Learner Description - A mixed ability, multicultural group of 23 fifth graders and 22 third graders.

Overview - Being able to summarize difficult non-fiction text into more easily readable, grade appropriate text.

What will be taught?

•Two different summarizing strategies for nonfiction material.

•Comparing/Contrasting

• How to scan pictures from books and save in server files.

• How to take digital photos.

•How to do Google searches for graphics and how to save these graphics in their server file and then place them in a presentation.

•How to use AppleWorks presentation.

What will students do and learn?

Students first will choose a book to rewrite at a more appropriate level of understanding. They will work in pairs to first read the book and then to choose two chapters on which to focus. After Mrs. Caspari teaches the summarizing strategies, both students in the pair will summarize the important information from the two chosen chapters of the book. They will compare and contrast the summaries they have both written. They will synthesize the two summaries into one good summary. They will then rewrite the material in an AppleWorks slide show presentation. After Mrs. Travis teaches how to scan and do Google searches , students will add illustrations to each page of their presentation. One large class book will then be made. The book will be presented to primary students.

Rationale - Purpose for the unit as a whole. The WHY questions.

Why would you teach this unit?

Students discovered in previous research that much of the nonfiction material written is too hard for 3rd and 5th grade students to read and understand. Our goal is to create a resource material for younger students to use that is easily read and understood.

Why would this this qualify as an Engaged Learning unit?

This is an engaged learning project using the following indicators:

•The students are responsible for their learning.

•It is a collaborative learning effort between third and fifth graders.

•The tasks are authentic because they are made relevant to their lives.

•Students have opportunities to explore new ideas and tools.

•There are small groups with persons from different ability levels and background.

•The teachers' role is as a facilitator and guide.

Why is technology an important component of this unit?

Technology is an important component of this unit because students will create their own Appleworks Slide Show, incorporating the graphics found in their Google searches or by scanning. Students will also use the digital camera to help document each stage of the project.

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

The students will learn to take pride in their work. They will be choosing topics that are interesting and meaningful to them.

Goals - Content, Cognitive and Social - The WHAT questions

What new attributes (knowledge, skills, attitudes) do you expect students to gain?

•Students will learn to work cooperatively in pairs/small groups to read and summarize chapters of information, purposefully selecting the most important information, while discarding less important information.

•Students will learn how to create an Appleworks slide show as a means of

presenting their summarized text and photos.

•Students will learn to use a variety of technology tools to enhance their book. They will use digital cameras, scanners, and Google searches.

What school, district, state and national standards/benchmarks are addressed?

LITERACY STATE GOAL 1: Read with understanding and fluency.

A. Apply word analysis and vocabulary skills to comprehend selections.

B. Apply reading strategies to improve understanding and fluency.

C. Comprehend a broad range of reading materials.

LITERACY STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas.

B. Read and interpret a variety of literary works.

LITERACY STATE GOAL 3: Write to communicate for a variety of purposes.

A. Use correct grammar, spelling, punctuation, capitalization and structure.

B. Compose well-organized and coherent writing for specific purposes and audiences.

C. Communicate ideas in writing to accomplish a variety of purposes.

LITERACY STATE GOAL 4: Listen and speak effectively in a variety of situations.

A. Listen effectively in formal and informal situations.

LITERACY STATE GOAL 5: Use the language arts to acquire, assess and communicate information

A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.

B. Analyze and evaluate information acquired from various sources.

The How questions.

Student Assessment-

•Students created a rubric to assess their Appleworks presentations. Each presentation was required to have at least three slides. Students brainstormed what information was necessary for each slide. We used the information generated by the students as a class and created the rubric with the rubistar.4teachers.org website. Students weighted each category on the rubric according to importance. They then graded each other's slideshow presentations, and they were also assessed using the same rubric by the teachers.

•We used observations and reflections as assessments.

•Another informal assessment will be whether or not the younger students are able to understand the information that our students summarized and rewrote. If our students are successful, the little kids should be able to comprehend the information without problems.

Management

How will you manage student work individually and in groups?

•We worked in pairs most of the time to ensure that all students were able to participate. At times, students also worked individually.

What resources will you need to do this unit?

•Computers, scanners, digital cameras, non-fiction books, Mrs. Caspari, Mrs. Travis, Appleworks/computer lab

How will the room(s) be arranged.

•Students spread themselves out around the room in order to have enough space to work with their partners in the classroom as well as the computer lab.

Where will equipment and materials be located to promote maximum use?

•Scanners were available in both the 3rd and 5th grade rooms as well as in the library.

•Both classrooms had digital cameras available for use wherever needed.

•Appleworks presentations were created in the computer lab and edited as needed with classroom computers.

Where will students need to work and how can they be accommodated?

•In the computer lab and both classrooms.

How will students with special needs be helped?

•ESL and Title 1 students were paired with stronger 5th and 3rd grade partners. Mrs. Caspari helped students through modeling and practice before they went off on their own to work.

Unit Evaluation

What was effective?

•Students worked well with their partner(s) at another grade level.

•The students learned how to use Appleworks presentation, scanners, digital cameras, and google image searches.

•The students produced a nonfiction book at a very readable level for young students.

•The students learned two different nonfiction summarizing strategies that can be used in many other instances.

•Students had lots of choices. They could put whatever photos they thought best illustrated the text into their presentation. Students liked having pictures other than the few in Appleworks available to insert.

•Students enjoyed the time to work on the computer rather than writing.

What wasn't effective?

•Finding the time to work together with two classes was difficult.

•Scheduling time in the computer lab was also difficult.

•Resolution of digital photos and scanned items is not always clear.

•Students had a hard time getting photos resized and rotated properly.

What would we do differently next time?

•Schedule more time in the computer lab before it is unavailable.

•Get the rubric done earlier so that students know what is expected of them from the very beginning.

•Decrease the size of the text box so that there is more room for the picture. The text box can be scrollable so it doesn't have to be large.