Here are two student work samples from our literature summary project based on the Theme 2 anthology selection
Henry and Mudge and the Starry Night:
We began by creating a whole class summary. Students generated the content. I entered the information based on their input. They each read a part of the summary (see summary in previous entry).
Next, students worked independently to write a storyboard including character description, dialogue, and summary in four parts.
Then, they wrote their own summary and character descriptions into a modified/simplified Keynote template (see earlier posting of template) to create this summary. They had to select images from a bank to accompany each slide. They also had to read/record each slide.
I did not edit or proofread these student's Keynote presentations (i.e., spelling, illustration selections, correctness), but we will give student listeners a chance to provide praise and constructive comments to the presenter. (i.e., "I like how you used your voice to read the words with feeling.""I can help you spell ______.""Remember to put an apostrophe between __ and __.") Then, the presenter will be able to make revisions. I chose to post the projects PRIOR to these revisions.
We simplified the project from my original aim. Due to time constraints, student skill level, and limitation with access to computers and applications (audio recorder) we were not able to include some of the higher level thinking stategies and an opportunity to create/respond to questions and activities related to the text. (i.e., What would you take on your camping trip? Where would you go? What would you do? etc....) My next project may allow for more original thinking.
I learned that providing a group-generated model prior to assigning a redundant independent project generates limited originality. Most students played it safe, and often repeated ideas that they remembered from the group project, rather than using their own words and ideas. In this sense, some students were simply remembering rather than summarizing. When I try this again, I will generate a whole group sample based on a different story and ask students to apply these skills to a different, but perhaps similar story.
Accommodating diverse learners:
I would provide cloze sentences for students with limited writing skills. In addition to a picture bank, I would provide a word bank slide to provide support with vocabulary and spelling. For my advanced learners, I would broaden the scope of the lesson by incorporating other applications(i.e., Google Earth) or weblinks to enhance the information they may choose to include in their projects.
Johnathan:
Raul:
