Reading and Me
An exploration of “Reading”
By Jennifer Jackson
December, 28, 2011
A project submitted to the faculty of the University of West Georgia in partial
fulfillment of the requirements for the degree of Master of Education in Instructional
Technology in the department of Educational Innovation
Approved By:
____________________________
Professor A
____________________________
Professor B
____________________________
Professor C
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Reading and Me
Table of Contents
Project Overview .................................................................................................................1
Background Information........................................................................................1
Instructional Problem .............................................................................................2
Proposed Solution ...................................................................................................3
Project Analysis ...................................................................................................................4
Statement of Need ...................................................................................................4
State Standards ............................................................................................4
Analysis of Standardized Testing Data ...................................................4
Contextual Factors Contributing to Need ...............................................4
Instructional Analysis.............................................................................................5
Audience Overview ....................................................................................5
Target Cognitive, Affective, and Motor Skills ........................................5
Perquisite Skills ...........................................................................................5
Instructional Time Requirements .............................................................5
Pretest Instrument .......................................................................................6
Modifications Based on Pretest .................................................................6
Diversity Analysis ...............................................................................................................7
Potential Types of Diverse Learners ....................................................................7
Potential Accessibility Issues .....................................................................7
Potential Cultural Issues ............................................................................7
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Potential Language Issues .........................................................................7
Appropriate Instructional Resources ...................................................................8
Appropriate Instructional Strategies ....................................................................8
Appropriate Assessment Strategies .....................................................................8
Design of Instructional Materials .....................................................................................9
Instructional Goals/Major Course Objectives .....................................................9
Behavioral Objectives .............................................................................................9
Instructional Units, Lessons, and Learning Activities .......................................10
Assessment Specifications .....................................................................................11
Instructional Materials .......................................................................................................12
Description of and Links to Instructional Materials ..........................................12
Formative Evaluation of Instructional Materials ...............................................13
Revisions of Instructional Materials .....................................................................14
Program Maintenance Plan ...................................................................................14
Implementation ...................................................................................................................15
Implementation Overview.....................................................................................15
Implementation Report ..........................................................................................16
Evaluation ............................................................................................................................18
Program Evaluation Plan .......................................................................................18
Student Evaluation Plan.........................................................................................19
Evaluation Data .......................................................................................................20
Analysis of Evaluation Data ..................................................................................20
Refection on Evaluation Results ...........................................................................21
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References ............................................................................................................................23
Appendences .......................................................................................................................24
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Project Overview
Background Information
This module is designed for the use of gifted students in a Resource Classroom. It is
designed to enrich the core content and subject matter being taught within the students’
regular education classroom. The lessons and components of this module have been
created with the needs and characteristics of gifted students in mind.
Instructional Problem
Gifted students not only need to meet grade level performance standards and perform
well on state mandated testing objectives, but also should have instruction which
includes best practices such as “critical and creative thinking, problem-solving
activities, and social and self-awareness” (Georgia Programing Standards for Gifted
Learners, http://www.gadoe.org/ci_iap_gifted.aspx).
Although gifted students in this group have not struggled to meet grade level
objectives, an analysis of their reading choices indicate students are reading below their
ability levels. In addition, students seem to prefer to read within a narrow range of
genres. Students often have difficulty reading critically, sometimes failing to
understand components of a text’s plot in which a reader would have to infer meaning.
Proposed Solution
Patricia Wood defines enrichment as, “For gifted and talented readers, enrichment
would include expanding the range of reading material beyond that of the regular
curriculum to include a variety of topics and genre and individualizing the reading
instructional program to reflect the gifted reader’s personal interests.” (Wood, P.F.,
2008). This unit is designed to modify and enrich the reading curriculum of gifted
students by focusing attention to critical reading strategies. In this unit students will be
exposed to a variety of literature at, or slightly above, their current reading levels.
Students will also analyze and critique literature in a group setting. Upon completion of
the unit, each student will create a presentation to show what he or she has learned
about reading elements.
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Project Analysis
Statement of Need
The Georgia Performance Standard listed below is not sufficient enough to properly
challenge gifted learners. Patricia Woods describes gifted students as being able to:
“read easily and voraciously, with amazing speed and incredible comprehension. They
are also passionate about what they read. For them, reading is not the mere process of
translating symbols into meanings but an intense need to explore, investigate, fantasize
and make connections with concepts and ideas.”
To “specifically address” these learners needs, one would need to go beyond the state
standard, expecting these students to understand sub genres as well as literary genres,
to comprehend text above their grade level, and to communicate their thinking to adults
as well as their peers. An analysis of these students’ self-selected reading selection did
not show these students had been sufficiently challenged. Many were making good
grades, scoring well on standardized tests, but in no way reaching for their full
potential.
State Standards
ELA5R2
The student consistently reads at least twenty-five books or book equivalents (approximately
1,000,000 words) each year. The materials should include traditional and contemporary
literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and
electronic material. Such reading should represent a diverse collection of material from at least
three different literary forms and from at least five different writers.
LE1.2: Resources designed to specifically address the needs of gifted learners, including critical
and creative thinking, problem-solving activities, and social and self-awareness, are
incorporated into the curriculum.
Analysis of Testing Data
All students in this gifted group exceeded grade level performance last year and
exceeded expectations on the state mandated CRCT, however these two indicators
show how well these students are doing on grade level work, not advanced material
especially designed for gifted learners. An analysis of books these students have self-
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selected and checked out of the school library as well as a listing of Accelerated Reader
tests of books students have read, indicate these students often read in a narrow scope
of genres and read materials well below their reading ability level. This data would
further indicate these students are far from receiving “enrichment” necessary to their
unique abilities.
Instructional Analysis
This unit will allow gifted students to examine their reading choices, set new learning
goals, and explore diverse reading materials, and criticize literature. Students will
explore literary analysis together using the book, Rules by Cynthia Lord. They will then
apply these lessons to their own self-selected reading materials. To showcase what has
been learned as a result of this unit, students will create and give a presentation
showcasing literary elements.
Audience Overview
This project is designed for 5th grade students to be conducted in a Gifted Resource
Classroom. It includes 5 male and 11 female students, 4 of these students are socio
economically disadvantaged, 2 have attention issues, and 1 is served for speech.
Target Cognitive, Affective, and Motor Skills
The following skills will be addressed in this unit:
Cognitive
1.) Students will interpret and discuss literature by making connections between
the piece of literature and themselves, another related text, or an event in the
world around them.
2.) Students will identify and discuss literary elements such as similes,
metaphors, alliteration, onomatopoeia, imagery, hyperbole, and personification.
Affective
1.) Students will choose to discuss their reading with others.
Motor Skills
1.) Students will create a presentation to present what has been learned as a
result of this unit.
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2.) Students will utilize computer equipment for research, and communication
related to this unit.
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Perquisite Skills

