About.me.lesson plan1

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About.me.lesson plan1

  1. 1. IN this lesson Students will create “About Me” essays where they introduce themselves to the teacher. This process involves pre-writing (rough draft), peer-to-peer editing, and a final capstone digital media project. Common Core Standard: W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. PART I: THE INTRODUCTION Step 1: Slowly roll up your sleeve and start eating a piece of random vegetable (I choose celery because I eat it with pizza, my favorite pastime soul food. Say, Once you gain your class' undivided attention say, “So tell me do you like celery, because I absolutely love it? I think it IS the best vegetable in the world!" They will look at you strangely but no one is likely to say a disparaging remark because you have just declared your affection for an obscure vegetable. Begin a list on the board of what you love about your celery and why. After you have written two or so positive attributes, the rest of the class will start contributing. (Examples: Couldn't eat soup without them, perfect tool for nudging a friend when I think something is funny, etc.) Offer a story to how that vegetable was used to compliment a distinguished meal with a meaningful event in your life. Step 2: Ask students what they enjoy---what are their interests and why. Initially, most children will hesitate to answer for fear of "bragging," but will share when they realize the classroom environment is friendly and tolerant. Step 3: Bring students attention back to the projector. Tell them you are going to share a essay with them where you introduce your self to them. Point out where you used celery in it. How you wove in details about what makes the vegetable meaningful. During the last 15 minutes of a class, give them a preview of the capstone options available to them(voki.com; tagxedo.com; pixton.com; cooltext.com; ) Walk them through creating their voki avatar, tagsedo word wall etc. This should take about 1-2 class periods, depending on the age group. Written by: Aaron Straus Technology Coordinator, St. Bernadette School
  2. 2. Common Core Standard: W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. Part II the Essay Step 4: Following the reading, tell students that for this project they will write their own “About me essays.” They will need to include details that tie back to their paragraph(s’) topic sentences. Show them the rubric. Model how to peer edit and revise using the rubric as a reference. This process should take 2-5 class periods, depending on the age group. Part III the Capstone Project Step 5: Introduce the digital media options (voki.com; tagxedo.com; pixton.com; cooltext.com; grafetticreator.net; surveymonkey.com; Nytimesbirthday.com ) Walk them through creating their voki avatar, tagxedo word wall etc. Show them how to personalize, save and edit their projects. Refer back to the rubric: what it means to “transmediate” and make the project “visually creative” Have students begin their capstone project. This should take 2-3 class periods, depending on the age group. Step 6: Have students drop box their final project in the format modeled (grade.lastname.name). The rubric and original essay must be placed in the final project. Written by: Aaron Straus Technology Coordinator, St. Bernadette School VOKI avatar www.voki.com www.tagxedo.com Tagxedo Word Cloud www.voki.com Pixton Comic Book Creator www.pixton.com
  3. 3. Common Core Standard: W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. Part II the Essay Step 4: Following the reading, tell students that for this project they will write their own “About me essays.” They will need to include details that tie back to their paragraph(s’) topic sentences. Show them the rubric. Model how to peer edit and revise using the rubric as a reference. This process should take 2-5 class periods, depending on the age group. Part III the Capstone Project Step 5: Introduce the digital media options (voki.com; tagxedo.com; pixton.com; cooltext.com; grafetticreator.net; surveymonkey.com; Nytimesbirthday.com ) Walk them through creating their voki avatar, tagxedo word wall etc. Show them how to personalize, save and edit their projects. Refer back to the rubric: what it means to “transmediate” and make the project “visually creative” Have students begin their capstone project. This should take 2-3 class periods, depending on the age group. Step 6: Have students drop box their final project in the format modeled (grade.lastname.name). The rubric and original essay must be placed in the final project.

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