All grades
Project
4 weeks
"Knights & Castles: A Tale for Tiny Readers"
CCSS.ELA-Literacy.W.K.7
CCSS.ELA-Literacy.CCRA.W.5
CCSS.ELA-Literacy.W.7.5
Self Directed Learning
Academic Mindset
+ 1 more
1-pager
Purpose
This project aims to immerse 7th-grade students in the historical context of Medieval Europe by creating engaging storybooks for 3rd graders. Students will explore the daily life of children during this era, using storytelling and illustrations to convey their findings. Through collaboration with peers, teachers, and community partners, students will develop critical thinking, self-directed learning, and academic mindset skills. The project culminates in an exhibition where students present their storybooks to 3rd graders, fostering a sense of community and shared learning.
Learning goals
Students will develop a comprehensive understanding of Medieval Europe by creatively illustrating and narrating the daily life of a child from that era. They will enhance their writing skills through planning, revising, and editing their storybook, focusing on audience engagement and purpose. Through collaboration with peers and feedback from teachers, students will cultivate self-directed learning and critical thinking, while establishing a sense of identity and belonging in their academic community. Additionally, students will gain confidence in presenting their work by reading their completed storybooks to third graders, fostering a connection between different grade levels.
Standards
- [Common Core] CCSS.ELA-Literacy.W.K.7 - Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
- [Common Core] CCSS.ELA-Literacy.CCRA.W.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- [Common Core] CCSS.ELA-Literacy.W.7.5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Competencies
- Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
- Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
- Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
Products
Throughout the project, students will collaboratively create a Children's book that accurately and creatively depicts the daily life of a child in Medieval Europe, complete with engaging storytelling and vivid illustrations. Students will engage in peer and teacher critiques to refine their drafts, ensuring their work meets the established rubric criteria. The final product will be presented and read aloud to third-grade students, offering an authentic audience for their work and an opportunity to showcase their learning and creativity.
Launch
Begin the project with an interactive literacy talk where students explore the significance of storytelling and literacy for third graders. Invite a local children's author or librarian to discuss the impact of engaging narratives and illustrations on young readers. Engage students in a brainstorming session to identify key themes and elements of daily life in Medieval Europe that could captivate the third-grade audience. Encourage students to reflect on their own reading experiences and how stories have shaped their understanding of different cultures and time periods.
Exhibition
The exhibition will culminate in a storytelling event where 7th grade students present their completed children's books to the 3rd graders. During this event, students will read their stories aloud, showcasing their understanding of Medieval Europe through creative narratives and illustrations. This interactive session will include a Q&A where 3rd graders can engage with the authors, fostering a sense of community and shared learning. The exhibition will be an opportunity for students to reflect on their work and receive feedback from both peers and younger audiences, reinforcing the importance of literacy and storytelling.
Plan
| Week 1 | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 |
|---|---|---|---|---|---|
| Activities |
Project Launch - Engage in an interactive literacy talk with a local children's author discussing the importance of storytelling and literacy for third graders (20 min)
Brainstorming Session - Identify key themes and elements of daily life in Medieval Europe that could captivate the third-grade audience, reflecting on personal reading experiences (25 min)
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Research Medieval Europe - Explore various resources to gather information about the daily life of children during Medieval Europe, focusing on storytelling aspects (25 min)
Group Discussion - Share findings from research and discuss how these can be integrated into the children's book project (20 min)
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Story Outline Creation - Develop a rough outline of the children's book, structuring how the story will unfold and identifying key narrative elements (20 min)
Peer Feedback Session - Collaborate with peers to review and refine story outlines, ensuring the purpose and audience are well addressed (25 min)
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Illustration Planning - Sketch initial ideas for illustrations that will accompany the story, considering how visuals can enhance the narrative (20 min)
Reflection Activity - Reflect on the planning process and self-assess progress towards learning goals, using feedback from peers and teachers (25 min)
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Draft Writing - Begin drafting the story, integrating narrative elements and illustrations planned earlier, focusing on engaging storytelling (30 min)
Self-Directed Learning - Use feedback and self-reflection to monitor and direct progress, setting goals for the upcoming week (15 min)
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| Deliverables |
1. Completed story map outlining the beginning, middle, and end of the story, including character and setting development.
