Message in a Bottle Book Project

By Jennifer Maschari

Common

core

aligned

for

grades

4-6

A message from the teacher

The recent implementation of Common Core standards does not mean that all creativity need to disappear from the classroom. Quite the contrary! Never has there been a better time to challenge our students to think in new and different ways and to APPLY their learning to various independent applications. This Message in a Bottle project does just that. Students create a bottle that they might find washed up on shore at the ocean. They decorate the bottle with symbols that speak to the theme and setting of the text. Then, they write a letter from one of the characters in the story. This requires them to demonstrate close reading, consider the narrator or character’s POV, and demonstrate the application of various skills in their writer’s toolbox. This activity can be used at the end of a novel unit, literature circles, or for independent reading. It would make an excellent portfolio piece to demonstrate growth in both reading and writing. Included in this packet are Common Core standard alignments for grades 4-6, I Can statements, activity directions, planning templates, and a rubric for student assessment. I hope that you and your students enjoy this activity and are excited to share about books through the Message In a Bottle book project! Please don’t hesitate to contact me if you have any questions regarding any aspect of this activity. Best, Jen Maschari www.jenmaschari.com http://www.teacherspayteachers.com/Store/Jennifer-Maschari

Common Core Alignment: Language arts

Standard – Grade 4 Standard – Grade 5 Standard – Grade 6

4.RL.2 Determine a theme of a story, drama or poem from details in the text; summarize the text.

5.RL.2 Determine a theme of a story, drama or poem from details in the text; including how characters in a story or drama respond to challenges; summarize the text.

6.RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

4.RL.3 Describe in depth a character, setting or event in a story or drama, drawing on specific details in the text (e.g. a character’s thoughts, words or actions)

5.RL.3 Compare and contrast two or more characters, settings or events in a story or drama, drawing on specific details in the text. (e.g. how characters interact)

4.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text band complexity proficiently.

4.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text band complexity proficiently.

6.RL.10 By the end of the year, read and comprehend literature, including stories, dramas and poems, in the grades 6-8 text complexity band proficiently.

4.W.10 Write routinely over extended times (for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes and audiences.

5.W.10 Write routinely over extended times (for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes and audiences.

6.W.10 Write routinely over extended time frames (time for research, reflection and revision) and shorter time (in a single sitting or a day or two) for a range of discipline specific tasks, purposes and audiences.

4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.

5.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing or trying a new approach.

6.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, rewriting or trying a new approach.

4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience.

5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience.

6.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience.

4.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing.

5.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing.

6.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing.

4.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling while writing.

5.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling while writing.

6.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling while writing.

I can statements ______ I can find the author’s theme or message. ______ I can describe characters, setting, and events in a story using specific details in the text. ______ I can read and understand stories and show my understanding in different ways. ______ I can write on a regular basis for various lengths of time for different reasons & different people. ______ I can strengthen my writing through help from my writing community. ______ I can strengthen my writing through planning, revising, editing, or trying something new. ______ I can write clearly and my work is easily understood. My writing is developed and organized. ______ I can apply the grammar rules I have learned. - - - ______ I can apply correct capitalization, punctuation, and spelling to a finished piece of writing.

message in a bottle project instructions Great job on finishing your recent book! Whether you read it individually, in a small group, or as a class, enjoying and finishing a book is always an awesome experience. Now you are going to demonstrate your understanding of the book in a really fun way: a book in a bottle project. First, you’ll need to gather your supplies. Here is what you’ll need: -2L bottle (if you want to create a smaller project, you can use a 20-oz bottle) -material to cover the bottle (tissue paper works really well, but you could use fabric, construction paper, etc. Be creative!) -glue -scissors -any other craft material you might need (sequins, leaves, paper, clay, feathers, natural objects from outside, etc.) -paper for the letter -small ribbon on string Next, you’ll need to do some planning! On the outside of your bottle, you will have to include the following: - title of the book - author of the book - symbols that represent the characters, plot, setting and theme of the book For example, for the book Holes by Louis Sachar, someone might put a hole to represent the holes that Stanley dug as well as the holes that he filled in his life through his journey. In the book Bridge to Terabithia by Katherine Paterson, you might include a crown or a set of paints. For your particular book, you will need to choose 5-7 symbols and be able to explain why they are significant to the book. You will want to start with the bottle planning sheet! Next, you will need to plan out your letter. Think of this bottle as one you’ve found washed up on the shore at the ocean. You are going to write a letter from the perspective of a character in the book. What would the character you chose want the finder of the bottle to know. Consider the following: - what did the character learn through his/her journey - how did the character grow or change - how did the character see others grow or change - looking back, what would the character have done differently - what is the character’s message for the reader All of this should be supported with information from the text. You might want to specify certain events, pieces of dialogue, internal thoughts, etc. Write a draft of your letter on the paper provided. Then, write a final letter (after revision and editing), tie it up and put it in the bottle for someone to find!