Basic computer skills

Understanding of the basics of Microsoft Word

Familiarity with the definitions and classifications of literary genres
Instructional Time Requirements
The time frame for this unit six weeks. Students will attend classes in the resource room
for approximately five hours per week. Students may also work on their projects
outside of school.
Pretest Instrument
The teacher will tell students they will be completing a brainstorming exercise to see
what they know about literary elements. He or she will instruct students to try to write
whatever they think they know about the terms given on the brainstorming worksheet.
See Appendix H for pretest
Modifications Based on Pretest
After giving the pretest, three items, onomatopoeia, personification, and hyperbole
were removed from the targeted literary lessons as students would be more likely to
connect these terms to readings in another poetry unit than in the current unit.
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Diversity Analysis
Potential Types of Diverse Learners
Although this particular group is largely homogeneous, variations in learning styles
and individual needs demand some level of modification to the curriculum. Some
modifications typically made for gifted students include, compacting the curriculum
based on pretesting of targeted objectives, including choice, independent work, the use
of adaptions based on multiple intelligences, and questioning techniques. For students
who have attention difficulties, graphic organizers, preferential seating and opportunity
for movement will be some of the strategies utilized. Also, as low socioeconomic class is
prevalent within our school community, students may be provided with any necessary
supplies. The teacher will teach procedures step-by-step which should help both the
lower socioeconomic students as well as those students who have difficulties in
organization and attention.
Potential Accessibility Issues
Students who have difficulties in writing may dictate their work onto an iPod using the
Dragon Dictation app. Classroom computers have also been set to read text for students
who have reading accommodations. These computers can also be set to enlarge the
desktop for students who have vision impairments.
Potential Cultural Issues
Care will be taken in the selection of reading material for this unit. Materials will be
selected to include a variety of authors, both male and female, as well as a variety of
works representing various cultures.
Potential Language Issues
Vocabulary will be taught within the unit. The teacher will work with the ESOL
consultant to design instruction for English Language Learners should the need arise.
Appropriate Instructional Resources

iPods for taking photos and recording dictation
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
Computers with “Universal Access” capabilities

