School District Representative: Meaghan Castle
SLO Project Name:Book Club Blog
Authored by:Meaghan Castle
E-mail:
Homepage address:
Grade Levels: 5
Subject Areas: English Language Arts, Technology
Learning Context: Common Core Learning Standards:
RL.5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.3 – Compare and contrast two or more characters, setting, or events in a story or drama, drawing on specific details in the text.
SL.5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
L.5.1 – Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.
W.5.6 – With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as interact and collaborate with others.
Assessments:
Students will be assessed on:
- their ability to work together with other students in a collaborative authoring environment (blog).
- discussion and active listening skills (rubric).
- writing skills - proper spelling and grammatical conventions and maintain consistent style, formatting, and tone (rubric).
- self- reflection of Book Club (Self-Assessment form).
- comprehension of reading material (Summative end of book comprehension test or writing piece (rubric)).
Student Outcomes(Exemplars):
1)Student will participate in the group book discussions.
2)Studentwill respond to the book in their response journal.
3)Student will useBlogger for collaborative book discussions.
4)Student will use proper spelling and grammatical conventions in both blog and journal responses.
Procedure:
This project is set up for the reading of Wringer by Jerry Spinelli, in small group reading centers. It can be adapted to any novel.
Pre-Reading:
1.Teach “Sticky Note Chart” How to thoughtfully read. TW distribute the “My Sticky Note Codes” chart to the students to view. Students and teacher will discuss what each code means and when to use them. TW model the use of the “Sticky Note Chart” and sticky notes. Students will build background knowledge on the book or theme of book. Students will read provided article on Jerry Spinelli. TW stop throughout to do “think alouds,”modeling text-to-self connections and so on. SW use the sticky notes to write down notes about questions, connections, inferences, etc. they make throughout the reading. My Sticky Note Codes
2.Teach Readers Response Journal: Each book club session will include a written response to the student reading. Students will utilize the sticky notes for the foundation of their responses. The direction of the response will be based on the desired skills you would like to assess. (compare/contrast, making inferences) TW show anchor letters (models of how to write response letters). SW discuss what they need to have in their letter. SW write a letter to the teacher about the Jerry Spinelli article and their sticky notes.
3.Teach/Model Small Group Discussion: Each book club discussion session will be based on the material read the previous day. Students will discuss ideas and reflections, using what they jotted down on their sticky notes and what they reflected upon in their journal. Teacher will lead this on Day 3 to guide students and model correct language and focus on positive interactions.
Book Club Responsibilities:
- Read the book – only assigned pages. Don’t read further if asked not to.
- Complete “Sticky Notes” as you read each session.
- Write a “Dear Mrs. C” entry in your Reading Journal each week.
- Comment on the Blog Post each week. Use textual evidence in your response.
- Bring your materials with you to reading group discussion and to blogging sessions.
Reading Journal Entries:
-One letter/entry to Mrs. C per week.
-Always start with date and “Dear Mrs. C,”
-Letter is at least 3-4 paragraphs.
-Write legibly!
-What can I write about?
- Do not retell the story! Share your own thought about it.
- You can write about your opinions, thoughts/ideas, questions, connections to your life, something you know, or other books, movies, or observation.
- Compare this book to other books of this genre or by the same author.
- Explain your ideas and use details!
- Write about things you like or dislike about the book. Give details of why you like it or don’t like it. Why was it “good” or “bad”?
Instructions for Students
- Read the WES Blogging Guidelines
- Log onto Google Apps with your assigned username and password.
- Check Gmail for invites and updates.
- Reply to BLOG invites
- Go to DOCS.
- Click on More at the top of the screen
- Select Blogger
- Click View Blog
- Choose post to comment on
- Comment on the post
Student schedule for Book Club:
Day 1: Read pgs. 1-18 independently and use sticky note chart to make connections and inferences while reading.
Day 2: Read pgs. 19-48 independently and respond in reading response journal using sticky notes.
Day 3: Read pgs. 44-64 independently and participate in a leader led book discussion.
Day 4:Read pgs. 67-87 independently and use sticky note chart to make connections and inferences while reading.
Day 5: Read pgs. 88-104 independently and respond in reading response journal using sticky notes.
Day 6: Read pgs. 132-158 independently and log onto Blogger and comment on the teachers post and at least two other students responses.
Day 7: Read pgs. 159-179 independently and use sticky note chart to make connections and inferences while reading.
Day 8: Read pgs. 180-198 independently and respond in reading response journal using sticky notes.
Day 9: Read pgs. 199-229 independently and log onto Blogger and comment on the teachers post and at least two other students responses.
Day 10: End of Book Assessment Writing Piece.
Day 11: Book Club Discussion focusing on previous days writing assessment.
Instructional Modifications: Use of paraprofessional andextended time for Special Education students.
Time Required:10-15, 35 minute small reading group sessions, depending on students reading ability. Some nights students will need to bring books home to complete reading section for the given day.
Resources (materials): Computers with Internet access, copies of Wringer (or any other novel) for each student, sticky notes, “My Sticky Note Codes” chart for each student, response journal.
Reflections:
This projectis a great way to get students excited about reading. It can be adapted to any subject area, as well as, other grade levels, both younger and older.