Making High School Digital Memoirs Heritage High School
- Slides: 13
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 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 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 or Photo. Story 3 Paper, pencils, markers, colored pencils
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 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 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 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 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, music. • Students will be partnered for final peer editing.
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 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 • 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
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