Culturally diverse variety of literature
Appropriate Instructional Strategies
Attention:

use of computers

graphic organizers

reminder cues

small, frequent, tasks

preferential seating

proximity

opportunity for movement
High Ability:

choice

compacting

independent planning / work

multiple intelligences

questioning techniques
Organization:

graphic organizers

teach time management skills

planners and calendars
Low SES:

teaching procedures step-by-step
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
provide supplies

build relationships
Writing:

dictation of ideas

shorten assignments

digital voice recordings

provide graphic organizers
Appropriate Assessment Strategies
Students who have writing or attention modifications may be provided extra time or
shortened assignments. All students will be given choice in the final presentation. Each
student may choose a product to represent his or her learning, ex. PowerPoint, speech,
tri-fold board, etc.
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Design of Instructional Materials
Instructional Goals/Major Course Objectives
Students will practice literary criticism using the book Rules by Cynthia Lord. The
teacher will use passages from this book to teach students how to analyze literature.
Students will work together and collaborate as they develop new skills.
Goals:
1.)
2.)
3.)
4.)
Analyze one’s personal reading habits.
Develop a strategy for analyzing literature.
Read and analyze materials above one’s grade level.
Choose to read for personal growth, as well as pleasure.
Behavioral Objectives
1.)
2.)
3.)
Given computer access and word processing software the student will be able to state an
interpretation of a piece of literature by writing an essay which includes references to either a
personal connection, a connection to another piece of literature, or a connection to a real-world
event.
Given a piece of literature, the student will be able to identify the literary elements simile,
metaphor, alliteration, onomatopoeia, imagery, hyperbole, and personification by writing at least
three examples from the text of each element.
Given needed materials the student will be able to generate a presentation that can be used to
demonstrate literary elements by creating a PowerPoint, tri-fold presentation, speech, essay,
bulletin board display or other approved choice.
Instructional Units, Lessons, and Learning Activities
This unit will include three lessons, Analyzing One’s Reading Preferences, Reading
Classifications, and Critical Reading. A summary of each lesson is provided below:
Lesson 1 – Analyzing One’s Reading Preferences
In this lesson students will gather data and reflect upon their current reading
preferences. Students will complete learning style, and interest inventories and examine
reports of recently checked out library books as well as Accelerated Reader
comprehension reports.
Activity A – How I like to learn
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Students will become aware of differences in learning styles as well as the theory of
multiple intelligences. Students will complete assessments, both written and online to
determine their personal learning preferences.
Objective: Shown icons to represent learning styles the student will be able to state his
or her preferred personal learning style.
Instructional Event
Method / Media
Instructional Treatment or
Strategy
1.) Gaining attention
Live instruction /
Smartboard
Students watch a short
movie on the SmartBoard
which introduces learning
styles.
2.) Informing learner of
lesson objective
Live instruction /
Smartboard
Tell students this lesson is
about learning styles and
as a result of this lesson
students should have a
better understanding of how
he or she prefers to learn.
3.) Stimulating recall of
prior learning
Live instruction
Ask students to think of a
time when he or she really
needed to study for a test.
Ask students to discuss
how he or she choose to
study.
4.) Presenting stimuli with
distinctive features
Instructor using Edutopia
learning style website on
SmartBoard
Show students the link to
the Edutopia learning style
assessment. Take the
assessment while the group
watches. Show students
how to click hyperlinks for
each learning style details.
5.) Guided learning
Worksheets
Have students identify
which icon from the
worksheet responds to my
learning style results. Ask
students to predict what
learning style he or she
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could possibly be.
6.) Eliciting performance
Edutopia Website
Have students take the
learning style assessment
and print out the results
7.) Providing informative
feedback
Oral review by instructor
Ask students to look over
the bar graph print out and
discuss what icon relates to
his or her highest rated
learning style.
8.) Assessing performance
Class discussion
Show the class the
Learning Style graphic. Call
out each learning style and
ask students to raise their
hands to indicate they had
a high score in that area.
9.) Enhancing retention and
learning transfer
Reflection
Ask students to type a
reflection discussing if he or
she agreed or disagreed
with the results of the
assessment.
Activity B – What I like to read
