Teacher webquest page

Introduction
This lesson is designed around the Nutmeg literature and creating an interesting summer assignment. The computer skills required are minimal. Students will read their selection find out about the author and create a project to display in the new school year.

Content Area and Grade Level
This lesson is intended for incoming fifth grade students in the areas of library media/technology, language arts and reading. The students will read one Nutmeg book, summarize the text, research an author and write a biography about that author, as well as write and critique reviews. The books selected are on the 4th -6th grade 2007 Nutmeg nominee list. The emphasis for the project is research, as well as reading and writing and creativity.

Implementation Overview
This project will be posted online on the Thompson Brook Library website and available to all incoming students during the summer. The Librarian will review the project with each fourth grade class before the end of the 2005/6 year. All information will be provided to the public library to photocopy for anyone who will not have computers at home, camp etc. Computer access is available at no cost to students all summer at the public library.

Resources Needed
Resources to complete this project are:
·          Ten Nutmeg nominee books.
        (We send our copies to the public library for summer use)
·          Internet access.
·          Any word processing program.
·          Printer access.

Entry Level Skills and Knowledge
Students should be able to read at least at a fourth grade reading level. Students need to have basic knowledge of computer skills and operation. Students should be able to work independently.
Evaluation
This project is successful if the students are able to produce a 3-4 sided folder of the required information. A rubric is included for your review and grading purposes. It is attached online as a WORD document due to format issues with posting a table online. Rubric Table.doc

Curriculum Standards

Language Arts Grade 5 Student Learner Outcomes addressed:

1.1  Select and apply appropriate strategies before, during and after reading to connect with prior knowledge and vocabulary to develop fluency and construct meaning.
D. demonstrate comprehension by• applying reading strategies and skills:• •
• retelling
• monitor and self correct
• identify
• note details
• sequence
• main idea
• supporting details
• story elements
• follow directions
• infer
• fact/opinion
• categorize
• cause and effect
• generalize
• paraphrase
• synthesize
• evaluate
• author’s viewpoint
• making judgments

E. establish and adjust purposes for reading
• summarize
• determine text structure in a variety of genre as a means to comprehension
• main idea or underlying theme

1.3   demonstrate a critical stance
• draw conclusions and support using text
• author’s viewpoint, author’s writing technique and tone• point of view and the effect it has on meaning
• personal viewpoint
2. Describe, interpret, reflection, analyze and evaluate text in order to extend understanding including its quality and enjoyment.
 A. collaborative and independent use a variety of oral, written, and visual modalities:
• artwork
• projects
• book reports
B. discuss how the experiences of an author influence the text

3. Use literature to explore ideas and personal experiences.
C. establish meaning through summarizing, discussing, comparing and contrasting, and writing opinions about diverse works

5. make effective choices and decisions regarding reading for personal enjoyment
A. choose books and/or readings for multiple genre
B. discuss what makes a text engaging and appealing to a reader
6. explore multiple responses to literature
A. organize and synthesize information from multiple sources to support a presentation

7. use English language conventions appropriate to purpose, audience and task.
A. identify and apply prepositions, prepositional phrases, and appositives
B. continue to use capitalization and punctuation from previous grades
C. independently demonstrate correct grammar in speaking and writing:
D. edit sentences to remove run-ons, fragments, awkward constructions and redundancies
E. use a variety of sentence types in their writing • 4 kinds of sentences
F. apply spelling rules appropriate to grade level
G. monitor their spelling accuracy by using available resources

9. use language appropriate to purpose, audience and task
C. communicate messages clearly

10. use English language conventions appropriate to purpose, audience and task
A. continue to use the steps in the writing process
B. organize ideas so that there is an inviting introduction, logical arrangement of ideas and effective conclusion• use rubrics to establish criteria

11. use written and oral language and visual expression to communicate effectively.
F. respond to the ideas of others and recognize the validity of differing views when interpreting and judging text
G. question the opinions of others and respect their answers
12. recognize similarities and differences in literary types.
A. recognize the characteristics of the literary genre (author’s craft) and use a written response
• historic fiction   • realistic fiction     • non-fiction
B. identify and discuss techniques that contribute to meaning and appeal of texts

14. use the computer as a tool for learning to supplement the curriculum
A. apply fifth grade computer skills as identified in the district technology plan
B. present completed writing in various forms using available technology

Development of Literacy 5th Grade Goals addressed:

IV. Basic Literacy (Typical of grades 4-6)

·          reads a variety of materials independently
·          has an extensive sight vocabulary (reads fluently)
·          FUNCTIONAL LITERACY
·          encourage wide independent reading
·          foster comprehension
·          extend meaning vocabulary
·          promote awareness and use of reading/study strategies
·          self-selected independent reading
·          sharing reactions to reading
·          directed reading at appropriate level
·          activities designed to promote comprehension
·          concept building activities for vocabulary expansion
·          meta cognitive strategies for coping with content area materials
·          writing process

StateTechnology/Library Media Curriculum Standards Addressed:

1.5-6.1            independently and clearly restate the scope and ground rules for a given task
3.5-6.1            select and use appropriate resources and/or equipment to accomplish a given task
4.5-6.1            develop and apply criteria for aligning resources with a specific need and presentation
4.5-6.1            develop critical evaluation skills in viewing and listening
4.5-6.1            develop an awareness of the nature of the Internet and the varied authenticity of
                        Internet sources
5.5-6.1            demonstrate an ability to take notes from a variety of media

Conclusion
 It will be wonderful to see the folders in the fall and the children’s response to the Nutmeg books. The Library will book-talk the books and ask the students to participate using their folders to offer opinions and later to vote. We hope this is an enjoyable,interactive project for the students and will keep their skills current.