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HS ELW Personal Narrative
| Unit: Personal Narrative | Grade: HS Grades 9-12 (ELW teachers: Kalis and Reau) |
| Established Goals (Standards) | |
| Standards Met Content Standards: 1. Students will uncover, reveal and relate the themes—alienation, materialism, family relationships, social pressures, identity, personal transformations and time—of a literary work (Metamorphosis by Franz Kafka) to their personal lives. 2. Students will apply knowledge skills and understandings to create a personal narrative at an improved language level of proficiency (.5 level progress) in writing and in speech (.5 level progress). a. ELW course rubrics for writing (stages 4-5) address Purpose and Content, Point of View and Audience, Organization, Language and Mechanics, and Style) and for speech (stages 4-5) address Pacing—speed, rhythm and inflection, and Voice—volume, pronunciation, intonation. ISTE NETS Standard 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity ISTE NES-S Standard 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media | |
| Enduring Understandings | Essential Questions |
| 1. Defining moments in life lead to personal growth and changes in personal identity. 2. Symbolic language, graphics, music and voice enhance communication of personal experiences to others in the interested people in the larger community. 3. Kafka’s themes of alienation, materialism, family relationships, social pressures, identity, personal transformations and time are universal and relate directly to students’ lives today. 4. Digital tools facilitate the creative process. | 1. What defining moment in your life led to a significant personal metamorphosis? 2. How can you effectively communicate your metamorphosis using symbolic language, graphics, music and voice to others in the class and in the larger community? 3. What have you learned as a result of your metamorphosis? 4. How does your and others’ personal metamorphoses connect to themes in Kafka's work? 5. As a result of your project, what did you learn about communication in a digital age? |
| Stage 2 – Assessment Evidence | |
| GRASPS Task | Six Facets of Understanding |
| Goal: Students will use a metaphor, symbolism or motif to effectively communicate (at an improved language level of proficiency) a defining moment that led to a personal transformation through the process of creating and sharing a digital story. Role: The students’ role is to explore and share how personal experiences shape identity. Audience: The audience is other students and teachers in the ELW 3 classes and individuals in the larger community. Situation: Students will work on their individual stories in close collaboration with another ELW student and teacher for support, feedback and reflection. Product: You will write a personal narrative and then develop a digital story based on that narrative. The digital story will be posted on wetpaint and u-tube or shared with someone outside the ELW class. Practical (Student/Teacher) Resources: Microsoft PhotoStory 3 (digital story/voice thread) flickr (photos) wetpaint (collaboration—support/feedback—and reflection) youtube (sharing) Extension (optional): | (Explain, Apply, Interpret, Perspective, Self-Knowledge, Empathize) Explain: Partners share defining moment in their lives that led to a significant personal metamorphosis Apply: Apply knowledge, skills and understanding of a personal narrative and online tools to create a digital story. Interpret: Analyze and interpret text, visuals and literary devices to uncover the universal themes. Analyze defining moment and connect to universal themes. Make personal metamorphosis accessible through metaphor, images, voice, music and text (script). Perspective: Work closely with a collaborating peer and teacher for support and feedback on the project. Self-knowledge: Share reflective thoughts about project challenges and learning. Empathize : Find value in others’ experiences and feedback and show appreciation for others’ work and input. |
| Lesson Notes: Class Assignment ELW 3 Written Recount Rubric ELW 3 Digital Presentation Rubric | |
KarenReau |
Latest page update: made by KarenReau
, Feb 28 2009, 3:27 AM EST
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ELW 3 Written Recount Rubric.pdf (Adobe Portable Document Format - 81k)
posted by KarenReau Feb 28 2009, 2:48 AM EST
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ELW 3 Digital Presentation Rubric.pdf (Adobe Portable Document Format - 91k)
posted by KarenReau Feb 28 2009, 2:48 AM EST
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ELW 3 Digital Story Assignment.pdf (Adobe Portable Document Format - 96k)
posted by KarenReau Feb 28 2009, 2:27 AM EST
Class Assignment
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