The Chocolate Touch

A Webquest Designed for 4th graders

Lisa Coffey(lcoffey@russell.k12.ky.us) 

 

Introduction | The Task | Resources | The Process | Conclusion/Evaluation/Teacher Info

Introduction

Do you love chocolate?  Are you tired of your parents nagging you about such healthy habits as brushing your teeth, eating your vegetables and getting enough rest?  Then you will relate to John in the book, The Chocolate Touch.  John loves candy—especially chocolate.  One day John finds a coin with his initials on it.  The coin takes him on an adventure with his favorite candy/food—chocolate.

The Task

  1. You will be working in 5 groups of 5.  Each group will be responsible for a different task.  We will be reading the book over a two week period.  We will cover the reading in three different ways:  listening to some parts on tape, reading aloud in class and reading at home.
  2. As we read the book, you will be responsible for keeping a journal.  After each chapter is read, you will answer a discussion question from that chapter in your journal.  To learn more about group/individual assignments go to The Process Page.

Resources

Use this space to point out places on the internet (or physical resources in the classroom) that will be available for the learners to use to accomplish the task. Embedding the links within a description of the resource will also assist your learners to know in advance what they're clicking on.

 

  1. http://www.storyarts.org/library/nutshell/stories/golden.html
  2. http://www.mythweb.com/teachers/why/basics/midas_e.html
  3. www.mce.k12n.net/reading2/touch-activity1.htm
  4. http://school.discovery.com/quizzes15/jjwest/chotouch.html
  5. http://hersheykithcens.hersheys.com/
  6. www.mce.k12n.net/chocolate/history/name.htm
  7. http://www2.suite224.net/~nrowles/chocolate_touch10-12.htm
  8. http://www.42explore.com/choclat.htm
  9. www.sdcoe.k12.ca.us/score.actbank/svenn.htm
  10. www.techtrekers.com/rubrics.html
  11. http://go.hrw.com/resources/go_ss/teacher99/rubrics/rubric33.pdf
  12. www.aaronshep.com/rt/sheets.html
  13.  

The Process

Individual Journal Assignment

1.     After reading each chapter you will be required to answer a question from that chapter in your journal.  You must restate the question and answer each question accurately and in complete sentences.  Some questions will require more than one sentence.  Be sure to sight examples from the book to support your answers when you can.  This journal will be a separate grade from your group acitivity.  There will be 10 questions.  Each question will be worth 10 points.

Just for fun, be sure to take a quiz over The Chocolate Touch.

Group 1

Read about King Midas and The Golden Touch.  Using a poster board and markers, create a venn diagram comparing and contrasting King Midas and The Chocolate Touch.

Group 2

Chocolate has been around a long time.  Read about the history of chocolate.  Create a timeline showing the important dates in chocolate history.

Group 3

Choose your favorite part of the story.  Think about how it could be acted out in a reader’s theatre.    Choose actors for each part, practice, then perform it for the class. 

Group 4

Each group member will be responsible for bringing 4 or 5 chocolate recipes.  The group will then compile the recipes into a Chocolate Cookbook.  The group will need to design a cover and type each recipe.  Be sure to sight a source for each recipe.  Recipes can be taken from current cookbooks or from a websight like http://hersheykitchens.hersheys.com/

Group 5

Write a feature article for your local newspaper on an event in the book.  Here are some headlines to consider:

Nothing But Chocolate Touches His Lips

Mysterious Coin Causes Sweet Delima

Sweet Tooth Causes Decaying Relationships

John’s Just Desserts

 

 

Conclusion

Congratulations.  I hope you’ve enjoyed reading The Chocolate Touch.  I hope it has made you think a little and made you laugh a little.  I hope the group projects were enjoyable and educational.

 

Evaluation

Group 1

Comparison

Comparison explores similarities and differences between two or more items. The process has three parts.

  1. Chooses appropriate characteristics for comparison.
  2. Identifies similarities and differences among items, using the characteristics.
  3. Develops conclusions from the comparison.


a.  Chooses appropriate characteristics for comparison.

4.  Selects important features or attributes of the items that can provide insight into the nature of those items being compared.
3.  Selects characteristics that can provide for a meaningful comparison.
2.  Selects characteristics that provide for a partial comparison of the items.
1.  Selects characteristics that are not important and don’t lead to insightful conclusions.

b.  Identifies similarities and differences between two or more items.

4.  Accurately selects all major similarities and differences for each item.
3.  Selects similarities and differences for each item.
2.  Makes some errors in identifying major similarities and differences.
1.  Makes many errors in identifying major similarities and differences.

c.  Uses the identified similarities and differences to reach important conclusions or insights.

1.      Draws insightful and thoughtful conclusions from the similarities and differences, usually highlighting either one or the other.
3.  Draws some thoughtful conclusions from the comparison.
2.  Isn’t clear about the significance of the comparison.
1.  Does not get far beyond noting similarities and differences.

