1. We Are All Authors Odile Heisel Language Arts in Library 3 rd grade Microsoft Clip Art

2. Essential Question: Could you be famous? Unit Question(s): What are the similarities and differences between the personalities and preferences of famous authors, illustrators, and of our classmates? Why is it necessary to cite the source of our information? Content Questions: How reliable is the information on the internet? How do I summarize information and write it in my own words? How can I organize and plan for writing? How do I work politely and effectively with other students? We Are All Authors

3. Unit Summary Students work with a partner to research information about the interests and characteristics of their favorite authors. Students work with a partner to research information about the interests and characteristics of their favorite authors. Students will blog to each other to share what they learn, citing their source. Students will blog to each other to share what they learn, citing their source. Students will compare the information they learn about their author to other groups’ authors and to themselves. Students will compare the information they learn about their author to other groups’ authors and to themselves. Throughout this process, students will learn about reliability of internet resources, reasons to cite source of information, and how to blog. Throughout this process, students will learn about reliability of internet resources, reasons to cite source of information, and how to blog.

4. English SOL 3.6 The student will continue to read and demonstrate comprehension of nonfiction. Make connections between previous experiences and reading selections. Make connections between previous experiences and reading selections. Ask and answer questions about what is read. Ask and answer questions about what is read. Draw conclusions. Draw conclusions. Organize information and events logically. Organize information and events logically. Summarize major points found in nonfiction materials. Summarize major points found in nonfiction materials. Compare and contrast the lives of two persons as described in biographies and/or autobiographies. Compare and contrast the lives of two persons as described in biographies and/or autobiographies.

5. 21 st Century Skills Communication and Collaboration Articulating thoughts and ideas clearly and effectively through writing Articulating thoughts and ideas clearly and effectively through writing Demonstrating ability to work effectively with diverse teams Demonstrating ability to work effectively with diverse teams Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal Assuming shared responsibility for collaborative work Assuming shared responsibility for collaborative work

6. 21 st Century Skills Information Literacy Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information

7. 21 st Century Skills ICT (Information, Communications and Technology) Literacy Using digital technology, communication tools and/or networks appropriately to access, manage, integrate, evaluate, and create information in order to function in a knowledge economy Using digital technology, communication tools and/or networks appropriately to access, manage, integrate, evaluate, and create information in order to function in a knowledge economy Using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information Using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information

8. Learning Objectives for Students Read nonfiction information from a web page, locate relevant information, communicate to others, analyze facts, draw conclusions. Read nonfiction information from a web page, locate relevant information, communicate to others, analyze facts, draw conclusions. Communicate ideas through writing using appropriate spelling, grammar, & punctuation. Communicate ideas through writing using appropriate spelling, grammar, & punctuation. Work cooperatively with others Work cooperatively with others Understand that not all information on the internet is reliable Understand that not all information on the internet is reliable Cite source of information, write using one’s own words Cite source of information, write using one’s own words

9. Pre-Assessment of Information Literacy Students individually write to answer these questions: “ Do you think you can trust all information on the internet? Why do you think I might want you to “cite” your source? (define “cite” for them.) Internet Reliability Assessment checklist

10. Partners work together to choose 3 authors they would like to research. Students self-assess their collaboration skills individually and compare to their partner’s assessment Pre-Assessment of Team Collaboration Team Collaboration Assessment

11. Problem-Solving/ Patience   During all project work, students will flip a red/green card to the red side when they need help.   Students continue to work until help arrives.   If students solve the problem (before or after help arrives), they flip their red card back to the green side.

12. Research Skills Students search identified web sites to find personal characteristics about one of the three authors they chose. Students search identified web sites to find personal characteristics about one of the three authors they chose. Students read and interpret nonfiction biographical information to identify any of the author’s characteristics that might also be true for a student in their class. Students read and interpret nonfiction biographical information to identify any of the author’s characteristics that might also be true for a student in their class. Students blog relevant information, using their own words and citing the web address of their source. Students blog relevant information, using their own words and citing the web address of their source.

13. See the sample student blog at http://dixonlibrary.blogspot.com http://dixonlibrary.blogspot.com

14. Blogging Skills Students should read and respond to the blogs of other students. Students should read and respond to the blogs of other students. Students should comment in the blog when they see that the author they are researching is similar to the author another group is researching. Students should comment in the blog when they see that the author they are researching is similar to the author another group is researching. Once students have posted something about their author, they can use the citation links from other students to read about other authors. Once students have posted something about their author, they can use the citation links from other students to read about other authors.

15. Teamwork Skills At the end of the blogging session, students will individually self-assess the team’s collaboration skills. Students use the same form they used in the pre-assessment of team collaboration Each student responds & then compares his or her response to partner’s response. Discuss similarities & differences. Team Collaboration Assessment

16. Communication Skills Student teams also self-assess the content of their blog about the characteristics of the author they researched. Teacher uses the same form to assess the content of their blogs. Between class sessions, teacher and students will meet to compare the teacher and student assessments and develop plan of improvement. Blog Assessment Checklist

17. Building Communication Skills Student teams will repeat this entire cycle of research, blogging, assessing, and conferencing three times. During the second and third conference, teacher and students will compare assessments to previous assessments to encourage students to be accountable for self- improvement. Blog Assessment checklist

18. Organizing Information Each student creates their own a graphic organizer comparing characteristics of all the famous authors researched by the entire class to themselves. Students assess their graphic organizer using a checklist. Teacher will assess using the same checklist. Final Assessment Checklist

19. Sample Student Graphic Organizer

20. Writing Skills Each student uses their graphic organizer to write a paragraph explaining: “Why I can become a famous author.” Students assess their paragraph using a checklist. Teacher will the paragraph assess using the same checklist. Final Assessment Checklist

21. Sample Student Paragraph & Teacher Assessment

22. Final Assessment of Information Literacy Students answer the pre-assessment question again with a written response: “Can you trust all information on the internet?” “Can you trust all information on the internet?” “Why do you need to “cite” your source?” “Why do you need to “cite” your source?” Internet Reliability Assessment Checklist

23. Sample Student Response & Teacher Assessment

24. Accommodations for Differentiated Instruction Students reading below grade level will be paired with a student who reads at or above grade-level, encouraging the capable reader to read the information aloud to their partner. Students reading below grade level will be paired with a student who reads at or above grade-level, encouraging the capable reader to read the information aloud to their partner. Some websites offer videos of author interviews. These will sites will be recommended to students because they include audio. Some websites offer videos of author interviews. These will sites will be recommended to students because they include audio.

25. Accommodations for Differentiated Instruction Students who are advanced learners will be paired up together and encouraged to make deeper connections between one favorite author and themselves. Students who are advanced learners will be paired up together and encouraged to make deeper connections between one favorite author and themselves. If they find very specific details that demonstrate a high level of understanding, I will email their comments to the author they believe is most similar to themselves. If they find very specific details that demonstrate a high level of understanding, I will email their comments to the author they believe is most similar to themselves.

26. Thank you for viewing my presentation. Comments are always appreciated. Odile Heisel oheisel@staunton.k12.va.us oheisel@staunton.k12.va.us