Name of Designer:_Virginia Schmunk

School/District _Meade 46-1:_Sturgis Williams Middle School_


Subject Area/Topic:
Grade Level(s):
Reading: Novel Study
Touching Spirit Bear
7th grade

Step 1 – Establish the Destination
The focus for this integration plan is on the 21st century skills of critical thinking, problem solving, research, and information fluency. Please review the SD Content Standards and/or the SD Educational Technology Standards, then select a standard to target as your focus for this plan that aligns with the aforementioned 21st century skill sets.

Targeted Standard
7.R.3.2 Students can identify how authors use literary elements to create meaning.
7.NC.4.1 Apply the universal nature of the design process to different situations.
Within a standard, you can determine the specific content and skills that students will need in order to demonstrate mastery of the concept addressed by the standard. List the knowledge and skills here to make them easier to target.

What do students need to KNOW? (nouns)
What do students need to BE ABLE TO DO? (verbs)
· describe literary elements to create meaning
· describe how authors use literary devices to create meaning
· identify the characteristics of fiction, nonfiction, drama, or poetry
· evaluate how authors use literary elements to create meaning
· evaluate the characteristics of fiction, nonfiction, drama, and poetry
· evaluate how authors use literary devices to create meaning;

Step 2– Plan the Route
There is compelling research to show that vocabulary influences student understanding of content area skills. For the standard selected above, please list the essential terms that are critical for understanding the concepts.
Academic Vocabulary (terms critical to understanding the concepts listed above)
plot, conflict climax, resolution, setting, point of view,
traits, inference, foreshadowing, flashback, imagery, characterization,
motivation


Assessment – What observable indicators will provide evidence of student understanding? Decide what you will ask students to do in order to demonstrate they know the information listed above and can implement the skills listed above.


Formative Assessment(s)
Summative Assessment
Characterization: After reading the first 4 chapters of Touching Spirit Bear, students will create a word cloud identifying eight to ten character trait of the main character, Cole Matthews. Students will also use color and font to help illustrate these traits. After reading the first 17 chapters, the students will once again review Cole's character traits, checking for any or all changes. They will then create another word cloud, with the use of color and font, to note the changes in his character.
Final activity for characterization: After completing the book, students will choose a character from the book and create a ”Character Trading Card.” Students will be given a planning sheet with five groups of question regarding their character from the book. Through the pre-work, students are able to think about their character and have all data completed to continue the on-line activity.
(Points will be assigned atthe beginning of the assignment.)
“Character Trading Card” - RUBRIC
Name:_ Date:

Character:___

Character Information
Excellent
Average
Below Average
1. Description: includes setting, physical description of character, describes personality .
All information is present. Details are provided for all 3 areas listed.
Most information is present. Details are provided for 2 areas,
Some information is presented. Details lacking.
2. Insights: Character’s most important thoughts and feelings.
3 or more examples each of character’s most important thoughts and feelings
1-2 examples each of character’s most important thoughts and feelings
1 example each of the character’s most important thoughts and feelings
3. Development: character’s conflict, climax, and resolution
Examples of all 3 literary elements are present and detailed.
Examples of 2 literary elements are present and detailed.
An examples of 1 literary element is present and detailed.
4. Statements and Actions: Most memorable thing character says, most important action, and interaction with other characters.
At least 1 example of each : what character says, important action and interaction with other characters.
At least 1 example of 2 of the following: what character says, important action and interaction with other characters.
1 example of the following : what character says, important action and interaction with other characters.
5. My Impression: your likes, dislikes, and personal connection
3 or more examples of what you like and dislike about the character and who the character reminds you of and why.
2 examples of what you like and dislike about the character and who the character reminds you of and why.
1 example of what you like or dislike about the character and who the character reminds you of and why.
Quality, Effort and Appearance of Trading Card
Eye-catching, excellent
detail, colorful
Neat, Some Detail, Some Color
Sloppy, Incomplete, little color
Additional Comments:



TOTAL POINTS:



