Jolene+G

Ideas
I'd like to focus on invention with my students. Many of my students are very creative, and although they struggles with different aspects of learning, I want them to be able to showcase their gifts by creating their own materials.

**D-Quadrant Backward Planning **

__**SCARY STORY WRITING: 4th grade **__

 * Our 4th grade class recently started reading the scary story __Something Upstairs__ by Avi. Avi also visited and spoke with our students, sharing his own struggles in school and the fact that he has dysgraphia (our school is a private school for students with learning differences). He then shared writing tips and tricks that work for him and help him with editing.**

__**What is it you want Students to know and be able to do? – **//Content Standards //__
 * students will have knowledge of some of the elements common to the horror genre.
 * students will utilize some of author Avi's writing tips as they write.
 * students will make connections between their class novel, __Something Upstairs__, and their own writing
 * students will utilize Creative Book Builder to create a publishable multimedia book
 * students will share their book with others

__**21st Century Skills (ISTE NETS) **//What will you assess, specifically? //__ I'll focus on invention and will assess whether they've used their knowledge of the horror genre to create their own unique scary story (Invention a and b).

__**Transfer **: //Students will be able to independently use their knowledge, understandings, and skills acquired to //__//_// Students will be able to use their knowledge of the elements of the horror genre to create a scary story. They'll use the Creative Book Builder app and will include their own writing, videos, and images to tell their stories.

__**Essential Question **//Big, broad open question not subject specific //__ What scares you?

__**Enduring Understanding: **// What do you hope students to remember 10 years from now? //__ Students will understand which editing tips from Avi will work best for them personally. Students will experiment with a variety of ways to connect with their audience (through written and spoken words, through video, and through images). Students will understand the power of rewriting.

__**Unit Questions: **//Open questions – subject specific //__ How do scary story authors give you chills?

__**<span style="font-family: Arial,sans-serif;">Content/Guiding Questions: **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Closed questions – fact finding //__ What's one example of a spooky setting? How do authors pull their main character further into the spookiness? What are some ways that authors create suspense or mystery in their stories?

==__**<span style="font-family: Arial,sans-serif;">How will you know they know it? **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Formative & Summative Assessment Strategies of content //__//and __skills__//==

<span style="font-family: Arial,sans-serif;">__Formative Assessments__: Their final ebook and their presentation of their ebook as well as the rubric (teachers and student will both complete the rubric).

<span style="font-family: Arial,sans-serif;">__Summative Assessments__: Their classroom participation, rough drafts, questions, and discussions with peers.

__**<span style="font-family: Arial,sans-serif;">Performance Assessment Task – G.R.A.S.P.S. **__
Your goal is to scare us!
 * <span style="font-family: Arial,sans-serif;">Goal: **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">The “hook” //<span style="font-family: Arial,sans-serif;">– //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Your task is… ////<span style="font-family: Arial,sans-serif; font-size: 10pt;">an ////<span style="font-family: Arial,sans-serif; font-size: 10pt;">engaging introduction that kids can connect with – the “real world” situation //

You're the author--just like Avi.
 * <span style="font-family: Arial,sans-serif;">The Role **<span style="font-family: Arial,sans-serif;"> - //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Who does this kind of work or problem solving in the “real world?” //

You'll be presenting to someone at home and to your classmates if you'd like. You'll also be publishing your book electronically so Avi and others will read it.
 * <span style="font-family: Arial,sans-serif;">The Audience – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Who will you present your product to (other than the teacher)? //

Avi has asked for your help in coming up with new scary story ideas. Using some of his writing tips as well as your knowledge of scary stories, come up with your own scary story.
 * <span style="font-family: Arial,sans-serif;">The Situation – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">More details on the goal //

You'll turn in your Creative Book Builder ebook.
 * <span style="font-family: Arial,sans-serif;">The product **<span style="font-family: Arial,sans-serif;"> – //<span style="font-family: Arial,sans-serif; font-size: 10pt;">What would you turn in to your boss? //

==__**<span style="font-family: Arial,sans-serif;">Standards & Criteria for Success – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Rubric criteria – what is expected? Should align with learning goals //__==


 * Title : Scary Story Writing ||  ||   ||   ||   ||
 * Instructions : Use this checklist to guide your writing! This is what we'll be looking for when we read your stories. ||
 * Grade Level : || 4th/5th ||  ||   ||   ||
 * Subject : Library Skills/Writing ||  ||   ||   ||
 * || Frequently || Sometimes || Rarely/ || Comments ||
 * ^  ||^   ||^   || Never ||^   ||
 * I can create my own unique story with setting, character, and conflict. ||  ||   ||   ||   ||
 * I use writing to reflect on learning. ||  ||   ||   ||   ||
 * I describe thoughts in an order that makes sense. ||  ||   ||   ||   ||
 * I use paragraphs. ||  ||   ||   ||   ||
 * My writing sounds natural and smooth when read out loud. ||  ||   ||   ||   ||
 * I edit my writing using input from others. ||  ||   ||   ||   ||
 * I use language that is vivid, interesting, and meaningful to me. ||  ||   ||   ||   ||
 * I proofread using COPS (Capitalization, Organization, Punctuation, Spelling) ||  ||   ||   ||   ||
 * My writing sounds natural and smooth when read out loud. ||  ||   ||   ||   ||
 * I edit my writing using input from others. ||  ||   ||   ||   ||
 * I use language that is vivid, interesting, and meaningful to me. ||  ||   ||   ||   ||
 * I proofread using COPS (Capitalization, Organization, Punctuation, Spelling) ||  ||   ||   ||   ||