REA-305 Literature Project 

Part 1: Topic 4

Motivation and Differentiation: In 2-3 sentences, describe how you can use qualitative and quantitative data to plan activities that motivate students and differentiate instruction.

Grade

Book Genre

Book Title

Rationale for Book Selection: In 2-3 sentences, explain why you selected this book and genre as it relates to increasing motivation for students. Describe how this selection incorporates the values of diverse cultures and communities to create a culturally relevant experience.

Summary of Class Profile: Using the data from the "Class Profile," identify at least three key factors you will use to help plan how you are going to motivate students and differentiate instruction to meet their needs.

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Thematic Analysis: Describe how you are going to connect the book project to the learning students are doing in other content areas (science, social studies, art, etc.) and to everyday life experiences that students have (text-to-text, text-to-self, text-to-world connections).

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Motivational Strategies: Using the factors identified in the summary of the "Class Profile," describe two motivational strategies you will consider using to meet the needs of this group of students during the project.

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Differentiation Strategies: Describe two differentiation strategies you will consider using to meet the needs of this group of students during the project.

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Part 2: Topic 7

Project Name/Title

Project Description

Grouping Type and Rationale: Describe whether this will be a group or individual project and provide a rationale for the selection.

Standards: Include at least three standards that will be aligned to and assessed in the project. At least one standard should be from another content area.

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Instructional Strategies

Cultural Relevance: Differentiating instruction to meet the diverse needs of students and ensuring that all students have a culturally relevant experience can be challenging. Consider the book you have selected, and outline one instructional strategy focused on incorporating the values of diverse cultures and communities to create a culturally relevant experience for all students.

Diverse Students: Consider the diverse learning needs of students and outline one instructional strategy that can be used to differentiate instruction and support exceptional students, particularly reluctant readers, English language learners, students with reading disabilities such as dyslexia, gifted students/early finishers, and students with advanced reading skills.

Digital Tools: Identify two digital tools you can use to provide instruction or support the completion of the literature project. Include a 1-2 sentence description of how each will be used.

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Anticipatory Set

To engage students and stimulate interest in the book being read, you need to activate students’ prior knowledge by linking previous learning with what they will be learning in the book and gaining student interest in reading the book. Select an educational technology tool or application you can use to create interest and motivate students to read the book. Some to consider might be EdPuzzle, Kahoot, or Quizlet.

Use the technology tool/application of your choice to introduce the book to students in an interactive way. Place the link to the activity in the space below. Ensure that others can access/view/interact with the link prior to submitting to the LMS.

Link:

Student Handout

Students need to understand the project options, expectations, and timelines for completion. They also need to know the criteria that will be used for assessing their completed projects.

Create a student-centered handout that clearly outlines the project and presents the following in a way that students can understand:

·       Name of the book the project will be based upon.

·       Standards/learning objectives associated with the project.

·       Description of at least five hands-on projects students could select to complete (i.e., diorama or a key scene in the book, an original script and video from an important scene from the book, an interactive quiz or survey about the book, a digital presentation, a piece of artwork illustrating the main theme from the book). The assignment should not be a written or oral book report.

·       Timeline for the completion of the project including any specific check-in dates when students must present evidence that they have completed a certain amount of the project.

·       Explanation of how and when the final project will be presented, including guidelines on the amount of time allowed for the presentation.

·       Explanation of the project requirements clearly detailing exactly what the project must include such as specific literary elements and/or techniques, multicultural themes, etc.

·       Guidelines for the use of technology for research and for use in the creation of the project.

·       Summary of the technology tools that will be used to share the projects with the school, families, and the community.

Grading Rubric

Create a grade level appropriate rubric that can be used to assess the project deliverable. Regardless of the project option that was selected by the student, all projects should have the same grading criteria. The rubric should be easily understood by students and include the following:

·       Title

·       Criteria for grading

·       Value for each grading criteria (percentage of total grade or point values)

·       Performance levels (a 3-5 level rating scale that represents various levels of mastery)

·       Descriptors for each criteria and each performance level on the rubric

Project Introduction Video

You want your students to be excited about the book and about selecting the project they will complete. Using the planning you have done, create a 60-90 second video to explain the book project choices and grading rubric to your students. Your goal is to get them excited about the project choices, explain the steps for creating the project, and to review the grading rubric so they know the project expectations and grading criteria.

Remember that video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and that the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.

Refer to "Recording, Editing, and Uploading a Video or Podcast" and use an online video platform such as Zoom, Loom, YouTube, or Vimeo to upload your completed video. If you upload your video to YouTube, select the “unlisted” option. Ensure that others can access and view your linked video prior to submitting to the LMS.

Place the link to the project introduction video in the space below. Ensure that others can access/view/interact with the link prior to submitting to the LMS.

Project Introduction Video Link: