Goal of the Lesson: The goal of this lesson is for students to plan, create, and present their own autobiography presentation using figurative language elements which will be scored as a final assessment for the unit. Furthermore, I would like to introduce students to web based applications that offer interactive features to help students build technology skills and execute creativity.
Academic Foundations/Standards or Benchmarks: Virginia Standards of Learning Objectives
Writing
6.3 The student will understand the elements of media literacy.
c) Craft and publish audience-specific media messages.
6.6 The student will write narratives, descriptions, and explanations.
a) Use a variety of planning strategies to generate and organize ideas.
b) Establish central idea, organization, elaboration, and unity.
c) Select vocabulary and information to enhance the central idea, tone, and voice.
d) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
e) Revise writing for clarity.
6.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, and sentence structure.
a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.
b) Use subject-verb agreement with intervening phrases and clauses.
c) Use pronoun-antecedent agreement to include indefinite pronouns.
d) Maintain consistent tense inflections across paragraphs.
e) Choose adverbs to describe verbs, adjectives, and other adverbs.
f) Use correct spelling for frequently used words.
7.3 The student will understand the elements of media literacy.
a) e) Craft and publish audience-specific media messages.
7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion.
a) Identify intended audience.
b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.
c) Organize writing structure to fit mode or topic.
d) Establish a central idea and organization.
e) Compose a topic sentence or thesis statement.
f) Write multiparagraph compositions with unity elaborating the central idea.
g) Select vocabulary and information to enhance the central idea, tone, and voice.
h) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
i) Use clauses and phrases for sentence variety.
j) Revise sentences for clarity of content including specific vocabulary and information.
k) Use computer technology to plan, draft, revise, edit, and publish writing.
8.3 The student will analyze, develop, and produce creative or informational media messages.
c) Use media and visual literacy skills to create products that express new understandings.
8.7 The student will write in a variety of forms, including narrative, expository, persuasive, and informational.
a) Use prewriting strategies to generate and organize ideas.
b) Organize details to elaborate the central idea.
c) Select specific vocabulary and information.
d) Revise writing for word choice, sentence variety, and transitions among paragraphs.
e) Use available technology.
8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.
b) Use and punctuate correctly varied sentence structures to include conjunctions and transition words.
c) Choose the correct case and number for pronouns in prepositional phrases with compound objects.
d) Maintain consistent verb tense across paragraphs.
e) Use comparative and superlative degrees in adverbs and adjectives
Writing
6.3 The student will understand the elements of media literacy.
c) Craft and publish audience-specific media messages.
6.6 The student will write narratives, descriptions, and explanations.
a) Use a variety of planning strategies to generate and organize ideas.
b) Establish central idea, organization, elaboration, and unity.
c) Select vocabulary and information to enhance the central idea, tone, and voice.
d) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
e) Revise writing for clarity.
6.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, and sentence structure.
a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.
b) Use subject-verb agreement with intervening phrases and clauses.
c) Use pronoun-antecedent agreement to include indefinite pronouns.
d) Maintain consistent tense inflections across paragraphs.
e) Choose adverbs to describe verbs, adjectives, and other adverbs.
f) Use correct spelling for frequently used words.
7.3 The student will understand the elements of media literacy.
a) e) Craft and publish audience-specific media messages.
7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion.
a) Identify intended audience.
b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.
c) Organize writing structure to fit mode or topic.
d) Establish a central idea and organization.
e) Compose a topic sentence or thesis statement.
f) Write multiparagraph compositions with unity elaborating the central idea.
g) Select vocabulary and information to enhance the central idea, tone, and voice.
h) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
i) Use clauses and phrases for sentence variety.
j) Revise sentences for clarity of content including specific vocabulary and information.
k) Use computer technology to plan, draft, revise, edit, and publish writing.
8.3 The student will analyze, develop, and produce creative or informational media messages.
c) Use media and visual literacy skills to create products that express new understandings.
8.7 The student will write in a variety of forms, including narrative, expository, persuasive, and informational.
a) Use prewriting strategies to generate and organize ideas.
b) Organize details to elaborate the central idea.
c) Select specific vocabulary and information.
d) Revise writing for word choice, sentence variety, and transitions among paragraphs.
e) Use available technology.
8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.
b) Use and punctuate correctly varied sentence structures to include conjunctions and transition words.
c) Choose the correct case and number for pronouns in prepositional phrases with compound objects.
d) Maintain consistent verb tense across paragraphs.
e) Use comparative and superlative degrees in adverbs and adjectives
Resources, Equipment and Materials:
Book: Parks, R. & Haskins, J. (1999). I am Rosa Parks. New York, NY: Penguin Young Readers.
Technology:
Resources available to choose from include:
- Copies of the autobiography project handout
- Copies of the rubric
Book: Parks, R. & Haskins, J. (1999). I am Rosa Parks. New York, NY: Penguin Young Readers.
Technology:
- LCD Projector
- Document Camera
- Computers
Resources available to choose from include:
- Voice Over Technology: www.oddcast.com/tech
- PowerPoint Game: http://people.uncw.edu/ertz bergerj/msgames.htm
- Comic Creator: http://www.readwritethink.org/files/resources/interactives/comic/
- Interactive Online Time Lines: www.dipity.com
Motivator: (Day 1) – (45 minutes)
Students will create their autobiography presentations.
(Day 5): 40 minutes
Students will present their autobiography presentation.
Closure: After Reading Activity (Day 5): 5 minutes
- The teacher will read the following book to the students: Parks, R. & Haskins, J. (1999). I am Rosa Parks. New York, NY: Penguin Young Readers.
- The teacher and students will discuss characteristics such as chronological pattern of events, personality traits, emotions, and accomplishments.
- The teacher will explain to the students how they will use their autobiography essays to create their own autobiography presentation modeled after all of the children’s literature books.
- The teacher will use the LCD projector and document camera to project and read aloud the autobiography presentation handout.
- The students will review their autobiography story boards, bio-cubes, and essays from the previous lesson to plan their autobiography project.
- Students will follow the guidelines in the autobiography handout from the previous day.
- Students will be required to use at least one example of each figurative language element.
- Students will be allowed to revisit and review all of the children’s books used in prior activities.
- Students will be allowed to discuss their ideas in small groups and use peer feedback to develop their stories.
Students will create their autobiography presentations.
(Day 5): 40 minutes
Students will present their autobiography presentation.
Closure: After Reading Activity (Day 5): 5 minutes
- Students will complete an online survey about the assessment process. The link will be available on the teacher’s website.