Students will examine a personalized list of books that have been checked out of the
library for a period of six months prior to the lesson as well as a list of Accelerated
Reader quizzes that he or she has taken during the same interval. Students will then
create a master list of at least 20 books that he or she determines most memorable.
After the list has been completed, students will sort this list into categories. (Most
students will most likely sort this list by book genres, however students should be
encouraged to develop their own classification scheme based upon factors indicative of
each students reading preferences.)
Objective: Given lists of recently checked out library books the student will be able to
identify at least 20 memorable books he or she has recently read by creating a list of
those books.
Instructional Event
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Method / Media
Instructional Treatment or
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Strategy
1.) Gaining attention
Instructor
Show students a list of
different types of literature,
ex. poems, plays, fiction,
non-fiction, etc. and ask
students to hold up fingers
to show how many of those
things on the list they like to
read.
2.) Informing learner of
lesson objective
Instructor
Tell students today they
would be challenged to
prove they are reading
diversely by writing down at
least 20 things they
remember reading recently.
3.) Stimulating recall of
prior learning
Instructor / Personalized
student lists
Ask students to look over
their lists and to highlight
books that they liked best.
4.) Presenting stimuli with
distinctive features
Instructor / Chart paper
Ask a student volunteer to
come to the front and read
his or her list. As the
student reads each item,
ask the class to discuss
how that item could be
classified, ex. by genre, by
series, by author, etc. Write
student suggestions on the
chart paper.
5.) Guided learning
Instructor / Book list /
Smartboard
Show students a list of
books. Write a classification
for each one, in this case,
literary genres. Create a
data table on the
Smartboard screen with the
students to compile the
book classification data.
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6.) Eliciting performance
Notebook paper
Ask students to classify
their own book lists and
compile a data table.
7.) Providing informative
feedback
Oral review by instructor
Ask students to explain how
their data table relates to
their book lists. Redirect
students if necessary.
8.) Assessing performance
Class presentations
Have each student present
their data table and discuss
their classifications.
9.) Enhancing retention and
learning transfer
Data Table
See Activity C in which
students use this
information to create a bar
graph.
Activity C – Data
Students will use the data from Activity B to create a frequency table summary of their
book choices. This table will then be used to create a bar graph displaying the student’s
reading preferences prior to this unit.
Objective: Given computer access to an online graphing website students will be able to
generate a graph by inputting book choice data into the applet with at least 4 categories.
Instructional Event
Method / Media
Instructional Treatment or
Strategy
1.) Gaining attention
Instructor / Smartboard
Show students the data
website
2.) Informing learner of
lesson objective
Instructor / Smartboard
Tell students that they will
use their data tables from
Activity B to create a bar
graph
3.) Stimulating recall of
prior learning
Instructor
Ask students to look over
their data tables, ask what
information would be
needed to make a bar chart
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of the data
4.) Presenting stimuli with
distinctive features
Instructor / Chart paper
Write down what
suggestions students have
about how to change the
data table into a bar graph
5.) Guided learning
Instructor / Smartboard /
Website
Using a teacher made
sample data chart, use the
website to create a bar
graph.
6.) Eliciting performance
Students / Website
Ask students to use their
own data tables to create a
bar graph similar to the one
demonstrated.
7.) Providing informative
feedback
Oral feedback from
instructor
Tell students to let you
know when they are
finished and need to print.
When students ask, look
over their graphs to see if
any reteaching needs to
occur.
8.) Assessing performance
Class presentations
Students present their data
to the class. Class
members make comments
and ask questions
9.) Enhancing retention and
learning transfer
Post graph
Students will create another
graph at the end of this unit
which will show how
reading selections may
have changed.
Lesson 2 – Reading Classifications
In this lesson students will examine the way reading can be classified. Students will
explore book genres, and major book awards.
Activity A – Book Genres
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Students will be divided into groups. Each group will be assigned a different reading
genre. Each group will research the genre and create a presentation overviewing their
designated genre. Group presentations and class discussion will follow the
presentations.
Objective: Given computer access students will be able to identify a literary genre by
