Making High School Digital Memoirs Heritage High School

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Making High School Digital Memoirs Heritage High School Essential English Mrs. Carnes’ class

Making High School Digital Memoirs Heritage High School Essential English Mrs. Carnes’ class

Writing Memoirs on Power. Point Essential English 1 -2 will reflect on their first

Writing Memoirs on Power. Point Essential English 1 -2 will reflect on their first year(s) of high school. Essential English 3 -4 will reflect on their years of high school.

Learning Objectives: California Standards • Reading: • CA ST. 7. 0 Integration of knowledge

Learning Objectives: California Standards • Reading: • CA ST. 7. 0 Integration of knowledge and ideas • CA St. 7. 2 Analyze various accounts of a subject told in different mediums. • Writing: • CA St. 2. 1 Write biographical or autobiographical narrative or short story • CA St. 2. 6 Establish writer’s point of view on subject of presentation

Materials Needed • • • Digital Camera Computers or Lap tops Scanner Power. Point

Materials Needed • • • Digital Camera Computers or Lap tops Scanner Power. Point or Photo. Story 3 Paper, pencils, markers, colored pencils

Lesson Time Frame • Students will use 6 lessons of 88 minutes each to

Lesson Time Frame • Students will use 6 lessons of 88 minutes each to construct a digital memoir Power. Point- a minimum of six slides. • Students will reflect on their high school year(s). • Students will be guided by a rubric. • Students will peer edit. • Students will present to the class.

Lesson 1 • Introduce: What is a Memoir? • Students will read, “When I

Lesson 1 • Introduce: What is a Memoir? • Students will read, “When I was Puerto Rican” by Esmeralda Santiago • Students will discuss voice and audience. • How this could be illustrated? What would help you understand it better?

Lesson 2 • Review: What is a Memoir? Review prior reading material. • Introduce

Lesson 2 • Review: What is a Memoir? Review prior reading material. • Introduce another memoir: “Hotcombs, Watermelons, and Hello Kitty Backpacks” by 16 year old, A’Rynn • Students will discuss differences in voice and point of view. • Introduce how students will create their own Memoir using details and images. • Introduce rubric.

Lesson 3 • Students will be given a graphic organizer comprised of six squares

Lesson 3 • Students will be given a graphic organizer comprised of six squares with the following headings: • My first day of school • My favorite spot at school • My favorite activity • What has changed? • What will I miss? • What do I look forward to? • Students can begin to sketch or write in squares and think of what images to better portray their thoughts and feelings

Lesson 4 • Students begin to put together their Memoir by selecting their own

Lesson 4 • Students begin to put together their Memoir by selecting their own method of presentation. • Students will take pictures around the campus and compile images. • Students will peer edit.

Lesson 5 • Students will put together their memoir inclusive of pictures, videos, images,

Lesson 5 • Students will put together their memoir inclusive of pictures, videos, images, music. • Students will be partnered for final peer editing.

Lesson 6 • Students will present their finished projects to the class.

Lesson 6 • Students will present their finished projects to the class.

Graphic Organizer to visualize the Power. Points Sides Students -draw or write: My First

Graphic Organizer to visualize the Power. Points Sides Students -draw or write: My First Day of High School My favorite Spot to Hang My favorite activity What has changed? What will I miss? What I look forward to…

Assessment-Rubric • 0=not evident • 1=minimal evidence of mastery • 2=adequate evidence of mastery

Assessment-Rubric • 0=not evident • 1=minimal evidence of mastery • 2=adequate evidence of mastery • 3=strong evidence of mastery • 4=outstanding evidence of mastery • Write biographical, autobiographical narratives, and/or short stories that • ___ Narrate a sequence of events and communicate their significance to the audience • ___Locate scenes and incidents in specific places • ___Develop the narrative elements with concrete sensory details and language e. g. , visual details of scenes; descriptions of sounds, smells, specific actions; movements and gestures; interior monologue; feelings of characters • ___Place the presentation of actions to accommodate time/ mood changes • ___Make effective use of descriptions of appearance, images, shifting perspectives, and/or sensory details