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  This lesson provided by:  
Author:Leigh Evans
System: Jasper City
School: West Jasper Elementary School

  General Lesson Information  
Lesson Plan ID: 33162

Title:

Who's Talking?

Overview/Annotation:

This lesson provides an opportunity for the students to write a biography and provide an excerpt of the bio using a Web 2.0 tool. This is a week long activity using the 5 stages of writing.

This is a College- and Career-Ready Standards showcase lesson plan.


 Associated Standards and Objectives 
Content Standard(s):
TC2 (3-5)
10. Use digital environments to collaborate and communicate.
Examples: publishing online journals, sharing presentations, contributing to online discussions, communicating with experts
  • Producing digital works collaboratively
  • Examples: developing shared writing projects and group multimedia projects
     
    TC2 (3-5)
    12. Create a product using digital tools.
    Examples: products—digital story, podcast, digital artwork
     
    ELA2015 (5)
    23. Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2]
    a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.5.2a]
    b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.5.2b]
    c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). [W.5.2c]
    d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]
    e. Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]
     
    ELA2015 (5)
    25. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.5.4]
     
    ELA2015 (5)
    26. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-5.) [W.5.5]
     
    ELA2015 (5)
    33. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.5.2]
     
    ELA2015 (5)
    36. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. [SL.5.5]
     

    Local/National Standards:

     

    Primary Learning Objective(s):

    The students will use the 5 phases of writing to develop their own autobiography. Summarizing their biography, they will create a talking avatar using a digital tool. 

    Additional Learning Objective(s):

     

     Preparation Information 

    Total Duration:

    Greater than 120 Minutes

    Materials and Resources:

    Paper and Pencil

    Computer/laptop w/ Internet access - for students

    Technology Resources Needed:

    Computer/Laptop w/ Internet access

    Web 2.0 tool -Voki Account

    Background/Preparation:

    Teacher: Using the 5 steps of writing, the students should be able to successfully create their own biography using probing questions.

    Teacher: Set up a free Voki account. The easiest way is to set up an individual account and provide the students with the username and password. Then all the Vokis will be in one location for your review.


      Procedures/Activities: 
     

    1) As a culmination of autobiographical studies and an ability to execute the 5 stages of writing, the students will create their own autobiography.

    2) Provide students with "Questions to Consider" as they write their bio:

    • What would I like my classmates to know about me...i.e.  Hometown, family, favorite things, something special about me...
    • If I could live anywhere and any way I wanted, I would…
    • If I could be anything I wanted, I would...
    • Where do you see yourself five years from now?
    • Has their been something in your life that has changed or defined you?

    3) Using the stages of writing the teacher will facilitate accurate sequencing, smooth transitions, and composition of paragraphs. Students should be provided with the rubric (attached) to assist in construction of the writing piece.

    4) At the publish stage, the students will create an avatar using the Voki digital tool. Their Voki will include a short summary of their biography.- Online tutorial for building a Voki:  http://www.teachertrainingvideos.com/voki/

    Their summary should include details on their:

    • Family
    • Personality
    • Likes and Dislikes
    • Goals and Aspirations
    • Life-changing Experiences


      Assessment  

    Assessment Strategies


    Acceleration:

    Students will read other autobiographies of people of interest. They will utilize the library, online, etc., for other ideas and examples of this genre.

    Allow students to peer review one another's autobiography.  http://www.scholastic.com/teachers/sites/default/files/asset/file/unit_autobio_peercheck_0.pdf

    Intervention:

    Students can be given graphic organizers to assist in building their autobiography. http://www.scholastic.com/teachers/lesson-plan/collateral_resources/pdf/m/mentor0708nicolesledge/graphic_organizer.pdf

    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior

    Be sure to check the student's IEP for specific accommodations.
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