creating a group presentation that will be used for a class discussion.
Instructional Event
Method / Media
Instructional Treatment or
Strategy
1.) Gaining attention
Instructor / Book – Where
Have the Unicorns Gone by
Jane Yolen
Read the book – ask
students to discuss what
genre they believe the book
to be
2.) Informing learner of
lesson objective
Instructor
Tell students they will learn
more about literary genres
by creating a presentation
of a designated genre as
well as participating in a
class discussion for other
class member’s
presentations.
3.) Stimulating recall of
prior learning
Instructor
Ask students to recall some
of the ways they had
classified their book lists.
Write on chart paper any
responses that are literary
genres.
4.) Presenting stimuli with
distinctive features
Vocabulary Sheet
Provide students with the
vocabulary sheet, which
defines the literary genres
from this lesson.
5.) Guided learning
Instructor
Students will need to
design a presentation that
illustrates their assigned
literary genre. The teacher
may provide guidance by
prompting by questioning,
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by making suggestions
about how to research
using search engines, and
by offering suggestions
about the clarity of the
presentation.
6.) Eliciting performance
Instructor
See above
7.) Providing informative
feedback
Oral review by instructor
Offer suggestions to clarify
meanings if student
presentations seem to be
too vague or incorrect.
And
Peer review by students
Have students present their
work. Audience members
should offer suggestions
and ask questions about
the presentations.
8.) Assessing performance
Instructor
Ask students to write a
definition or give an
example for each literary
genre presented today.
9.) Enhancing retention and
learning transfer
Instructor
Students will discuss the
genre of various readings
that will be used for the
lessons in the rest of the
unit.
Activity B – Book Awards
Students will research awards given to literature. Each student will then choose at least
one award-winning book to give a book talk about.
Objective: Given computers and a listing of children’s book awards, the student will be
able to identify at least 3 book awards by providing a written summary of the award.
Instructional Event
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Method / Media
Instructional Treatment or
Strategy
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1.) Gaining attention
Instructor
Show students a bin of
books that have received
different literary awards.
2.) Informing learner of
lesson objective
Instructor
Tell students today they will
become familiar with
several types of awards
given to children’s books.
3.) Stimulating recall of
prior learning
Instructor
Ask students if they have
ever read any of the books
in the bin. Ask what do they
feel made that book more
special than other books
the student may have read.
4.) Presenting stimuli with
distinctive features
Graphic organizer of book
awards
Give students a graphic
organizer, which shows
several book awards and
includes links to websites
for further information on
the awards.
5.) Guided learning
Instructor, computers
Ask students to visit the
book award web sites. As
students view the sites the
teacher will monitor and ask
probing questions such as
what is the difference
between the awards.
6.) Eliciting performance
Students
Ask students to make a list
of the different types of
awards they find and
include a brief description
of the award.
7.) Providing informative
feedback
Teacher
Monitor and remind
students they will be using
their lists in the class
discussion. Redirect
students whose
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descriptions are too vague.
8.) Assessing performance
Teacher, Class discussion
Ask students to turn in their
listings. These will be
placed in the students’
portfolios.
9.) Enhancing retention and
learning transfer
Teacher, Students
Ask students to create their
own book award and
describe the criteria for a
book to win it.
Lesson 3 – Critical Reading
For this lesson students will read a chapter book assigned by the teacher. The teacher
will use this book as the example for mini-lessons on: plot and structure,
characterization, theme, point of view, author’s purpose, and literature evaluation.
Students will then transfer and apply what they have learned from these lessons by
completing essay questions. These questions will be designed to ask students to
compare and or contrast the unit assigned book to a second self-selected book. For
example, after receiving instruction about the point of view in Rules, the assigned book,
students will then write an essay examining the point of view of their current library
book.
Objective: Given a mini-lesson on a literary element the student will be able to
demonstrate understanding of the element taught by writing an example of how the
element relates to what the student is currently reading.
Instructional Event
Method / Media
Instructional Treatment or
Strategy
1.) Gaining attention
Teacher, anchor chart
Show students a teachermade chart with an outline
of the focus lessons for this
unit, connections, plot,
