First

First Grade

unit name: Monster Swap

Summary: Elementary students create monsters no one has ever seen before. After students draw their monsters, they write descriptive paragraphs about their creations. The descriptive paragraphs are swapped with a partner class through e-mail, and cyber pals try to duplicate the monsters, basing their interpretations on the written descriptions. Resulting illustrations are scanned and swapped, and kids get to see how powerful language can be. Along the way, students learn descriptive writing skills and find common ground in the universal appeal of ugly monsters.
 * == Criteria == || == We found the following evidence in the Intel Unit  == ||
 * Students are at the center of the learning process. || Students create their own monster, they write the descriptions and they email their epals. ||
 * The project focuses on important learning objectives aligned with standards. || It is in At-a-Glance box under subject and topics ||
 * The project is driven by Curriculum-Framing Questions. || See Curriculum Framing questions ||
 * The project involves ongoing and multiple types of assessment. || see assessment timeline ||
 * The project involves connected tasks and activities that take place over a period of time. || See Instructional Procedure section ||
 * The project has real-world connections. || See Essential Questions ||
 * Students demonstrate knowledge and skills through products and performances that are published, presented, or displayed. || See **Creating Original Monsters and Using Words to Paint a Picture** ||
 * Technology supports and enhances student learning. || Students email their epals ||
 * Thinking skills are integral to project work. || Students must create a monster and evaulate the monster sent back from their epals ||
 * Varied instructional strategies support multiple learning styles. || See Differentiated Instruction section ||