ALEX Lesson Plan

     

Who's Talking?

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  This lesson provided by:  
Author:Leigh Evans
System: Jasper City
School: West Jasper Elementary School
The event this resource created for:CCRS
  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):
English Language Arts
ELA2015 (2015)
Grade: 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]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.23- Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic.


English Language Arts
ELA2015 (2015)
Grade: 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]

English Language Arts
ELA2015 (2015)
Grade: 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]

English Language Arts
ELA2015 (2015)
Grade: 5
33 ) Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.5.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.33- Identify the main ideas and details in a text read aloud or presented in other diverse forms of media.


English Language Arts
ELA2015 (2015)
Grade: 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]

Digital Literacy and Computer Science
DLIT (2018)
Grade: 5
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce authentic artifacts using digital tools.
  • review and revise authentic artifacts using digital tools.
Teacher Vocabulary:
  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)
Knowledge:
Students know:
  • how to use a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.
Skills:
Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA standards.
  • review an authentic artifact to revise with new or additional information.
Understanding:
Students understand that:
  • everyone can be an author, producer, director, etc.
  • using digital tools.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 5
16) Use advanced features of digital tools and media-rich resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use advanced features of digital tools and media
  • rich resources .
  • communicate key ideas and details in a way that informs, persuades, and/or entertains.
Teacher Vocabulary:
  • key ideas
  • informs
  • persuades
  • entertains
  • media-rich
  • communicate
  • digital tools
  • collaborate
  • online environment
  • tutorial
Knowledge:
Students know:
  • how to use advanced features of digital tools to inform, persuade, and/or entertain.
Skills:
Students are able to:
  • design communications using advanced features of various digital tools to informs, persuades, and/or entertains.
  • locate and follow directions or tutorials for working with digital tools.
  • use media-rich features such as audio and/or video.
Understanding:
Students understand that:
  • many digital tools are available to communicate key ideas and details.
  • directions or tutorials can be located online to assist with creation.
  • there are multiple ways to communicate the same information.

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


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.