characters, theme, point of
view and author’s purpose.
2.) Informing learner of
lesson objective
Teacher
Inform students that for the
next few classes we will be
focusing on one of these
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topics. We will discuss and
practice using these topics
in our reading of Rules.
After each lesson, the
students will be given an
essay topic related to the
literary element being
taught. The student will
then attempt to show
understanding of the
element by applying it to
their current library book.
3.) Stimulating recall of
prior learning
Teacher, students
Ask students to look over
the list as the class creates
a KWL together to identify
what students, know and
want to learn more about.
4.) Presenting stimuli with
distinctive features
Teacher
The teacher will present a
lesson for each literary
element showing how it is
found in the book, Rules.
5.) Guided learning
Teacher, students
The teacher will play an
audio recording of the book
Rules. He or she will stop
the recording periodically to
ask questions or
demonstrate how the text
relates to the literary
element being taught.
6.) Eliciting performance
students
After the students have
listened to and discussed
the focus reading. Students
will be given an essay topic
and asked to write how the
topic relates to another
book they have recently
read, or are in the process
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of reading.
7.) Providing informative
feedback
Class discussion, peers
Before writing, students will
discuss their thoughts with
a partner. The teacher will
monitor groups and offer
feedback if necessary.
8.) Assessing performance
Rubric
Students will be given this
rubric at the beginning of
the lesson. Students will
score their writing before
the teacher will do a final
grading.
9.) Enhancing retention and
learning transfer
Teacher
Each lesson of this unit will
build upon the previous
lesson. Students will create
a unit presentation that
should include some of the
focused literary elements.
Assessment Specifications
A preassessment will be given at the beginning of this unit. Grades will be based on a
point scale. Lesson mastery will be assessed through the use of rubrics. For lesson 1 A-C
and lesson 2 A – B students will receive 5 points for each item completed and turned
into the class discussion board, Edmodo, (30 total possible points). A checklist will be
among the introductory documents given to students at the beginning of the unit.
Students may use this checklist as a guide for what work needs to be completed and
turned in. Students may also receive up to 10 points for class participation in
discussions and projects. Ten literary element mini lessons will be given to the students.
For each of these lessons students will be given an essay topic on the targeted literary
element to complete. An essay rubric will be provided to students prior to the first
essay. Students may receive up to 25 points for each essay, for a total of 250 project
points. As a cumulating activity students will create a presentation showcasing what
they have learned as a result of this unit. This presentation will be assessed through the
use of a rubric. Students may receive up to 140 points for this final presentation.
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Student checklist – see appendix A
Point summary – see appendix B
Essay rubric – see appendix C
Project rubric see appendix D
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Instructional Materials
Description of and Links to Instructional Materials
Lesson 1 Materials
Learning Style Inventory
Edutopia - http://www.edutopia.org/mi-quiz (Online quiz - descriptions at the end)
Students will take the online quiz to determine their learning styles. A group discussion will
follow.
Multiple Intelligences Assessment
http://surfaquarium.com/MI/inventory.pdf (Multiple Intelligences Inventory .pdf)
http://surfaquarium.com/MI/index.htm (Descriptions of Intelligences)
Students will print out and take this assessment about multiple intelligences. A group discussion
will follow.
Interest Inventory
http://teacher.scholastic.com/LessonPlans/unit_roadtosuccess_invent.pdf
Students will record their responses on this inventory.
Graphing Web Site
http://nces.ed.gov/nceskids/createagraph/default.aspx
Students will create a list of at least 20 recently read books, sort the books into categories, and
create a bar graph of the data using the above website.
Lesson 2 Materials
Touchstone Books (gather a variety of books including different genres, popular
authors, popular children’s series, etc.)
During lesson 2 students will be asked to explore book genres, explore children’s book awards,
and create a rubric that can be used to evaluate literature. The teacher should provide the students with a
wide selection of literature and print resources to refer to as students complete this lesson.
Book genres (The website below is a link for students to use if they need help
identifying book genres.)
http://genresofliterature.com/
Genre newspaper small group project - http://www.ereadingworksheets.com/genreworksheets/genre-and-subgenre-newspaper-project.pdf
