Gr 5 - Kids Book Blog (ELA)

Denise Phillips - Joseph Sims Elementary School

Subject Area: Language Arts
Grade Level - 5th Grade

Overview: This project involved students in reading, responding and collaborating about books that they have read in their free time. This Blog has been in existence for 3 years and the group of 5th graders that are highlighted in this video are just learning how to add their original posts to the Blog. In addition to book reviews entered by genre, the Kids Book Blog has author study podcasts, Digital Storytelling Summaries, PowerPoint Games Shows, Online Book Clubs and links for readers.

Objectives:
Students will read choice books appropriate to their vocabulary, fluency and comprehension level.

  • Students will respond to books that they have read in original blog posts, comments to other posts and in their responses as part of the online book clubs.
  • Students will edit their work for publication and learn the importance of clearly communicating their ideas and opinions.


Procedure:
Introduce students to the Kids Book Blog and to the information found on the site.

  • Have students locate a book review that also has comments attached to it.
  • Lead a discussion about the quality of the review and what the comments add to the conversation.
  • Discuss Internet Safety issues around adding original content to the Internet.
    • No last names.
    • Assign “usernames” if needed that students create. These can be their online identities.
  • Develop a rubric for an effective original post and an effective comment.
    • An original post, should give a basic synopsis of the book, but should not give anything away. It may include opinions, but again, should not spoil the plot line for future readers.
    • A comment should add a new idea to the discussion and possibly open up dialogue about the book. It, as with the original post, should not give the plot away.
  • Have students write comments to blog entries. Have students evaluate peer entries and discuss how their comments added to a growing discussion about books. Discuss how this discussion might encourage others to get excited about reading the book.
  • Provide instruction on creating an original blog post.
    • Noting Categories
    • Saving vs. Publishing
    • Titles, etc.
    • Tagging
  • Have students write original blog posts.
  • Lead peer reviews of blog posts and allow editing.
  • Future Assignments:
    • Create new Digital Storytelling Summaries
    • Create “How To Videos” on reading strategies.


Materials:

  • classroom computers,computer lab computers, or home computers
  • Flash drive
  • Printout of passwords and user names


Lesson Resources and Student Product:


Standards:

ISTE NETS:
*Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

  • Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  • Critical Thinking, Problem-Solving, and Decision-Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate technology tools. Students:
  • Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
  • Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.


Common Core Standards English Language Arts

  • RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
  • RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
  • RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described
  • RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
  • RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.


California Content Standards English Language Arts

  • Research and Technology:
    • 1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information.
    • 1.4 Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, a thesaurus, spell checks).
    • 1.5 Use a thesaurus to identify alternative word choices and meanings. Narrative Analysis of Grade-Level-Appropriate Text <3.2 Identify the main problem or conflict of the plot and explain how it is resolved.
    • 3.3 Contrast the actions, motives (e.g., loyalty, selfishness, conscientiousness), and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme.