Multimedia Project Design

Project Title:

Fiction, Facts & Fun

Grade Level:

Elementary (4-5)

Subject/Topic Area(s)

Reading/Language

Designed By:

Sonja M. Sanders

Date:

7 August 2000

School District:

Calvert County Public Schools

School:

Plum Point Elementary

Goal: The student will read to be informed from a choice of four fictional chapter books.

Content Standards:

1.5.6 Evaluation of Informational Text

~Explain how the author's choice of words creates mood

~Distinguish among facts, supported inferences and opinions in text

1.5.8

~Self-select and read independently grade appropriate material for a variety of purposes

 

 

Project Summary:

Students will be provided with a whole group introduction through an interactive PowerPoint presentation to four books (The Borrowers, Stuart Little, Matilda, Mr. Popper’s Penguins) from which they may choose to read to complete their assignment. The introduction will provide some students with the prior knowledge needed to access and appreciate the stories. For other students the introduction will be scaffolding of their knowledge.

Once students have chosen the books that they will read, they will have independent access to the PowerPoint presentation to research the information provided in hyperlinks as they read, as well as revisit any information provided during the whole group introduction. Students will be able to use the PowerPoint presentation and their chosen books to answer the questions and complete activities in the follow up assignment.

 

Objectives/Desired Results (What will the learners understand as a result of this project?)

~Students will learn that good fiction is based on common facts.

~Realistic facts serve to make a fictional story more accessible to the reader, because they have something with which to frame the author’s vision and purpose.

Plans for Facilitation:

The classroom teacher will produce an interactive PowerPoint presentation about the setting, time frame and other concepts found in the selected chapter books. This presentation will initially be presented as a whole group introduction. The presentation will then be made available on the two classroom computers for students to access as they are doing their readings.

 

Instructional Resources:

~There will be six to eight copies of each of the chapter books provided for student selection.

~The PowerPoint presentation will be created on using a PC/Mac, the Microsoft Office software, photo editing software and Dazzle to digitize analog video clips.

~The presentation will be available on classroom computers that have access to the Internet, so those students may do further research on the topics from the stories.

~An LCD monitor will be used to presented the whole group presentation to the class.

 

 

Type of Assessment Used (e.g. observations, work samples, electronic discussions, dialogues)

Students will be assessed through their work samples. Specifically, they will have a chose to participate in a book talk, complete an Inspiration template, or answer stance questions.

 

 

 

Scoring tool (e.g. rubric) to be used for evaluation. Be as specific as possible.

2-Student is able to fully connect fictional story to a realistic framework as determined by his ability to describe geographical location, time period, and setting. He should be able to express all elements of fiction that are not consistent with the realistic framework. He should be able to retell the story in chronological order, while expressing key elements of the plot. He should be able to express elements of the plot that are possible, while contrasting these elements to those plot actions that are completely impossible. The student should be able to express reasons why a plot element is impossible.

1-Student is able to partially connect fictional story to a realistic framework as determined by his ability to describe geographical location, time period and setting. He should be able to express some elements of fiction that are not consistent with the realistic framework. He should be able to express key elements of the plot, although it may not be in chronological order. Shows minimal contrasting of the possible elements of the plot with the impossible elements. Student is able to partially express reasons why a plot element is impossible.

0-Student is unable to connect the fictional story to a realistic framework as determined by his ability to describe geographical location, time period and setting. He is unable to express elements of the plot that is not consistent with the realistic framework. The student is unable to retell the key elements of the plot.