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Students will create a newspaper with examples of at least eight different literary genres.
Optional poster activity - http://www.ereadingworksheets.com/genreworksheets/genre-movie-posters.pdf
Students create a movie poster of a literary genre.
Popular Series and Authors
List of Authors - http://childparenting.about.com/library/blbooklist1.htm
List of Series - http://www.kidsreads.com/series/index.asp
Websites to be used as a reference as students sort and evaluate literature.
Book award sites (The website below includes hyperlinks for many children’s book
award sites.
http://people.ucalgary.ca/~dkbrown/usawards.html
Website to be used as a reference as students explore how literature may be evaluated.
Other print and non-print media
Magazines, newspapers, eBooks, posters, flyers, mail, post cards, letters, etc. to be used as
discussion materials as students explore what the topics of “literature” and “reading.”
Lesson 3 Materials
Plot and structure
Story Elements Interactive - http://www.learner.org/interactives/story/index.html
Students watch a video that emphasizes story elements. A short quiz follows.
Story Elements Video – Brainpop Jr: character, plot setting
http://www.brainpopjr.com/readingandwriting/storyelements/
Three separate videos to be used for mini lessons on story elements.
Characterization and Setting
Graphic organizer for character and setting
http://www.havefunteaching.com/worksheets/graphic-organizers/story-elements/storyelements-graphic-organizer.pdf
Independent practice in which students record character and setting information from their own
book after group mini-lesson.
Theme
Theme worksheet for fables - http://www.ereadingworksheets.com/readingworksheets/understanding-theme.pdf
Theme worksheet 2 - http://www.ereadingworksheets.com/reading-worksheets/theme-
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worksheet.pdf
Independent practice for student to record theme from their own book after group mini-lesson.
Point of View
Worksheet 1 - http://www.ereadingworksheets.com/reading-worksheets/themeworksheet.pdf
Worksheet 2 - http://www.ereadingworksheets.com/point-of-view-worksheets/point-ofview-worksheet-2.pdf
Independent practice for students to record point of view from their own book after group minilesson.
Author’s Purpose
Group Card Sort Activity http://siopwiki.cmswiki.wikispaces.net/file/view/What%27s%2Bthe%2BPurpose.pdf
Guided practice in small group to be used after mini-lesson about author’s purpose.
Scavenger Hunt Homework
http://www.ereadingworksheets.com/reading-worksheets/authors-purpose-scavengerhunt.pdf
Independent practice for author’s purpose.
Worksheet - http://www.ereadingworksheets.com/reading-worksheets/authorspurpose-worksheet.pdf
Alternative assignment for author’s purpose.
Formative Evaluation of Instructional Materials
Prior to the lesson, the teacher will check web links to ensure they are not broken. He or
she will also check computer equipment to make sure it is working properly. The
teacher will also work with the academic coach to establish the lessons align with
targeted school curriculum goals.
Revisions of Instructional Materials
No modifications necessary.
Program Maintenance Plan
This unit will be housed temporarily on the University of West Georgia server. A copy
of the documents and files will be burned onto two DVDs and later uploaded to the
school server. Prior to the teaching of this unit, the teacher will look over links to make
sure they are working properly and make any necessary additions.
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Implementation
Implementation Overview
Students will begin Lesson 1 in October, 2011. Final presentations will take place the
week prior to the winter holiday break.
Implementation Report
As of this writing, students are three weeks into the unit.
Learning Style artifact – see Appendix E
Book List artifact – see Appendix F
Book Graph artifact – see Appendix G
Literary Genre
Book Awards
Literary Element Essays
Reading Projects
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Evaluation
Program Evaluation Plan
After teaching the unit, the teacher will ask for feedback from the academic coach.
Together they will make changes to the unit based on what when well and what needs
to be improved.
Student Evaluation Plan
Students will be asked to write an essay describing what they liked, did not like, what
they would keep, and what they would change about the project.
Evaluation Data
Analysis of Evaluation Data
Reflection on Evaluation Results
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References
Georgia Performance Standards, https://www.georgiastandards.org/standards
Georgia Programing Standards for Gifted Learners,
http://www.gadoe.org/ci_iap_gifted.aspx
Wood, P. F. (2008). Reading instruction with gifted and talented readers: A series of
unfortunate events or a sequence of auspicious results?. Gifted Child Today, 31(3), 16-25.
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Appendices
A – checklist
B – point summary
C – essay rubric
D – project rubric
E – learning style artifact
F – book list artifact
G – book graph artifact
H – unit preassessment
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Reading and Me Checklist

