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Understanding by Design:Chocolate Fever Novel StudyMegan MallonEDCI 890 Master’s ProjectSpring 2012Kansas State UniversityMallon1

Subject: Language ArtsTopic: Chocolate Fever Novel StudyGrade Level: 3rdEstimated Time Length: 2 weeksProject Created By: Megan MallonProject Description:Students will complete a novel study on Chocolate Fever, by RobertKimmel Smith. They will read the novel with a cooperative group, as wellas listen to the novel on an audio CD. Students will be responsible forcompleting activities throughout the novel study, including* Comprehension questions for each chapter* Text structure activities (sequence, compare/contrast,problem/solution, cause/effect)* Creating & performing a “Candy Bar Commerical”* Journal entries/Blog postsStudents will be required to show an understanding of the story elementsof the novel by completing the following performance tasks:* Write questions/answers for a character interview in order to showan understanding of character traits and events of novel.* Put events from novel into sequential order in order to show anunderstanding of story elements.* Take a comprehension quiz over the novel to in order to showknowledge of all aspects of the novel.Mallon2

ContentTechnologyStage 1 –Desired ResultsReading/Writing Standards:ISTE StandardsStudent 3 grade, KSReading Standard 1Reads and comprehends textacross the curriculum.Student 3-5 gradesNETS Standard 2Students use digital media andenvironments to communicate and workcollaboratively, including at a distance, tosupport individual learning and contribute tothe learning of others.b. Communicate information and ideaseffectively to multiple audiences using avariety of media and format.rdBenchmark 2, Indicator 2: Studentreads fluently and expressivelywith appropriate pace, phrasing,intonation, and rhythm of speech.Student 3rd grade, KSReading Standard 1Reads and comprehends textacross the curriculum.Benchmark 4, Indicator 7: Studentcomprehends a variety of texts:sequences events and informationin a logical order.Student 3rd grade, KSReading Standard 1Reads and comprehends textacross the curriculum.Benchmark 4, Indicator 10:Student retells main idea or eventsas well as supporting details.Student 3rd grade, KSWriting Standard 1Writes effectively for a variety ofaudiences, purposes, andcontexts.Benchmark 1, Indicator 14:Student writes narrative text usingthe writing process: begins to usedialogue.MallonStudent 3-5 gradesNETS Standard 5Students understand human, cultural, andsocietal issues related to technology andpractice legal and ethical behavior.c. Demonstrate personal responsibilityfor lifelong learning.TeacherNETS*T Standard 2Design and develop digital age learningexperiences and assessment.Benchmark A: Design or adapt relevantlearning experiences that incorporate digitaltools and resources to promote studentlearning and creativity.TeacherNETS*T Standard 2Design and develop digital age learningexperiences and assessment.Benchmark D: Provide students withmultiple and varied formative andsummative assessments aligned withcontent and technology standards and useresulting data to inform learning andteaching.3

Understandings:Understandings:Students will understand that Students will understand that *Students will understand thatperforming a character interviewwill show an understanding of textelements. (Bloom’s: Application)*Students will understand that using a FlipCamera to tape a character interview willincrease communication among their peers.Students will know .Students will know *Students will know thatcollaborating with peers willdevelop communication andlearning/thinking strategies.*Students will know how to participatecollaboratively to create media for a specificpurpose. (Bloom’s: Synthesis)(Bloom’s: Application)(Bloom’s: Comprehension)Students will be able to Students will be able to *Students will be able to interprettext ideas through means such asjournal writing and discussion.*Students will be able to interpret text ideasthrough means such as blogging and videomedia. (Bloom’s: Evaluation)(Bloom’s: Evaluation)*Students will be able to comparetheir life to the main character.(Bloom’s: Analysis)*Students will be able to analyze whatmakes them different and why, in a blogpost. (Bloom’s: Analysis)Essential Question:Essential Question:* Can students read a novel andapply comprehension and criticalthinking skills?* Can the students learn essentialinformation about the author using aWebQuest?* Can students demonstrate aknowledge of story elementsthrough a character interview?* Can students show an appreciation ofdifferences in others by commenting ontheir classmates’ blog posts?Mallon4

Stage 2 –Assessment EvidencePerformance Tasks:1. Students will answercomprehension questionsfor each chapter that theyread.2. Students will write journalresponses to a variety ofprompts throughtout thereading of the novel.3. Students will write questions& answers for theircharacter interview, to showan understanding of eventsin the novel.4. Students will present theirgroups’ “Candy BarCommercial” and “CharacterInterview” for the class.5. Students will take acomprehension quiz overthe novel.Other Evidence: MallonStudents will complete acomprehension packet,which will be graded oncompletion. (see attached)Performance Tasks:1. Students will type their journalentires as a blog post at our classblog:www.kidblog.org/missmallonsclass2011.2. Students will use the Flip Camera torecord their performance of thecharacter interview question andanswer session.3. Students will use a laptop and theEiki to present their groups’ “CandyBar Commercial” and “CharacterInterview” for the class.4. Students will use the softwareprogram “Reading Counts” to take acomprehension quiz over the novel.Other Evidence: Students will comment on twoclassmates’ blog posts.Rubric for “Candy Bar Commerical” Rubric for Character Interview (see 5(see attached)attached)

Stage 3 – Learning Plan/Activities1. To begin, I will introduce thenovel Chocolate Fever andtalk about the book’s author,Robert Kimmel Smith.2. Students will be assignedinto heterogeneouscooperative groups, and willread the novel over thecourse of 2 weeks.3. Students will create theirown candy bar, and thencomplete a story board for a“Candy Bar Commercial.”(see attached rubric)4. Students will thoughtfullyrespond to two of theirpeers’ journal entries/blogposts about “Differences.”Mallon1. To learn about the author RobertKimmel Smith, students willcomplete a WebQuest about theauthor’s work and life using hiswebsite(http://www.robertkimmelsmith.com/). (**see attached)2. Students will have the opportunity tolisten to the novel on audio CD ifneeded.3. Students will use their “Candy BarCommerical” story board to performtheir commercial and videotape itwith a FlipCamera. (see attachedrubric)4. Students will thoughtfully respond totwo of their peers’ journal entires viaa blog post comment at our classblog,www.kidblog.org/missmallonsclass2011.6

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NameChocolate Fever Grading SheetTotal: /175 pts.Journal #1/5 pts.Journal #2/5 pts.Journal #3/5 pts.Ch. 1 Review/9 pts.Ch. 3 Review/8 pts.Ch. 7 Review/8 pts.Ch. 11 Review/9 pts.Table of Contents/11 pts.Char. Descriptions/10 pts.Mounting Mistakes/15 pts.Author WebQuest/12 pts.Candy Bar Commercial/12 pts.(Rubric)Character Compare Contrast/10 pts.Cause & Effect/15 pts.Character Cargo/16 pts.Chocolate Fever SequenceCharacter Interview/12 pts./12 pts.(Rubric)* Some assignments modifiedor completed with teacher assistance.Mallon9

novel Chocolate Fever and talk about the book’s author, Robert Kimmel Smith. 2. Students will be assigned into heterogeneous cooperative groups, and will read the novel over the course of 2 weeks. 3. Students will create their own candy bar, and then complete a story boa