# data[].attributes.body
Link to Bubbl.us:
https://bubbl.us/MjkxOTU0My83NzU5OTkzLzQzOTE1NjQzODUzYTE2MWViNmEzZjc2YWE5ZGZhYTBi-X?s=7759993

# data[].attributes.body
Students learn content and skills and important concepts as they read different books and learn about the different parts that a story has. They are challenged to make a quality video to show their classmates or so that classmates can talk with each other through the webcam. The technology allows communication to occur and Questions and discussion are increasingly student generated because each student will be reading a different book and have new things to say.

# data[].attributes.body
There is functional change in the classroom. Students are learning how to brainstorm and know that their peers will be seeing their ideas--making them think harder about the topic. Questions and discussions about how students can become a good friend can arise as well.

# data[].attributes.body
Paper is being saved and Students and teacher gets feedback on who knows what. It is also engaging to incorporate Quizlet in the classroom.

# data[].attributes.body
There is student centered learning going on with computer technology integrated. Technology allows kids to collaborate and communicate ideas with one another.

# data[].attributes.body
This is related to Substitution in the SAMR Model because the KWL chart is just completed online rather than on a big piece of chart paper in class.

# data[].attributes.body
This is related to Augmentation in the SAMR Model because there is some functional benefit because paper is saved. Students and teacher can receive immediate feedback on who is understanding the material being taught. Students may be more engaged in learning with knowing they will receive immediate feedback.

# data[].attributes.body
The students will get in groups and compare the story, "The Rainbow Fish" with the story "The Giving Tree" and analyze the similarities and differences by making a padlet. They will compare settings, characters, what happened, etc.

# data[].attributes.body
Students will pick a story of their choice and create a "Story in a Box" Project. The link explains what the project entails. Students will share their box with their classmates when they are all completed by using a webcam or we video to show and describe all parts of the box and how they made it. Students can also ask each other questions.

# data[].attributes.attachment_link.readable_text
Sometimes things at home that we are about to throw away make for a worthy classroom project or resource. One of my teacher friends, for example, used to ask me to keep the caps of used water bottles because he is using them as math manipulatives. In my case, I used empty cereal boxes of various sizes for a story elements project. I rEmember using shoe boxes for a math project on area and perimeter last year. This time I thought, why not use cereal boxes? And so, I called this project created by my 1st Grade ESOL kids, "Story in a Box." Their task was to summarize, recreate, and illustrate the story we read, which is titled "Alice Nizzy Nazzy, the Witch of Santa Fe."

Here are the materials I used for this project:

empty cereal boxes

colored papers to cover the cereal boxes

plain file folders. cut into 3 rectangular pieces

construction paper, cut into half

markers and crayons

glue sticks and transparent tape

Here are the steps to creating "Story in a Box" Project:

1. Cover the empty cereal boxes with colored paper using glue or transparent tape. Since this is a 1st grade project, I had to do this myself to save time.

2. Divide the class into pairs or trios. Distribute the materials to each group.

3. Provide clear instructions to do the following:

a. Use the 3 pieces of file folder to draw two major characters in vertical position, and the major setting in horizontal position. Label each drawing.

b. Fold the half-sized construction papers into half.

c. Write a one-sentence "PROBLEM" on the top fold, and illustrate it inside. Do the same thing for the other half-fold construction paper. Write a one-sentence "SOLUTION" and illustrate it.

c. Glue the characters, setting, problem and solution on the cereal box as shown below:

4. Finally, let each pair present the project by giving a summary of the story.

Go ahead and try this project with your kids! I'm sure they will love it as my kids did!

# data[].attributes.attachment_link.title
Story in a Box: Using Cereal Boxes for a Story Elements Project - ESL Gem

# data[].attributes.attachment_link.description
Share this: Sometimes things at home that we are about to throw away make for a worthy classroom project or resource. One of my teacher friends, for example, used to ask me to keep the caps of used water bottles because he is using them as math manipulatives. In my ...

# data[].attributes.body
Students will answer questions on a google form. These will include open ended questions like:
What makes a story, a story?
Is it important for a story to have structure? Why or Why not?
Which story that we talked about was your favorite, why?

# data[].attributes.body
Students will apply what they learned from reading the book and complete a mind map using bubbl.us They will have to brainstorm about the ways in which they could be a good friend and how The Rainbow Fish became a better friend by the end of the story.

# data[].attributes.body
Students will complete a KWL chart on the story they read in class called "The Rainbow Fish" to show all that they know about the story. [The characters, setting, problem, and resolution, etc.]

# data[].attributes.body
Students have been practicing the vocabulary pertaining the elements of a story. The teacher will give them a Quizlet to complete to test their knowledge on the concepts. 85% or higher is the goal.

# data[].attributes.body
Standard: CCSS.ELA-LITERACY.RI.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.