My learning style is _______________________________.

I have completed my learning analysis.

I have created and uploaded my Book Data Table to Edmodo.

I have created and uploaded my Book Graph to Edmodo.

I have created and uploaded my definition of a literary genre to Edmodo.

I have created and uploaded my book award listing to Edmodo.

I have completed 10 Literary Element Essays
o Connections
o Plot
o Characterization
o Theme
o Point of View
o Author’s Purpose
o Simile
o Metaphor
o Alliteration
o Imagery

I have created my end of unit presentation
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Reading and Me Point Summary
5 points each, 30 total:

Learning Style Identified

Learning Analysis

Book Data Table

Book Graph

Definition of Literary Genre

Book Award Listing
25 possible points each, 250 total, see Essay Rubric:

10 Literary Element Essays
o Connections
o Plot
o Characterization
o Theme
o Point of View
o Author’s Purpose
o Simile
o Metaphor
o Alliteration
o Imagery
60 possible points, see Presentation Rubric
 Presentation
10 possible points
 Class participation
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___________________ points of 350 possible points
Literary Element Essay Rubric
Needs Work – 1 pt
Okay – 3 points
Great – 5 points
Literary Elements
Literary element is
not mentioned or is
defined incorrectly.
Literary element is
mentioned, but is
vague.
Clearly identifies the
literary elements
being analyzed.
Details
Details do not
support connection
of literary element to
reading.
Minimal and/or
unspecific details are
given relating
literary element to
reading.
Specific and relevant
details are given that
support the
connection to the
literary element to
the reading.
Engagement
No attempt is made Techniques are
to engage the reader. included to engage
the reader.
Creative techniques
are included that
engage the reader’s
interest.
Organization
Writing is unclear
and unorganized.
Writing is
organized.
Writing is
organized. A
connected idea
provides structure to
the text.
Grammar
Grammatical errors
make the writing
difficult to read.
A few errors are
present, but not
enough to make the
writing difficult to
read.
No grammatical
errors are present.
Score Totals
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Comments:
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Reading and Me Project Rubric
Needs Work – 5 pt
Okay – 10 points
Great – 15 points
Presentation shows
Presentation
Presentation shows
minimal examples
contains several
deep understanding
and understanding
examples of literary
of 80% or more of
of literary elements
elements from the
the literary elements
from the unit.
unit.
covered in the unit.
Creativity
Minimalistic
Creative
Highly creative
Audience
Does not engage
Engages audience.
Engages audience
Literary Elements
audience.
and answers
audience questions
with deep
understanding of
presentation topics.
Organization
Disorganized
Organized
Organization aids
understanding of
presentation.
Score Totals
Comments:
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Kaleidoscope Lesson 1
Learning Style Reflection
Research and read about different learning styles as well as about the theory of Multiple
Intelligences. Then examine your learning style and Multiple Intelligences quizzes. Do
you think these quizzes accurately describe you? Why or why not? How do you think
knowing more about yourself can help you to succeed?
Learning Styles
* http://www.edutopia.org/your-learning-styles
Multiple Intelligences
* http://surfaquarium.com/MI/profiles/index.htm
Molly
10-25-11
Aldridge
I think that it accurately describes me because I am a visual learner and I am a
person who loves nature. I love to play and it is a great way to find out what kind
of nature freak I am. My thoughts are that I do think it is right but it is wrong about
me being 50% logical mathematic. My person says that i'm 58%lingustic which I
think I am because I do well In school and I like to ask a lot of questions.
I think that knowing me better will help me succeed in life because if I now
how I study than I can use that strategy in college because it could really help me
understand things I haven’t understood before.
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Book List - Selena
Countdown
The Strange Case of Origami Yoda
Scat
The Castle Corona
Out of My Mind
Dark Wing
Golly Whopper Games
Savvy
We All Can’t Be Rattle Snakes
Extra Credit
Arthur’s Halloween
Molly Moon
Harry Potter
Bad Kitty
Charlottes Web
Babysitters Club
Junie B Jones
The Chocolate Touch
Goosebump
Oliver
Twist
North America
Art
Cities
Election Day
James Oglethorpe
Laura Ingalls Wilder
Mountains
Atlantic Ocean
Babies
Rainforest Plants
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Reading and Me Pre-assessment
Name _______________________
Please write what you know about the following literary terms:
Text-to-text connection:
Text-to-world connection:
Text-to-self connection:
Plot:
Character:
Theme:
Point of view:
Author’s purpose:
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Simile:
Metaphor:
Alliteration:
Imagery:
Onomatopoeia:
Personification:
Hyperbole:
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