Project Part Three

Standards and Level: Grade 3 Text types and Purposes - Writing Standard 2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together, include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section.

Text types and Purposes - Writing Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and /or characters, organize an event sequence that unfolds naturally.

Research to build and Present Knowledge - Writing Standard 7: Conduct short research projects that build knowledge about a topic. Writing Standard 8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Essential Question: Why is it important to keep the past alive? Final outcome, project, assessment: TLW complete a written narrative and a digital story or podcast depicting a famous person who lived at the time of the person whose stone they have adopted and taken care of. Assessment Scoring Guide: Narrative (for narrative portion and narrative presented in digital story/podcast portion) Does Not Meet: _____Narrate a single event or several loosely linked events. -Tell about the events in the order they occurred, and provide a reaction to what happened. Partially Meets:

_____Write narratives -Recount two or more appropriately sequenced events. -Include some details. -Use transition words. -Provide a sense of closure. _____Narratives -Recount a well-elaborated event or short sequence of events. -Include details to describe actions, thoughts, and feelings. -Use transition words. -Provide a sense of closure. Meets: _____Narratives (real or imagined) -Establish a narrator and/or characters and organize the events in sequence. -Use dialogue and descriptions of thoughts, and feelings. -Use transition words to indicate event order. -Provide a sense of closure. Exceeds: _____Narratives (real or imagined) -Establish a situation, introduce a narrator, and sequence events. -Use dialogue, descriptions, and transition words to manage the sequence of events. -Use specific words and sensory details. -Provide a conclusion that follows the sequence of events. Technology Assessment Scoring Guide: Exceeds = students include all five benchmarks in their podcast. Meets = students include 3 to 4 benchmarks in their podcast. Partially Meets = students include 2 to 3 benchmarks in their podcast.

Does Not Meet = students show no understanding of benchmarks or do not complete the podcast.

Benchmarks: For Podcast _____Wrote a script for podcast using narrative. _____ Recorded a podcast. _____Recorded voice in podcast. _____ Included music in podcast. _____Included other sounds in podcast. Digital Story Scoring Guide: Exceeds = students include all four benchmarks in their digital story. Meets = students include 2 to 3 benchmarks in their digital story. Partially Meets = students include one benchmark in their digital story. Does Not Meet = students show no understanding of benchmarks or do not complete the digital story.

Benchmarks: For Digital Story _____Constructs a digital story. _____Adds pictures to digital story. _____Adds text to digital story. _____Adds other sounds to digital story. Graphic Organizer Assessment Scoring Guide: Exceeds = students include all eight benchmarks in their graphic organizer. Meets = students include 6 to 7 benchmarks in their graphic organizer. Partially Meets = students include 1 to 5 benchmarks in their graphic organizer. Does Not Meet = students show no understanding of benchmarks or do not complete the graphic organizer.

Benchmarks for Graphic Organizer: _____Which person would you like to learn more about? _____When was this person born/ when did this person die?

_____What did your famous person do to become famous or important? _____What three facts about your person do you want to include in your project? _____What information can you find about your three facts? _____Who were the family members of your famous person? _____What was your famous persons childhood like? _____Other Information I will be providing feedback to students throughout the entire unit. Students will know, as we conference about each stage of the project, what (if any) changes need to be made in order for them to meet or exceed the standard. I will show them the scoring guide for each stage, explain it to them (individually) focusing on what they need to do to make improvements on their project. Student Rubric for Narrative Does Not Meet: _____Tell a one event or more than one event that are connected. -Tell about the events in the order they happened, and include a response to what happened. Partially Meets: _____Narratives -Tell two or more events in order. -Include some details. -Use transition words. -Include an ending. _____Narratives -Tell a detailed event or has events in order. -Include details to describe actions, thoughts, and feelings. -Use transition words. -Include an ending. Meets:

_____Narratives -Include a narrator and/or characters and has the events in order. -Use dialogue and descriptions of thoughts, and feelings. -Use transition words to tell event order. -Include an ending. Exceeds: _____Narratives -Write about a situation, introduce a narrator, and tell events in order. -Use dialogue, descriptions, and transition words to tell events in order. -Use descriptive words and use 5 senses details. -Include an ending that follows the order of events.