Storybooks for Haiti and Napa by Don Doehla, NBCT

created on Jul 31, 2015 modified on Jun 24, 2016 08:27

description:

Students will gain greater literacy, while supporting others in their own literacy development, by co-authoring children's storybooks with students in Haïti. Two sets of the final drafts of the books will be printed, one set for the students in Haïti for their school library, and one set for the class library for our school in Napa. In addition, eBook versions of the books will be published on the web for use by the global community.

publisher:
Don Doehla
publish_date:
July 31, 2015
contributors:
Don Doehla
copyright:
<a rel="license" href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><img alt="Creative Commons License" style="border-width:0" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" /></a><br /><span xmlns:dct="http://purl.org/dc/terms/" property="dct:title">Haitian Children's Storybooks</span> by <a xmlns:cc="http://creativecommons.org/ns#" href="http://drdmd.wordpress.com" property="cc:attributionName" rel="cc:attributionURL">Don Doehla</a> is licensed under a <a rel="license" href="http://cre
uri:
https://sketchboard.me/jztWIu5uTgHo#/

Language: French


Subject Area(s): technology, society, traditions, values, the environment, language and literature, global challenges, geography, friendship, family, ethnic identity, education, economy, design, creativity, communities, national identity


Instructional Context


Product Description:
Children's storybooks in print and in digital format

Target Audience Description:
Children, ages 5-18 interested in reading storybooks about the lives of the people of Haiti.

Audience Location:
Haïti and Napa California

Heritage Learners:
mixed

Product Target Culture:
Haitian

Audience Role:
Co-collaborators and Participants

Language Proficiency


ACTFL Scale:
6 7 5

World Readiness Standards


Comparisons
Cultural comparisons

Communication
Interpretive
Presentational

Connections
Making Connections
Acquiring Information and Diverse Perspectives

Cultures
Relating Cultural Products to Perspectives
Relating Cultural Practices to Perspectives

Comparisons
Language comparisons

Communities
Lifelong Learning
School and Global

Communication
Interpersonal

21st Century Skills


Life and Career Skills
Productivity and Accountability
Social and Cross Cultural Skills
Initiative and Self-Direction
Flexibility and adaptability

Information, Media, and Technology Skills
Technology Literacy
Media Literacy
Information Literacy
Creativity and Innovation
Collaboration
Communication

Interdisciplinary Themes
Global Awareness

Life and Career Skills
Leadership and responsibility

Project Sequence Overview

Preparing for the Project

1. Project Resources - We will examine many authentic resources and share what we learn with our friends in HaÏti on Edmodo and in Google Docs. more detail

2. Getting acquainted with Haiti and Napa- geographical realities - Students in Napa will explore several maps of Haïti to become acquainted with the locale and its realities. The teacher in Haïti will offer his students similar resources so they may learn about Napa Valley. more detail

Launching the Project

1. Project Communication Tasks - Students will have many opportunities to communicate with each other in French using our group on Edmodo and other tech tools. more detail

2. Project Launch, Driving Question and Learning Targets - After students have watched the documentary videos about each others' schools and communities, and after they have learned some information about each other's countries, they will complete a know/need to know chart about Haïti/Napa, then read a letter from the two teachers, inviting them to collaborate to create children's storybooks for their respective school libraries. The Driving Question will be: "How can we collaborate with students in Haïti and Napa to create children's storybooks for our school libraries?" more detail

3. Documentary videos - Students in Napa, and in Haïti, are making video documentaries in response to the question, "How can we create a documentary about our school and our community to help our friends in Haiti and in Napa get to know us better?" more detail

Managing the Project

1. Project Scaffolding - Students will be supported in a variety of ways to ensure that the storybooks are completed. more detail

2. Tech Tools for Managing Learning and Publishing our Books - We will use a variety of technology tools to manage the project and to communicate with our friends in both countries. more detail

3. Task Sequence - There will be several steps to this project. Many of these are listed below. more detail

4. Project Calendar - We will use Google Calendars to keep track of deadlines. more detail

5. Storyboard - Students will create storyboards on Google Docs to ensure they create stories with all necessary details to ensure cohesion of the stories, and engagement by future readers. more detail

6. Group Contract - Students will set up a group contract. more detail

Assessment

1. Project Evaluation - Assessment will be both formative and summative. Students will have rubrics for various aspects of the project. They will have the opportunity to self-assess, and to assess one another within their teams. There will be several opportunities for feedback and revision, and for reflection throughout the sequence of the project. more detail