Writing & Technology Ruie Pritchard NCSU

Book Study: Coordinated with School-Wide Book Choice

Title of the Lesson: Book Study: One Book One School Integration using Technology

Grade Level: Grade 3-5. To be shared with all grades & parents. (Team Taught with
Classroom teacher and Tech Facilitator)

Length of Lesson: Year long process of adding technology projects related to our one
book one school book selection: Where the Wild Things Are, Maurice Sendak. However
specifically this lesson will be a MyHistro lesson in which students will make
connections to the authors history and experiences, or the book and its history to create
a MyHistro project.

Overview of the Lesson: This school year is the 50
th
anniversary of our Elementary
School. Where the Wild Things Are, was the Caldecott award winning book 50 years
ago, our school has selected this title for our One Book One School program. That is, the
school purchases one copy of this book for every family. The school celebrates the book
through many subjects and modes, such as drama and dance performances as well as
poetry writing, research, behavior, science and art.

Essential Leaning Outcomes Questions: By the end of this lesson, students will be able
to research to collect information related to one category of the authors life, or the
books life. They will collaborate in teams to conduct research from various web sites.
Find and share information that is useful for the team. Use a rubric to organize the
research into categories, in order to keep their topics narrow. Use the information they
have found to create a MyHistro project that includes a minimum of 4 tags on the
MyHistro. Final projects will be displayed on a school web site and shared across all
grade levels.

NC Common Core Standards Being Addressed:

CCSS.ELA-LITERACY.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCSS.ELA-LITERACY.W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.

CCSS.ELA-LITERACY.W.3.6
With guidance and support from adults, use technology to produce and publish
writing (using keyboarding skills) as well as to interact and collaborate with
others.


Materials Needed:

Writing & Technology Ruie Pritchard NCSU

One book per family of Where the Wild Things Are, by Maurice Sendak
Lab of computers to kick off the lesson
Computers in the classroom for continued research & work
List of appropriate online resources for student access
MyHistro WEB 2.0 tool with student accounts
Research Rubric
Project Web Guide
Project Rubric

How the Lesson Will Flow: (Lesson will begin once the books arrive in the media
center)
Day 1 - During reading block 30 minute whole class teacher lead intro/discussion of the
book and the author
Day 2 - During reading block 30 minute provide time in class for all students to read
the book independently (read to self). Students will use sticky notes to jot down their
thoughts and questions as they read.
Day 3 - Guided Reading in small groups teacher will facilitate student understanding of
the book and discuss the sticky notes students made.
Day 4 -
Day 1- 45 minute period

Use this as a place to explain step by step what you will do as you implement the lesson.
You may write it out in paragraphs or in list form. Make it detailed enough so that
someone else could implement it. For example, if you say you are going to lead a class
discussion, include the discussion questions you will use to guide the discussion. Be sure
to put how much time each part of the lesson should take.

Steps to OBOS MyHistro Report Project
In Classroom:
Day 1- Teacher introduces book and author presenting points of interest about the book and author's history
Day 2 - students read independently w/ stickies (stop & jot) points of further interest or questions
Day 3 - Teacher guided reading using sticky notes as a reference to discuss relevance of questions and queries
Day 4 - Students develop topic and research questions

IN COMPUTER LAB (ITRT & Teacher have identified pertinent web sites)
Day 5 - Students research in lab using generic rubric (ITRT/ Teacher made)

In Classroom:
Day 6 - Students develop plan with (teacher made rubric/thinking map)
Try to create teams one student studying book one studying author
So that they can share their information

IN COMPUTER LAB (ITRT & Teacher have identified pertinent web sites)
Day 7 - research/ final notes saved to a WORD DOC check for grammar punctuation etc.

Day - 8 Introduce MyHistro to students and allow discovery time. (Teacher should set up a myHistro account
students login to teacher account and create own story /with events (minimum I of four events))


IN CLASSROOM: Day 9 Develop design plan using (ITRT/teacher made rubric/thinking map/web)

In Computer Lab:

Writing & Technology Ruie Pritchard NCSU

Day 10 -11 - complete project - MyHistro Story to include four events on map each event includes the place,date,
picture/s paragraph of information checked for grammar copied from word doc and pasted into the myHistro event.
Day 12 - Another day in lab to finalize myHistro project
tech person to make OBOS weebly website ) include teacher pages and post myHistro projects and other
projects


Assessment: To include a research rubric to guide students as they conduct their
research, and narrow their topic. Teacher Observation during the student research
process. Draft and a completed Project WEB Guide will assess the students grasp of
topic and organization of information. A Final Project Rubric will guide students as they
complete the requirements and be used as a formal assessment of their work.

Sources for the Lesson: I will develop a majority of this lesson. I will work with the
classroom teacher to organize time and to determine that the lessons are well integrated
with the literacy objectives for the class, and that they meet the needs of the students. I
will collaborate with the media specialist to develop a research rubric that coincides with
the specific lesson and also to collect print resources. The media specialist will order the
books for the entire school. The classroom teacher and I will develop the Project Web
Guide to assist students as they develop a storyboard for the final project. I will develop a
Final Project rubric to use as a formal assessment. I will conduct online research to
provide suggested WEB sites for student research.