Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Students can meet this standard by using standard English grammar when writing a summary of their project and/or presenting their project orally.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Students can demonstrate grade-appropriate capitalization, punctuation, and spelling in writing assignments associated with the Hummingbird project.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Students will chose language to create effective written and/or oral summaries of their project.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Students will meet this standard as they analyze the text to design their robotic diorama. In addition, students will need to interpret the technical words, such as “servo motor,” that are used in documentation for the Hummingbird.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

To create a robotic diorama, students will need to read closely and understand the language used in the assigned text.

Acquire and use accurately a range of general academic and domain-specific words and phrases; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Students will learn domain-specific words related to programming and robotics. Examples include “servo motor,” “light-emitting diode (LED),” and “sensor.” Students should be encouraged to use correct terminology and to find the definitions for unknown words.

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

To create a robotic diorama, students will need to read closely and identify the important elements to represent in their projects. Students should be prepared to defend their project choices with evidence from the text.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

A robotic diorama should present the central theme of the chosen passage. Students should be prepared to defend their project choices with details and ideas from the text.

Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Students will analyze the development of ideas over the course of the selected poem or passage. However, a Hummingbird project is most appropriate for in-depth analysis of a relatively short text, rather than an analysis of how a character changes over the course of a novel.

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Students will meet this standard as they analyze the text to design their robotic diorama. In addition, students will need to interpret the technical words, such as “servo motor,” that are used in documentation for the Hummingbird.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Students will meet this standard as they analyze the text to design their robotic diorama. A Hummingbird project is most appropriate for in-depth analysis of a relatively short text. If different groups are assigned different passages of a larger text, all of the projects produced by a class can be used to discuss the relationship between the assigned passages and the text as a whole.

Assess how point of view or purpose shapes the content and style of a text.

Students should analyze the purpose and point of view of the text during the process of designing their robotic diorama. For example, if the excerpt represents a single characters point of view, light or movement could be used to emphasize that character.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Students should evaluate projects of other groups and offer constructive feedback.

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

This standard is for informational texts. A Hummingbird project based around math or science concepts can incorporate informational texts. For example, a project on Scissor Linkages could incorporate student research on the history of pantographs or a reading on the science of linkages.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

A Hummingbird project is most appropriate for in-depth analysis of a single text. If different groups are assigned different texts, the class can compare the projects and discuss the differences between texts.

Read and comprehend complex literary and informational texts independently and proficiently.

A robotic diorama based on a literary passage can encourage rereading and analysis of a complex text. Alternatively, a Hummingbird project based around math or science concepts can incorporate informational texts as described for CCRA.R.8.

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Students will work in groups on a Hummingbird project. To design and complete a project, students will have to collaborate, expressing their own ideas and building on those of other group members.

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Students should be required to present their Hummingbird projects orally. They should evaluate the presentations and projects of other groups and offer constructive feedback.

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Within their project group, students will evaluate one another naturally in the context of collaboration. They should also evaluate the oral presentations and projects of other groups and offer constructive feedback.

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Students should prepare oral presentations for their Hummingbird projects. These presentations can include an overview of the design process and a logical argument relevant to the stated goals of the project. For example, if the students have created a robotic diorama for a poem, then the presentation should explain how the diorama represents important aspects of the poem.

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

The Hummingbird robotics kit is an innovative digital medium that students can use to present information or an argument.

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Within their project group, students will naturally use informal English. Their group presentation is an excellent opportunity to focus their attention on communication in different contexts and the importance of formal English in a presentation for school or work. If students create a video for their group presentation, then practicing, filming, and editing will provide students with multiple opportunities to refine their speech.

Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Students can create a written summary of their project that uses the text to support their design choices.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Students can meet this standard with a written summary of their project and its relationship to the text.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Students can use a journal to describe their experiences designing, building, and programming the robot. One alternative for elementary students is have them create a robot and write a story about it.

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

A written summary of a project and/or a documentation journal can be used to meet this standard.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Students can edit and revise their written summary of the project. In addition, the process of modifying the robot and its program will emphasize to students that revising is important in many contexts.

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Students will work in groups in this project. Technology can be used to enable students to collaborate on the written summary of the project or on their documentation journal. Publishing these documents via the internet can be an excellent way for students to share their experience with their families and members of the community.

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Many different Hummingbird projects can incorporate a research component. For example, a project on Scissor Linkages could incorporate student research on the history of pantographs or applications of scissor linkages in engineering.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Many different Hummingbird projects can incorporate a research component. To create a Museum Bot, students can research a historical figure and use a robot to integrate and present their research.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Students can meet this standard with a written summary of their project that uses the text to support their design choices.

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

A research component related to a Hummingbird project is a good opportunity for students to research, reflect, and revise. In addition, students can use a daily journal to describe their experiences designing, building, and programming the robot.