Combining The Chapters Of Self-Potraits
It’s time to start pulling it all together! Students will work on creating, editing, and compiling the various chapters of their self-portrait.
- Read the lesson and student content.
- Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
- For the next several lessons, students will have extended Work Time where they are responsible for their own goal setting. It’s important that they use the planning documents they have created to keep themselves accountable and to monitor their own progress.
- SWD: Striving writers may have a more challenging time identifying specific skills and areas to target and include in their personal writing goals. It may be helpful to model explicitly for students (using an example essay or student essay) how to review a piece of writing in order to identify personal goals. Draw specific connections between what you observe in the example essay and what goals a writer might generate as a result.
Look over your Self-Portrait Outline and Self-Portrait Checklist.
- Check off the chapters and artifacts that are ready.
- What are your next steps? Decide what you think you might accomplish today and submit your plan to your teacher.
Website-Creation or Portfolio Platforms
- Make sure students understand the basic structure of the website-creation or portfolio platforms.
- 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.
- Review observations of the website-creation or portfolio platforms with your classmates.
- Guide students through creating a folder for their project, with subfolders for chapters and artifacts. Each file should be fully complete and edited before it is uploaded to the final self-portrait. So it is essential that students have an organized system for storing files on the computer (tablet, laptop, or desktop) that they will be using when they upload their work.
- If your school can provide students with access to desktop or laptop computers, they may be easier to use than tablets for uploading files to the final self-portrait. Work with your school’s capabilities.
It’s important that you have all your chapters and artifacts ready to go before you begin uploading them to your final self-portrait. To that end, you need to have a very organized system for keeping track of all your files and documents.
- Follow your teacher’s instructions to set up a folder system to keep track of your chapters and artifacts.
Work Time Options
- Students will have similar options for the next few lessons. Be sure that all students submit their goals for the Work Time so that you have a sense of what they are working on. ELL: Monitor that ELLs are able to clearly determine how it is best to work that particular day. Discerning how to work more effectively might not be an easy task. Assist them in making the best decisions.
Take the rest of the Work Time to work on your Self-Portrait Project.
- Read the Work Time options below and decide what you will work on. For example, you may work on writing, editing your prose, editing videos or slideshows, transcribing interviews, finding links, or obtaining maps. Share your choice with your teacher and then begin working.
- Option 1 :Writing . Do you still need to work on your written chapter? Do you have an additional written chapter you would like to include (this could be prose, poetry, song lyrics, and so on)? Do you need to add additional artifacts to your work? You may spend this time working on your writing.
- Option 2 :Editing . Do you want to refine work you have already written? You may spend this time editing and revising your work.
- Option 3 :Multimedia Editing . Do you have photographs, slideshows, video, or audio that you need to edit for inclusion in your self-portrait? You may spend this time editing these files.
- Option 4 :Research and Gathering . Do you have to do any research or find resources for your self-portrait? Think about artifacts you may wish to include: videos, links to news articles, locations for maps, and so on. You may spend this time finding and documenting these resources.
- Option 5 :Other? What other tasks do you have to accomplish? Do you have to draw or otherwise create images for your self-portrait? Do you have to transcribe any interviews you conducted? Do you have to record an audio version of a written chapter? Be sure to tell your teacher what you will be working on today.
- Students will close these more independent Work Times by recording their progress and adjusting their work plans.
Return to your planning documents. Are you on track?
- Update your progress and make any necessary adjustments to your Planning Calendar, Self-Portrait Outline, and Self-Portrait Checklist.
- Emphasize to students the importance of keeping up with their out-of-class work. You may want to check in briefly with the class about how the out-of-class time is going.
Keep working on your self-portrait.
- Continue creating, editing, and organizing your chapters and your artifacts.
- Log your progress in your Planning Calendar.