions, solve problems, and communicate ideas.

Students will analyze and evaluate information acquired from various sources.

Students will apply acquired information, concepts, and ideas to communicate in a variety of formats.

Learning Activities

Reading Workshop - Students read all available books by Suse MacDonald.

Literature Circles - Students from different classes worked in small groups to discuss Suse MacDonald's books.

Book Posters - Students created book posters to advertise and inform other students about a Suse MacDonald book.

Research - Students used the internet, book jackets, and personal letters from the author to gain information about the author and her books.

Presentation Planning - Student presentations included Kid Pix slide shows, posters, puppet shows, sandwich boards, and videos.

Public Presentation - Students presented to other classes at Ross School, to their parents, to District 23 Staff, to the School Board, and to Suse MacDonald!

STUDENT ASSESSMENT:

What are my scoring characteristics?

Students created a rubric that was used to assess the quality and quantity of information written and presented orally.

What will indicate that students are novices, practitioners, or experts?

The student created rubric and their presentation are indicator

How will I measure and communicate student progress on the goals?

Students will evaluate their participation, preparation, and performance on this project by completing self evaluation and peer evaluation sheets.

Communication between teacher and students will be ongoing throughout this project. Teachers will regularly conference with students to assess progress and set goals.

How can students be involved in establishing goals and criteria for the assessment?

Students created the rubric for evaluation. The assessments are equitable for all students because they helped create the assessment tool and knew what was expected of them. Students were able to choose a form of presentation with which they felt they would be most successful.

RESOURCES:

Books by Suse MacDonald, computers, printers, e-mail, internet, video camera, digital camera, scanner, software, librarian, Suse MacDonald, poster board, markers 

MANAGEMENT:

Students were allowed to find their own work space in both classrooms, the hallways, and the library. Their work space varied depending upon their spatial and technological needs. Students with special needs were aided by their peers, teachers, and parents.

UNIT EVALUATION:

What was effective?

The children became knowledgeable about Suse MacDonald and her books.

They effectively conveyed information to other classrooms.

They improved their ability to work cooperatively in small and large groups.

They improved their expertise in using technological tools.

They broadened their knowledge of how to research information.

They improved their ability to communicate oral and written information.

Students developed relationships with peers in another class.

What wasn't effective? / What will we do differently next time?

It would have been helpful to have additional adults to facilitate the numerous groups, especially in the beginning stages of the project.

The project required more time than we had expected due to the diversity of the projects.