Information for Planning a Similar Unit
So, how does it all work? Planning is everything. The broad topic for publication should be decided before the class begins (the tour book concept works well here because it can be easily researched with local sources) and a class must have already agreed to be a part of the project.
Here is the overall plan.
| Step One | Divide your college class into groups of 3 or 4 |
| Step Two | College groups are joined by 1 or 2 sixth graders |
| Step Three | Each group decides what topic to research |
| Step Four | Conduct Internet research |
| Step Five | Collect, organize, synthesize data into a written chapter |
| Step Six | Combine chapters, print book |
| Step Seven | Technology presentation |
The Technology Connection
At some point near the end of the trail, each group is going to be intensely interested in what everyone else has been doing. You know this long beforehand, so you have assigned a date for each group to present their findings to the class using, say, Powerpoint or Hyperstudio, as the rest of the class kicks back and sweats out their turn. Add this to the Internet research already done, as well as e-mail used for communication during the week, and technology has been well served. For a more thorough discussion of possibilities, click here.
The Literacy Connection
The concept driving this project is that the college class will help the sixth graders learn content literacy skills -- that is, acquisition of real-world knowledge and techniques using research, reading, and composition. The social construct will help foster understanding of teamwork and negotiation to get things done.
FAQs
What do I do for a final exam?
Have a party to celebrate the accomplishment.
How do I know the college students are on track during the semester and not goofing off when in their groups?
Have them do individual lesson plans for each week, showing what they intend to do during class research time. Then have them write weekly journals reporting on their progress as well as reflecting on the process.
Do the sixth graders write the chapter, or the college students?
With the guidance of the college students, the grade schoolers do. That way they develop their writing skills and give the end product the proper style, tone, and vocabulary. Remember who the audience is.
With all the paper work generated by the research, journals, lesson plans, and the like, it’s unclear how to assess everything.
Use the portfolio technique. And remember that the group presentation will provide a good clue as to preparation.
From “A Constructivist Stretch: Preservice Teachers Meet Preteens in a Technology-Based Literacy Project” by John F. Bauer and Rebecca S. Anderson.
Reading Online, www.readingonline.org
Posted December 2001