 

Group 2

Russell Springs Elementary

The History of Chocolate

Name: ________________________

Teacher: Mrs. Coffey

Date Submitted: ____________

Title of Work: ___________________

 

 

Criteria

Points

 

4

3

2

1

 

Documentation of Events

At least six (6) significant events are present. This includes date and description.

At least five (5) significant events are present. This includes date and description.

At least three (3) significant events are present. This includes date and description.

Less than three (3) significant events are present. This includes date and description.

____

Accuracy

All dates indicated on timeline are correct and are sequenced in the proper order.

At least 1 of the dates or sequences is not in the proper order.

At least 2 of the dates or sequences are not in the proper order.

At least 3 of the dates or sequences are not in the proper order.

____

Requirements

Goes beyond the requirements of the timeline.

Meets the requirements of the timeline.

Does not meet the requirements of the timeline.

4

____

Legibility

Legible handwriting, typing, or printing.

Marginally legible handwriting, typing, or printing.

Writing is not legible in places.

Writing is not legible.

____

 

 

 

 

Total---->

____

 

Teacher Comments:

 

 

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Group 3

 

SKITS AND READER’S THEATER

DIRECTIONS: This form is designed to help you evaluate skits and reader’s theater performances.

Read the statements below. Then indicate the number from the following scale that reflects your

assessment of the student’s or group’s work.

1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong

1. The presentation includes the appropriate number of performance elements.

1 2 3 4 5

2. Each group member makes an appropriate contribution to the presentation.

1 2 3 4 5

3. The group works together to present a cohesive theme.

1 2 3 4 5

4. The presentation reflects the chosen topic and time period.

1 2 3 4 5

5. The presentation indicates an understanding of the topic or events portrayed.

1 2 3 4 5

6. Factual information is appropriate and accurate.

1 2 3 4 5

7. Group members speak clearly and loudly enough to be heard by the entire audience.

1 2 3 4 5

8. Group members perform in a dramatic and effective style.

1 2 3 4 5

9. Group members perform with confidence.

1 2 3 4 5

10. The presentation is informative and entertaining.

1 2 3 4 5

Additional Comments: ____________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Total Points/Grade: ___________

 

Group 4

 

Chocolate Cookbook

(Group 4 Task)

 

Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

Cover Design

Cover is plain with no graphics

Cover has at least one graphic and no color

Cover has at least 2 graphics and some color

Cover has 3 or more graphics and several colors

 

Spelling and Grammar

Several grammar and spelling errors

Some grammar and spelling errors

Very few grammar and spelling errors

No spelling or grammar errors

 

Number of recipes

Cookbook contains 10 or fewer recipes

Cookbook contains 15 or fewer recipes

Cookbook contains between 20 and 30 recipes

Cookbook contains 30 or more recipes

 

Credit given for recipes

No credit given for any recipes

Credit given for some of the recipes

Credit given for most of the recipes

Credit given for all recipes

 

 

 

 

 

 

 

 Lisa Coffey 06/27/03

Group 5

Russell Springs Elementary

Feature Article

Name: ________________________

Teacher: Mrs. Coffey

Date Submitted: ____________

Title of Work: ___________________

 

Criteria

Points

 

1

2

3

4

 

Organization

Sequence of information is difficult to follow.

Reader has difficulty following work because student jumps around.

Student presents information in logical sequence which reader can follow.

Information in logical, interesting sequence which reader can follow.

____

Content Knowledge

Student does not have grasp of information; student cannot answer questions about subject.

Student is uncomfortable with content and is able to demonstrate basic concepts.

Student is at ease with content, but fails to elaborate.

Student demonstrates full knowledge (more than required).

____

Grammar and Spelling

Work has four or more spelling errors and/or grammatical errors.

Presentation has three misspellings and/or grammatical errors.

Presentation has no more than two misspellings and/or grammatical errors.

Presentation has no misspellings or grammatical errors.

____

Neatness

Work is Illegible.

Work has three or four areas that are sloppy.

Work has one or two areas that are sloppy.

Work is neatly done.

____

 

 

 

 

 

____

 

 

 

 

Total---->

____

Teacher Comments:

 

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Teacher Information

 

Kentucky Learner Outcomes

 

 

*Students make sense of a variety of materials they read. (1.2)

*Students write using appropriate forms, conventions and styles to communicate ideas and information to different audiences for different purposes. (1.11)

*Students use computers and other kinds of technology to collect, organize and communicate information and ideas. (1.116)

*Students use productive team membership skills. (4.2)

*Students organize information to develop or change their understanding of a concept. (5.3)

This page was last modified August 28, 1997.

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Date Last Modified - Monday, September 01 1997 12:01
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This page was adapted from Bernie Dodge 's WebQuest_Template1.html by Tom March