Dyad+3+page

**You've done a great job of laying out your plan and process for your PBI project. I tried to look at your layout for the video but couldn't get it to work. Not sure what the problem is. I'll check out tomorrow night during class--remind me! Thanks, Hiller** **Blakely Lord and Sarah Eisenhauer's Inquiry Project**
 * HI Blakely and Sarah,**

__**Compelling Question:**__

How can creating Voki book reviews and responding to peers on a web-based forum strengthen students' abilities to construct and articulate literary criticism?

__**Proposed Resources:**__ - Alexander and the Terrible, Horrible, No Good, Very Bad Day - Corduroy - The Lorax - The True Story of the Three Little Pigs
 * Class Website
 * Voki
 * Selected books:
 * Zebulon Elementary Computer Lab

__**NC SCOS Correlation**__
 * 2.026 - Students will make connections between the text and themselves (reading strategies, drafting book reviews)
 * 2.204 Students will apply critical thinking strategies to extend their thinking about the text (asking "I wonder..." questions)
 * 4.03 Students will share written and oral products in a variety of ways (Voki, written script, comment on each other's Vokis)
 * 4.082 - Students will focus focus their reflections and revise succinctly by clarifying their ideas and strengthening word choice (strong verbs, crafting one-minute Voki recordings)

__**Targeted Age Group**__ The targeted age group for this project is a mixture of 8 and 9 year-old third graders. Students are learning how to use technology. They are also developing metacognitive strategies for comprehending texts in a more sophisticated way. In this particular classroom, most students do not have computers and/or Internet at home.

__**Location:**__

We will implement our lesson over the course of several days in Sarah's third grade class at Zebulon Elementary School. Sarah's class is one of five third grade classrooms at the school. We will implement our lessons in the classroom and the computer lab.

Zebulon Elementary is a Gifted and Talented Magnet school that specializes in magnet electives. It is the base school for students in the Eastern part of the county who reside in Zebulon. It also serves students who have applied to the school to take part in the magnet curriculum.

The morning (8:00am-10:50am) is used for core instruction (reading, writing and math) while the afternoon is used for magnet electives. Therefore, there is a limited amount of time to complete enrichment activities.

__**Timeline:**__ **Friday, October 14th**: Students will be introduced to the project by Sarah. She will go over what is required of the assignment and will introduce the different technology components that will be used. Students will visit the computer lab, sign into the Voki account, and create their own avatars. This is their chance to "play around" with the Voki site and become familiar with the tool.

**Tuesday, Wednesday & Thursday, October 25- 27**: Blakely will introduce herself to the class. During reading group time, Blakely will work with small groups to discuss what it is like to write a book review. She will help students develop the scripts they will use when creating their Voki.

**Friday, October 28th**: Students will go to the computer lab to create their final products. Blakely and Sarah will rotate throughout the computer lab to help students use the microphones. Students will read their book reviews and upload them to Voki. Student Vokis will be uploaded to the class website.

**Friday, November 4th**: Students will listen to each other's book reviews on the class website. After listening to the reviews, they will respond to at least 1 review from a peer. This will be done on the class website.

__**Lesson Plan:**__


 * Students will select one of the books and read it. They will write mini-book reviews, including:
 * 1) something they liked about the book
 * 2) an "I wonder" question they have about the book
 * 3) a connection between the book and their own lives
 * Students will create a Voki and record their mini-book reviews as the voice of the Voki
 * Researchers will upload the Vokis to the class website
 * Students will listen to each other's Vokis, select one, and write a comment in response to it on the website
 * This lesson combines traditional content (books and written responses) with web 2.0 tools (Voki and the class website). It requires students to respond to texts, first in writing, then orally. It also requires them to respond to the texts (Vokis) created by their classmates.



__**Storyboard**__**:** Download the pdf or view the slideshow version to get an idea of the anticipated "flow" of the video.



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