Professional Learning Podcast Treasury Lesson Plans Personal Workspace Site Search ALEXville Learning Assets Home Courses of Study
Home  |    Add Bookmark   |   Print Friendly   |   Rate This Lesson Plan   |   Suggest a Variation

You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

This lesson provided by:
Author: Janie Mohajerin
System:Montgomery County
School:Georgia Washington Junior High School
Lesson Plan ID: 33137
Title:

Collaborative Quilting with a Novel

Overview/Annotation:

This lesson uses several strategies for scaffolding learning after reading a novel. The students work collaboratively to create Facebook profiles, Instagram profiles, plot diagrams and many other activities to evaluate their comprehension and analysis of a novel. This lesson gives students the opportunity to take charge of their learning by giving them choice.

This is a College- and Career-Ready Standards showcase lesson plan.

Content Standard(s):
ELA2013(7) 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.7.1]
ELA2013(7) 2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. [RL.7.2]
ELA2013(7) 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). [RL.7.3]
ELA2013(7) 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. [RL.7.6]
ELA2013(7) 10. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.7.1]
ELA2013(7) 12. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). [RI.7.3]
ELA2013(7) 14. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. [RI.7.5]
ELA2013(7) 25. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. [W.7.6]
Local/National Standards:  
Primary Learning Objective(s):

Students will work collaboratively to analyze plot of a novel.  

Students will work collaboratively to analyze conflict of a novel.

Students will analyze the protagonist and antagonist of a novel.

Students will reference text-specific quotations in the novel.

Students will work collaboratively to create digital reflections of social media for characters in a novel.

Students will compare and contrast characters in a novel.

Students will construct a quilt using the work they have created.

Students will use the Internet to find information to assist with their assignments.

Additional Learning Objective(s):  
Approximate Duration of the Lesson: 61 to 90 Minutes
Materials and Equipment:

Copy paper (eight sheets per group)

Markers for each group

Four Gallon bags per group

Duct Tape for each group

Desks arranged in grouping order

Collaborative Quilting chart copied for each group (see attachment)

Collaborative Quilting Rubric copied for each group (see attachment)

Internet access for each group using a laptop or iPad for each group.

Technology Resources Needed:

Internet access

Background/Preparation:

  • This activity can be completed after reading any novel.
  • The teacher should prepare students by reviewing character analysis terms such as: static character, dynamic character, round character, flat character, protagonist, antagonist etc.
  • The teacher should review the plot diagram and its components.
  • The teacher should review Venn Diagram and its construction.
  • The teacher should review conflict –internal and external.

 Classroom preparation:

Each group will need white paper, markers, duct tape, and gallon bags. Additionally, for management purposes, the teacher may provide each group with a folder to place work in each day. The students may use more than one class period to complete this activity. Using the folders will assist with quick distribution of materials and organization of materials.

 

Procedures/Activities:

Step One

  1. After students are in their groups, begin by explaining the Cooperative Quilting process. (see attachment Collaborative Quilting)
  2. Explain that the students will be creating a quilt with their work.
  3. Students may use the Internet to view examples and additional resources.
  4. Students use markers to make the product attractive.
  5. Review the grading rubric with each group. (see attachment Collaborative Quilting Rubric)
  6. Provide a copy of the rubric for each group
    1. Collaborative Quilting Chart : The chart includes sixteen different activities. Each group will choose two rows to complete. They may choose horizontal, vertical, or diagonal rows. Then the students will assign two assignments per group member to complete. Each student should have two different activities and no student working on the same activity. When the students are finished, they will construct a small quilt of four squares (front and back) to display their work. The students will present their work to the class when they are finished. 

Step Two

  1. The students will choose two rows of activities to complete from the Collaborative Quilting chart. (see attachment)
  2. Each student will have two different activities to complete.
  3. Students may use the Internet to find resources and examples of their activities.
  4. The teacher may provide links that would be helpful for students to gain information.
  5. The teacher should monitor student process to check understanding and progress.

Step Three

  1. Once students have completed all eight activities for their group, distribute gallon bags and duct tape.
  2. Demonstrate to the whole group how to construct the bags.
  3. If time permits, the teacher may choose to construct the bags him/herself.
  4. Have students construct a four-panel quilt by connecting the four bags with duct tape. (see attachment for an example)
  5. Once constructed, have students place their work in the bags on both sides so that both sides of the quilt display work.
  6. Monitor the groups to be sure students are constructing correctly.

Step Four

  1. Once students have constructed their collaborative quilt, call each group up to present the activities to the class.
  2. The students should give a rationalization for why they have chosen to include the components of each activity.

Step Five

  1. Grade student work using the provided rubric.
  2. Then for each class, connect each group's work together to make a large quilt for each class.
  3. This quilt makes a great display in your classroom!

Attachments:**Some files will display in a new window. Others will prompt you to download. CollborativeQuiltingRubric.pdf
CollaborativeQuilting.docx
Assessment Strategies:

Graphic organizers: plot diagram, venn diagram, student-creatted graphic orgainzers.

Student-designed products: Facebook pages, Instagram pages, Webpages etc.

Extension:

The students may create a new form of each acitivity or may offer additional information using Internet resources. The students may use the Internet to retrieve additional information.

Remediation:

Students may create a modified version of each activity by providing less analysis.

Students may elicit help from their peers.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

Hosted by Alabama Supercomputer Authority
The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
Best of the Web

Web Design by: Digital Mason LLC