INSTRUCTIONS: Plan out your book bottle design. Draw your symbols on the bottle template. Then, using arrows to point to each symbol, write in the white margin what each of them represent in your book.

Name _________________________________________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Book bottle Planning sheet

Letter writing draft INSTRUCTIONS: Refer back to questions on the original project sheet. Use friendly letter format to write a letter from your character to whoever finds the bottle washed up on the beach. Be sure to use good sentence construction, paragraphing skills and to group your information accordingly. Also remember to support your letter with text from the actual book. If you need more room, feel free to draft on a sheet of loose leaf.

Dear _____________________________________________,

__________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ __________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ __________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Sincerely, _______________________________ (your character’s name)

salutation

body

Closing

signature

Message in a bottle rubric Student Name _____________________________________________________________

4 3 2 1

Knowledge of the book

Student has effectively identified the theme of the book and described the characters, setting and events through symbols found on bottle project as well as the letter. Student identifies how characters worked through challenges and provides ample support for claims.

Student has identified the theme of the book and described the characters, setting and events through symbols found on bottle project as well as the letter. Student identifies how characters worked through challenges.

Student has demonstrated a growing understanding of theme but is not quite able to fully identify the theme of a book. (as evidenced by project) AND/OR Student has demonstrated a growing understanding of describing character, setting and events but is not yet at mastery.

Student is unable to identify theme as evidenced by the letter and book bottle project. Further instruction and practice is needed in this area to achieve mastery. AND/OR Student has not demonstrated the ability to describe character, setting and/or events in a book or text.

Text based evidence

Student refers back to the book or text to gather excellent evidence for claims. Evidence is strong and supports character (and writer) POV in letter.

Student refers back to the book or text to gather evidence for claims. Evidence is supports character (and writer) POV in letter.

Student has demonstrated a growing or developing ability to support claims with text, however, evidence needs to be stronger or more evidence needs to be provided.

Student is unable to provide appropriate support from text for claims made. Evidence needs to be strengthened or further evidence needs to be provided. More instruction and practice needed.

The writing process (planning & drafting)

Student produces clear and coherent writing in which the development and organization are appropriate to task, purpose and audience. Writing is well-planned and sophisticated.

Student produces clear and coherent writing in which the development and organization are appropriate to task, purpose and audience.

Student has demonstrated emerging or developing ability to write in a clear or coherent way. However, further instruction or practice is needed in this area to achieve mastery.

Student has not demonstrated growth in the ability to write in a clear or coherent way. The work may not be appropriate to task, purpose or audience. Further instruction, practice and intervention is needed.

The writing Process (revising and editing)

Student has demonstrated excellent writing skills with complete sentences, correct punctuation and spelling, correct grammar and is well organized.

Student showed significant growth and change from earlier drafts to the current. (revision)

Student has demonstrated solid writing skills with complete sentences, correct punctuation and spelling, correct grammar and is organized. There may be a few errors in any of these areas.

Student showed a mastery level of growth and change from earlier drafts to current. (revision)

Student has demonstrated emerging or developing writing skills with growing attention to sentence structure, spelling, grammar, punctuation and organization.

Student showed some growth or change from earlier drafts to current. (revision)

Student does not demonstrate mastery in the area of writing skills in regards to spelling, sentence structure, punctuation, grammar and organization.

Student showed little or no growth and did not make necessary changes to earlier drafts. (revision)

Credits

TPT store:

http://www.teacherspayteachers.com/Store/Jennifer-Maschari

Website: www.jenmaschari.com Fonts from: www.kevinandamanda.com Graphics from:

KPM Doodles: http://www.etsy.com/shop/kpmdoodles Lita lita: http://www.teacherspayteachers.com/Store/Lita-Lita Teaching in a small town:

http://www.teacherspayteachers.com/Store/Teaching-In-A-Small-Town

Thank you so much for your purchase! I hope that you and your students enjoy this Common Core aligned ELA project. Please note that The Common Core Standards were written and developed by The National Governors Association Center for Best Practices and Council of Chief State School Officers. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.