Types of Enhancements
How can students enhance the written chapter of their self-portrait? They’ll review different types of artifacts that they can add to their written chapter, such as images, video, and audio. They’ll decide which artifacts they want to include and make plans to create them.
- Read the lesson and student content.
- Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
- Be prepared to review a multimedia sample story from Lesson 1 or 8.
Artifacts for Your Written Chapter
- In this lesson, students will begin planning and collecting the artifacts that they will include in their written chapter. You might want to take a few minutes here to talk with your class about the kinds of references that provide opportunities for artifacts: characters, geographical locations, current events, etc.
- If you feel it would be useful, review one of the sample multimedia stories with students.
Think back to the sample stories you looked at earlier in the unit. What were the various artifacts that provided more information for readers? Do you refer to anything in your written chapter that might need a little more explanation?
- Brainstorm places in your written chapter that might require artifacts.
Types of Artifacts
- Briefly talk about each type of artifact that students can add to their chapter. Try to be as specific to the platforms students are using as you can .
- SWD: Students with disabilities may have difficulty becoming efficient with technology tools. Check to ensure students have adequate instruction on how to use the tools as well as time for guided practice.
The website-creation or portfolio platform that you’re using probably allows you to use artifacts such as texts, images, videos, audio, links, slideshows, and PDFs.
- With your teacher, review each type of artifact that you can add to a website-creation or portfolio platform. Include more types of artifacts as appropriate to the platform you are using.
Be sure to ask any questions you have.
Work Plans for Your Artifacts
- Circulate as students work, providing feedback and suggestions.
- ELL: Be sure that all ELLS are engaging with this activity successfully. If they need further support, gather them and provide additional explanations.
- Encourage students to include notes about every artifact they think of here: links to news coverage of major events, audio transcripts of family members, video footage of themselves when they were small, etc. Remind students that many of these artifacts will take time to acquire, so they must stay on top of their out-of-class work.
Go through your written chapter, identifying places where you want to include artifacts.
- Note in your chapter where and what the artifacts will be. When possible, compile notes that include the resource for the artifact (i.e., the web link, a timeline event, or a brief character description).
- For resources that you will have to obtain later (such as images, documents, audio files, and so on), write a brief description of what you plan to include and then add a note about the resource to your Planning Calendar so you don’t forget.
- Most students will have at least some adjustments to make.
- Check students’ Planning Calendar periodically so you have a sense of how they are progressing through the project.
Review your Planning Calendar. How are you doing? Have you achieved what you meant to up to this point? What adjustments do you need to make after today’s work?
- Take a few minutes to revise your Planning Calendar so that it reflects the current status of your project needs and work.
- Remind students to check their Planning Calendar and make any adjustments necessary.
Keep working on your self-portrait.
- Continue collecting artifacts for the various chapters of your self-portrait, checking off items on your Self-Portrait Checklist as you go.
- Log your progress in your Planning Calendar.