• Phase One: Classroom Exhibit
• Phase Two: Choose Your Own Adventure Book
• Phase Three: Parent Invites

Content Area: Language Arts

Social Studies

Art

Writing a Choose Your Own Adventure Story

Parent Invites
 
 

Phase One: Classroom Exhibit
 
 

Goals: After researching Baja California, students will be able to create a museum that represents facts they have learned.
 
 

Materials: an exhibit or display area

paper

pen, pencil, markers

poster board

old material or other items needed by students to build exhibit

sample brochures

Procedure:

1. The students will get into project groups. The teacher will hand out sample brochures to each group. The students will examine the brochures and discuss what their group feels would be important to include in a brochure about the exhibit they are creating.

2. One student from each group will be selected to put together a brochure for the exhibit. When the brochure is finished, the students will join the rest of the class working on the exhibit.

**The brochure should include, what the exhibit is about and the time others will be able to visit. (Day 10: 1-3 o'clock)

4. Next allow the students 2 to 2 _ hours to work on their exhibit. If students finish early, suggest they either help another group finish their exhibit of tidy up the room for parent open house that will be held the following day.

5. When students are finished, pass around the brochure that was designed for the exhibit. Explain to the students that copies will be made for the students to distribute around the school.
 
 

Assessment: Students will be assessed by teacher observation. (See Observation Rubric)
 
 

Extension: Students working on the brochure could use the computer.
 
 

Source: http//educate.si.edu/lessons/start.htm/
 
 

Phase Two: Choose Your Own Adventure Book
 
 

Goal: By creating a Choose Your Own Adventure Book students will be able to develop skills in

creating plot structure and think through logical actions of a story.
 
 

Materials: 5-6 copies of a Choose Your Own Adventure Book

Example Book:

Saunders, Susan. Runaway Spaceship. New York: Bantam Books Inc. 1985. ISBN# 0-553-15344-7

4x6 index cards (13 for every two students)

1 copy of a flow chart for every two students

chalkboard or tag board with flow chart written out

pencils

1 large envelope for every two students

Procedure:

1. Introduce students to book from the Choose Your Own Adventure series by explaining what they are.

2. Have the class break into 5 or 6 groups. Distribute an adventure book to each group. Give the students about a half hour to explore the book.

3. After students have familiarized themselves with the adventure books, explain they will be making a Choose Your Own Adventure Story. The story they create will be about Ramon from The Black Pearl. Have a brief discussion about some of the adventures Ramon had to refresh their memory of the story. Further explain that the students need to build off the story.

4. The students should then be further broken into pairs. Each pair will be given 13 index cards, and a flow chart. The teacher will then explain to the students the flow chart. The partners will need to decide what part of the story they will be responsible for and write their name on either "story 1" of "story 2". Both students will be responsible for the story's beginning. The students should be reminded that although they are responsible for their own part, they will still need to collaborate ideas and assist one another on each stage of writing.

5. The teacher should model a plot he/she designed for the students about a past book the class has read. Then the students will label their index cards, "start, choice 1, 1A..." before they get started.

6. Students will then work on stories, brainstorming possible choices Ramon can make. Students will then develop their stories on the appropriate labeled index cards. Each choice should fill a 4x6 index card.

7. Students should have their stories finished for the following day. (The students will continue this project the following day)
 
 

Assessment: Student success will be measured by story rubric. (See story rubric)
 
 
 

Phase Three: Parent Invites
 
 

Goal: Each student will put together an invitation for their parents for an open house.
 
 

Materials: paper

pencil, markers

Procedure:

1. The teacher will explain that the last three hours of day 10, parents are welcome to attend an open house. Each student will need to design an invitation for the parent.

2. The invitation must include the time, place, and what kind of things they will experience when

they attend. (Students' ocean folder, exhibit, posters...)
 
 

Assessment: Students success will be if they completed the invitation and included all three items

listed above.