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| Preparation |
1. Arrange for a guest speaker, such as a local children's author or librarian, to discuss storytelling and literacy.
2. Gather resources on Medieval Europe, including books, articles, and access to online databases. 3. Prepare story mapping templates and character development worksheets. 4. Set up a feedback session structure with guidelines to ensure constructive peer review. |
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| Week 2 | Day 6 | Day 7 | Day 8 | Day 9 | Day 10 |
|---|---|---|---|---|---|
| Activities |
Research Session - Students collaborate in groups to research key aspects of daily life in Medieval Europe, focusing on three main themes: education, family life, and leisure activities (45 min)
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Storyboarding Workshop - Students create a storyboard outlining the sequence of events in their story, ensuring each element aligns with the researched themes of Medieval European life (45 min)
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Drafting Narratives - Students begin writing the initial draft of their children's book, focusing on engaging storytelling techniques and integrating historical accuracy (45 min)
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Peer Feedback Session - Students exchange drafts with peers for constructive feedback, emphasizing clarity, engagement, and historical accuracy in their narratives (45 min)
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Illustration Planning - Students plan and sketch illustrations to accompany their narratives, considering how visuals can enhance understanding and engagement for the third-grade audience (45 min)
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| Deliverables |
1. Completed outline of the children's book, including character descriptions and plot structure.
2. Draft illustrations and character sketches for the storybook. |
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| Preparation |
1. Collect age-appropriate resources on Medieval European history, such as books, articles, and videos tailored to help students understand the daily life of children during this era.
2. Arrange access to art supplies necessary for creating illustrations, such as drawing paper, pencils, erasers, and colored pencils. 3. Prepare guidelines and a rubric for peer review sessions to facilitate constructive feedback and self-reflection among students. |
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| Week 3 | Day 11 | Day 12 | Day 13 | Day 14 | Day 15 |
|---|---|---|---|---|---|
| Activities |
Draft Revision - Revise initial story drafts based on peer feedback, focusing on clarity, engagement, and historical accuracy (20 min)
Illustration Development - Begin detailed illustrations for key story scenes, considering how visuals support the narrative (25 min)
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Teacher Feedback Session - Receive teacher feedback on revised drafts, focusing on narrative structure and historical content (20 min)
Refinement Workshop - Implement teacher feedback into story drafts and illustrations, enhancing overall quality and coherence (25 min)
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Final Drafting - Complete final draft of the children's book, ensuring all narrative elements and illustrations are cohesive (25 min)
Self-Reflection - Reflect on personal progress and learning throughout the project, setting goals for the exhibition phase (20 min)
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Peer Critique - Participate in a peer critique session to provide and receive constructive feedback on final drafts and illustrations (25 min)
Revision Session - Make final revisions to the book based on peer critique, focusing on audience engagement and historical accuracy (20 min)
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Presentation Preparation - Prepare for the exhibition by practicing reading the story aloud and considering how to engage the third-grade audience (25 min)
Exhibition Planning - Collaborate with peers to finalize exhibition details, ensuring a successful storytelling event (20 min)
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| Deliverables |
1. Revised and edited draft of the children's book, incorporating peer feedback and illustrations.
2. Reflections document summarizing feedback received, revisions made, and personal insights. |
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| Preparation |
1. Prepare a rubric for peer review that highlights key storytelling elements, historical accuracy, and audience engagement.
2. Arrange for guest speaker sessions with a local illustrator or art teacher to guide students on effective illustration techniques. 3. Gather art supplies such as colored pencils, markers, sketch pads, and reference images of Medieval Europe to support illustration activities. 4. Ensure access to digital tools for drafting and editing text and illustrations, such as computers or tablets with relevant software. |
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| Week 4 | Day 16 | Day 17 | Day 18 | Day 19 | Day 20 |
|---|---|---|---|---|---|
| Activities |
Exhibition Setup - Collaborate with peers to organize the exhibition space, ensuring all storybooks are displayed attractively for third graders (20 min)
Rehearsal Session - Practice reading the story aloud, focusing on engaging the audience and refining delivery (25 min)
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Final Exhibition Preparation - Finalize any remaining details for the storytelling event, including arranging seating and verifying equipment (20 min)
Reflection Workshop - Reflect on the project journey, discussing challenges and achievements, and identifying personal growth experiences (25 min)
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Exhibition Day - Present completed storybooks to third graders, reading aloud and engaging with the audience through interactive storytelling (45 min)
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Feedback Collection - Gather feedback from third graders and teachers on the storybooks, focusing on audience engagement and narrative clarity (25 min)
Post-Exhibition Reflection - Reflect on feedback received, discussing how these insights can inform future projects and personal learning goals (20 min)
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Celebration and Sharing - Celebrate project completion with peers, sharing personal success stories and discussing the impact of the project on learning (20 min)
Project Reflection - Complete a written reflection on the overall project experience, focusing on skills developed and knowledge gained (25 min)
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| Deliverables |
1. Final revised and edited children's storybook on Medieval Europe
2. Presentation materials for the exhibition |
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| Preparation |
1. Arrange for the use of a suitable space for the exhibition
2. Gather necessary materials such as chairs, presentation equipment, and props 3. Prepare feedback forms for third graders to fill out after the storytelling session 4. Ensure access to editing tools and proofreading checklists for students 5. Coordinate with third grade teachers to schedule the storytelling session |
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