Step 3 – Determine the Itinerary
Based on the assessments you plan to collect as listed above, determine the corresponding student learning activities that will provide them with the necessary context, information, processes, etc. in order to successfully complete them.
You will need to copy/paste the following blue sections for each learning activity you are planning.
Student Learning Activity: "Character Trading Cards"
What will students be asked to do?
· Students will be asked to choose a character from the book Touching Spirit Bear
· Student will complete pre-work activity sheet for the “Trading Cards” activity
· Student will create "Character Trading Cards.”
How might this be framed as an inquiry based situation?
· Students will be reading this realistic fiction book on their own.
· Students will complete the pre-work sheets regarding characterization before going on-line to complete the Trading Cards. The questions are designed to have students make inferences and analyze the actions and draw conclusions as to their person’s character. The questions are as follows:
1. Title of Book.
2. Character’s Name
3. Where does the story take place?
4. What does the character look like?
5. How would you describe the character’s personality (funny, shy, daring)? Explain.
6. What are the character’s most important thoughts?
7. What are the character’s most important feelings?
8. What is the character’s problem at the beginning of the story?
9. What does the character want to happen by the end of the story?
10. How does the end of the story affect the character?
11. What is the most important or memorable thing that the character says?
12. What is the character’s most important action?
13. How does the character get along with other characters in the story?
14. Explain what you like most about this character?
15. What do you dislike most about this character? Why?
16. Who does this character remind you of and why?

In what ways could this be connected to an authentic learning experience?
Since this realistic fiction book takes place in current times, the learners will be able to identify with the main character(s) in the book. Creating trading cards for their characters will challenge students to think more deeply about what they are reading. By answering a series of questions, students will be able to focus on what’s obvious and not so obvious about a character. Not only will they describe the character’s appearance and actions, but they will also probe for the character’s thoughts, feelings, and motivations. The cards also allow the student to consider their own impressions of the characters such as the likeability of the character and possible personal connections to the character.




































Then list the online resource or web 2.0 tool that will be utilized for this activity.
A. Which type of resource is this?
B. Where will I use this activity in the instructional cycle?
x_Teacher Resource
x_Online (requires a computer)
x_Offline (no computer required)

x_Student Resource
X_Online (requires a computer)
X_Offline (no computer required)
_Opening Motivational Activity
_Central Focus of Lesson Plan
_Research Tool for Students
_Closure Activity
_XAssessment Tool
_Remediation Tool
_Enrichment Tool


C. Which 21st century skills area of focus will be addressed? (Check one.)
Critical Thinking and Problem Solving
X_Identify and define authentic problems and significant questions for investigation.
X_ Plan and manage activities to develop a solution or complete a project.
_Collect and analyze data to identify solutions and/or make informed decisions.
_Use multiple processes and diverse perspectives to explore alternative solutions.
Research and Information Fluency
_Plan strategies to guide inquiry.
_Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
_Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
_Process data and report results.
Notes:
Step 4 – Take a test drive.
Do a complete trial run of the learning activity you described in step 3. Take into account what you will need in order to use the activity/technology with your students.
E. How will I configure my classroom for the learning activity?

Classroom Configuration:
XComputers not needed - printable resource
_ Whole group instruction, using a projector and / or interactive white board
_ Whole group activity, with small groups using mobile laptops simultaneously
_ Small group, using classroom computers or mobile laptops as rotating stations
_ One to one, using classroom computers or mobile laptops as rotating stations
_ One to one, in a computer lab setting
_ One to one, with individual student laptops
X Other: The computer lab will be reserved so all students will be able to complete activity in one class period.
Notes:

F. How will I manage implementation?

Classroom Management:
General computer rules / procedures - Yes
Specific directions for activity - Yes
Helping Hands
Other
Notes:
  • Students will be familiar with computer procedures
  • Students will be given the specific website address to complete activity. http://www.readwritethink.org
  • Students will have completed all pre-work before starting project. http://www.readwritethink.org
  • Students should be able to complete activity in one session.

G. What additional considerations will support successful implementation?

Software – no
Hardware - printer
Supplemental Materials
Other
Notes: Students will have access to a printer in the computer lab to complete their "Character Trading Card".

Reflect on the learning activity.
Considerations:
· Adequate time will be provided to complete pre-work worksheet
Computer Lab reserved
· Classroom computers are available for those students not able to complete the Trading Card in one class period
What is my alternate plan if for some reason the technology is unavailable?
If technology fails or is unavailable, the students will be given the supplies necessary to create their own trading card depicting their character to complete the assignment.

Step 5 – Consider the bigger picture


How does this learning activity fit within your general curriculum to support student learning?
This activity helps fulfill the study of literary elements. This activity is creative and relevant. It enables the learner to see how all the elements are connected.
Top of Form
In what ways can you tailor this activity to meet individual student learning needs?
This activity can be easily adjusted to meet the learning needs of any student. The question design allows for the learner to challenge themselves to higher levels of thinking or the questions can be completed through general recall of information. Extended time may be allowed along with the assistance of paraprofessionals. Classroom computers are available if the student needs more time in which to complete the assignment.