All About Me
by Rachel Sanders, rachel.sanders@cpsb.org

Content Area(s)
English/Language Arts

Grade Level(s)
8, 

Overview
After reading and analyzing a variety of phase auto-biographies, students will write a multi-paragraph expository essay describing an experience in their lives. Students will create a Power Point presentation sharing aspects of themselves with peers.

Software
Documents To Go 7 premium edition

Technology
Power Point
Desk top computer connected to television or other projection device

Objectives
1. The learner will apply the writing processes of a)prewriting b)first draft c) revising d) final draft
2. The learner will work collaboratively with peers to revise writing and provide/receive feedback.
3. The learner will create a Power Point auto-biographical presentation to share with peers.

Procedures
1. Ask, "As we close Theme One in our reading series, what are some of the most memorable aspects of the stories we've discussed?" As students respond in groups, have one student recorder typing on an Inspiration web to display as peers are brainstorming.(I usually coach the recorder to keep typed responses to a minimum of three words per entry)Students beam group results to other groups for sharing.
2. After students have provided adequate feedback, ask, "Where do these authors get ideas for their stories. Why do we relate so well with what these authors have to share? Good writers know the best stories are derived from an author's own true life experiences."
3. Instruct students to consider their own lives and the experiences they've encountered.
4. Use "Road Map" transparency or sample "Timeline of my Life" to show how events of one's own life can serve in the prewriting stage of the writing process. Ask students to consider and share other experiences that occur in a young person's life. Add responses to samples.
5. Lead students to apply literary elements to an event from the sample timeline or road map."What would be the setting of this event? Who are the characters? What is the appropriate style or mood of this event? Why? Is a conflict evident?"
6. Instruct students to create their own timelines recording the events in their individual lives. Students may use Inspiration (diagram tree) as a note taking device on their handhelds.
7. Monitor and provide feedback as students complete timelines. In the one computer classroom, students would beam to complete a final publication of timelines for display.
8. Group students in groups of 3 for R&R(reading and responding) groups. Have students share timelines and provide feedback for one another before the next stage of the writing process.
9. Write "I really liked...I never thought of...My group helped me by..." on the board. After groups are given 10 minutes of R&R , instruct students to provide feedback in whole group discussion by asking each member of each group to respond to one of the three partial comments written on the board.
10. Ask "How might professional writers use information obtained from outsiders to make decisions in their writing?" Write responses on the board.
11. Instruct students to use information obtained from peers as a basis for deciding what course to take as they move to the next phase of the writing process.
12. Once students have chosen an "event" from timelines to expand upon, use Inspiration to illustrate the prewriting strategy of clustering and/or outlining. Remind students that the MOST important stage of the writing process is the prewriting stage-the more ideas-the better.
13. Monitor and provide feedback as students brainstorm to complete clusters.
14. Provide a dictionary and thesaurus for each student. Have students pull adjectives and nouns from their clusters. Students use resources to expand ideas from prewriting stage.
* Beam the Power Point templates-"All About Me" to students
15. Review the procedures for the drafting stage of the writing process.
16. Monitor as students complete first drafts. I instruct students to skip lines in this stage because it makes proofreading and revising much easier. Provide soothing music, if possible, to relax students as they compose and to discourage distractions.
17. Place students in R&R groups of three. Display poster of proofreading symbols and discuss the procedures for proofreading. Distribute red pens and monitor as students complete proofreading activity (10 minutes).
18. Write "I really liked...I never knew...My group really helped me by..." on the board and solicit responses from each member of each group.
19. Review the procedures for the final stage of the writing process. Discuss rubric for final draft. Rubrics can be teacher created with student input. Students "buy into" the concept when they feel they have some input in assessment.
20. Monitor as students complete final drafts. Allow student time for using Documents to Go to grafitti or keyboard their finals. 21. Create R&R groups again so students have one final “beaming” time before submissions for publication.

Other Supporting Material
Time%20line%20Rubric
Oral%20presentation%20rubric
final%20writing%20rubric

Submitted on: 7/26/2005 11:29:46 AM