Project title Subject(s)/Course Project Author I.

Project Purpose

Collaborative Project Planning Template Mrs. Thompson's Fractured Fairy Tale English Language Arts/2nd Grade Rebecca Thompson

What is the purpose of the project?

Why is collaboration essential to this project? Will the collboration be individually within groups only or will there be collaboration among groups?

Goal(s)

Objectives

Alignment with State Standards II. Project Description

The project provides student a first-hand exprience analyzing text features within a collaborative setting. In order to understand various perspectives, students must collaborate within their group along with other groups within the class. Collaboration supports metacognition and understanding. Both. Students will work individually within groups as well as sharing information with other groups. Our goal 1) supports a 21st century learning experience 2) provides a platform practicing communication with peers 3) Assists in cognition 4) Assists in metacognition Students will be able to 1) correctly compare two versions of the same story 2) correctly role play, verbalize or describe the differences between text features among the story versions using a graphic organizer or web 2.0 tool 3) correctly role play, verbalize or describe similarities between text features among the story versions using a graphic organizer or web 2.0 tool CCSS.ELA-Literacy.RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

General Description and Time Frame

Instructional Strategies employed

Instructor role (i.e., student or teacher centered? student or teacher Directed?) Content type and specific content elements

Time line: 7 days. Students will be studying a versions of Cinderella. Each group will be assigned a version. They must study the text features (who, what, why, when, where) of those versions and report these elements into a linoit board. Each Group member will be assigned group role, group Post-It color and text feature. Students will have to complete a comic strip of their own version and post it into their blog. Each group member will have to comment to at least 5 blog entries. Comparing Similarities and Differences, Story Mapping, Use of Technology, Use of media/videos, Constructivism, Scaffolding, Feedback to Student, Use of Rubrics, Use of Visuals, Collaboration, Student Project, Monitoring Student Work, Grouping Students, Graphic Organizer, Displaying Student Work, Metacognition Student Centered/ Teacher Facilitates (Limited direct instruction outside of modeling) Students monitor their own and peer cognition. Teacher guides when necessary; however, limits direct instruction outside of minimal modeling of web 2.0 tool navigation for cognitive load purposes. Content consists of ELA, analyzing fictional text, comparing similarities/differences, perspective

Sequence and timeline for lesson events How will collaboration be established and facilitated? III. Role of Students How will students be grouped?

Day 1) Students will be introduced to the project and Cinderella version. Students will walk away with the general understanding of the group roles/responsibilities ( version of Cinderella, post-it color and group role) Day 2) Students will create a SimpleMind thinking map describing the text features of their version Day 3) Students will begin to create their responses on their linoit board based on their version Day 4) Students will present their version. Students will comment on each others versions within the linoit board. Assigned group colors will provide structure and organization depict each group's comments. Day 5-6) Students will begin story boarding their own comic strip version of Cinderella. They can choose to work independently or with a partner. Day 7) Students will post their comic to their blog and respond to at least 5 peers.

What are student roles within the project?

How will students work within a group?

How will group issues be resolved? IV. Assessment and Evaluation

Students will be randomly assigned. There will be four members in each group. There will be four different roles. Group Member 1: Researcher Group Member 2: Group Leader Group Member 3: Time Keeper Group Member 4: Web 2.0 Manager Researcher: This student will keep notes of text features throughout the story or jot the minute:second of text feature during video. Group Leader: This student will keep discussion focused on project. Encourages other group members with positive reinforcement. Makes sure all group members contribute to project. Time Keeper: This student ensures group stays on-task and announces midway/ending point of daily lessons. Web 2.0 Manager: This student bookmarks group project link, complies group throughts and completes web 2.0 tasks. If a group issue arises, students will have to write about the problem and post it to a Popplet thinking map. Other students from all groups can see the Popplet and offer solutions.

Individual Accountability

Group Process Evaluation

Project Evaluation

Peer Evaluation

Students will be graded individually by the following: Group participation, especially of their assigned role responsibilities, commenting on 5 blog entries, completing their own comic strip version of Cinderella, providing 4 comments within the Linoit board (one for each group) Students will be evaluated on role responsibility/tasks and peer group member evaluations via the group rubric. Students can earn 5 points for working collaboratively and successfully completing the project. Students will be graded based on a rubric for both their group and individual grades. The rubric contrains both measuring scales of group roles/responsiblity. All group members will receive the same "group grade". Individuals will be assigned an additional grade based on completion of individual assignments based on a rubric. Peer evaluations consist of a Likert-scale response. Questions may include "Did your group member complete their task willingly? Did your group member contribute to other tasks? Did your group member embody a positive attitude? Would you work with this group member again?" Evalutations with an average of 4 or more will receive 5 points.

Mechanism for feedback to students and groups - formative and summative V. Techology and Cyber Safety Web tools available and suggested

Each group will be assigned a discussion room via Today's Meet. Teacher provides feedback via their forum room.When sent a feedback comment via Today's Meet, she/he will tap the group leaders shoulder to indicate the response. Additionally teacher provides feedback through a "Feedback Document" sent to each group via Google Docs at the end of each lesson. Physically, the teacher will walk around the computer lab, monitor groups, compile notes to provide within the group's Google Document.

How will student cyber safety be addressed and mitigated?

ToonDoo, SimpleMinds, Linoit, Today's Meet, Google Docs, Popplet. Students must sign-in their iPad using the school's filtered network. Teacher will physically monitor group activities to ensure students comply with web etiquette. Teacher models creating a SimpleMind thinking map, Posting to Linoit boards, posting to their blog and commenting on blog posts daily via SmartBoard Projector. Students unable to complete the assignment or off-task may be required an appropriate consequence.