Project+1+-+Nichole

=Overview=


 * Title**: Photo Story Biographies-Through my Eyes
 * Grade Level**: 4th Grade
 * Subject Area**: Reading, Writing, and Technology
 * Time Frame (when, duration)**: 3 weeks, 3-5 days per week, 1 hour per day minimum

=Description=


 * Summer:** Complete the first **four** sections
 * Workshops:** Complete the entire proposal

Arizona Content Standards may be found at: [] Language from Bloom's Taxonomy for describing student outcomes may be found at: []

//A brief snapshot, as if someone asked you to briefly and clearly describe the intent of the lesson or project.// ||  ||   ||<   || Purpose: To allow students to use multiple forms of technology/media as tools to aid in comprehending and summarizing expository text. Extension: Apply language development skills to accurately present the information to others, demonstrating deeper understanding of the topic. //What will guide student inquiry?// ||  ||   ||<   || How does formatting information help convey authors purpose? What is the purpose of planning? What can you learn from others? What is the value of making connections? What makes information significant? //Include technology. Use district standards where applicable, targeting performance objectives you will assess.// ||  ||   ||<   || __Reading Standards:__ S1C6PO3 – Ask and answer relevant & clarifying questions to comprehend text. S1C6PO7 – Reformat elements and/or content in an appropriate graphic organizer. S1C6PO6 – Connect information and events in text to experience and to related text and sources. S3C1PO8 – Draw valid conclusions based on information gathered from expository text
 * < **Summary of Unit**
 * < **Essential Questions**
 * < **Academic Standards**

__Technology Standards:__ 3T-F3. Use prescribed technology tools for publishing and presenting information · PO 2: Create a multimedia product with support from teacher, family or student partners 4T-F2. Use technology tools for individual and collaborative communication activities to share products with audiences inside and outside the classroom · Plan, design, and present an academic product to classroom or community //What will students learn and do?// ||  ||   ||<   || SW draw conclusions based on information gathered from expository text and transfer their conclusions into a photo story presentation. SW reformat informational text into graphic organizers to demonstrate understanding of information. SW accurately communicate their thinking by using correct spelling and grammar SW use technology tools for individual and collaborative communication activities, share products with audiences, and reflect on the value of technology integration //Checklist, Presentation, Oral Response, Rubric, Test, Quiz, etc.// ||  ||   ||<   || Student Photo Story presentations will be assessed using a rubric. The rubric consists of 5 major elements: images, grammar, soundtrack-emotion, image (& font) clarity, and effort. The rubric is based on a 4-point scale, aligned to our district grading scale. Each rubric element score will be doubled for a total of 40 possible points.
 * < **Student Outcomes**
 * < **Assessment**

Student Power Point presentations will be assessed using a rubric as well. The rubric consists of 6 elements: template & font choice, sequencing of information, conventions, content-accuracy, amount of information, and digital photo use. Students will be required to have 8 slides, including a title page and Photo Story link page. The 6 remaining slides must each contain key information about the childhood, life events and world-changing actions of the person researched. The rubric is based on a 4-point scale, aligned to our district grading scale. Each rubric element score will be doubled for a total of 64 possible points. This grade will be used for their expository text writing grade, expository research grade, and 6-traits writing grade combined. //(e.g., content, technology, etc.)// ||  ||   ||   || Reading: Expository text has been a big focus of instruction in my classroom all year. Students struggle with identifying the Main Idea and Relevant Details in text, so we’ve spent a majority of the school year practicing such skills as coding, determining importance, and drawing conclusions from expository text.
 * **Prerequisite Knowledge**

Technology: Students have worked on the computers to complete Microsoft Word products, as well as research information and find images on the internet. Students had little to no experience with Power Point or Photo Story before this project.

Poetry: Prior to Winter Break, students created (wrote, edited and published in Word) Poetry books for their parents. Each book contained 8-10 poems, complete with pictures. Students used this knowledge to help write their Photo Story personality poems for their biographical person. //- Steps in the process// //- Responsibilities// //- Guiding// //- Questions// //- Student products// ||  ||   ||<   || Building Background Knowledge: Prior to our biography research for this project, our class did individual research “trading cards” on several famous scientists. This was a 4th grade Science Standard, which we incorporated into 3rd quarter. This research gave my students exposure to a wide variety of expository text. It also allowed them the opportunity to determine important information in biographies to help clearly identify people and their important contributions. Thus, the transition to self-selected biography research was very smooth, and most students were able to easily identify the information required on the Power Point slides.
 * < **Procedures for Lesson**

The technology was a challenge at first, but my students were eager to try Power Point and Photo Story. Before I began, I presented my own project on “Dr. Seuss”, complete with Power Point and Photo Story link. Once they had a picture of the final product, I then did “guided practice” by creating a Power Point and Photo Story with them. I read a biography of Amelia Earhart; then we walked through each production stage to create our class presentation. After this, students began their partner research projects. 1. I allowed them time to explore the features of Power Point and set up their 8 slides, including the titles and template designs. 2. I replicated the Power Point slide layouts on paper, and students created drafts of their projects as they researched. 3. Students used their 8 draft pages as guides to typing their projects. 4. Students found pictures only AFTER all writing was complete, ensuring their pictures matched their words. 5. After completion of the Power Point, students wrote their Personality Poems, and selected the 11 pictures for the Photo Story. 6. Once students had their pictures in order, they immediately jumped in to creating their Photo Story. 7. Several students who finished early became “Photo Story” experts, and walked around showing others how to use each feature. This freed me up to monitor the progress of students, save and transfer music for final Photo Story projects (our students do not have access to saving music in their documents), and then help link Photo Stories to Power Points for the final presentations. 8. When finished, students will be hosting a “Biography Movie Night” to present their projects to their parents

Providing students with a rubric helped focus their final products as well. They were able to self-monitor their projects, checking to make sure their work was aligned with the expectations. This helped partners hold each other accountable, and gave them a clear, explicit goal. //- Computers - Software - URLs - ameras - Presentation Device - Handouts, Books - Supplies, Other// ||  ||   ||<   || Tools: Computer Lab (26 computers) Classroom laptops (up to 4)
 * < **Tools and Resources**

Resources: books- library, Reading Resource Room, classroom books URLS- [|www.bio4kids.com], Google images, [|www.freeplaymusic.com] software- Power Point, Photo Story, Media Player Teacher/Whole Group Exemplar Presentation (played several times throughout the process to remind students of the final product goal)

Handouts: rubrics- Power Point & Photo Story Power Point draft templates Additional biography information (if needed) //- Location - Teacher / Student roles - Group Dynamics - Interactions with experts, other educators, etc., if applicable// ||  ||   ||<   || Location- classrooms, computer lab, library
 * < **Learning Environments**

Teacher Role- First I modeled, then we created a presentation as a class (guided practice), then students worked with partners to create independent projects with teacher support as needed.

Student Roles- select appropriate partners to work with for several weeks; apply reading strategies and new technology knowledge to create project; be willing to TAKE RISKS at all times; don’t be afraid to ask questions

Group Dynamics- students in my class are expected to self-monitor behavior and challenge themselves to always do their best work; if students were off-task, they were removed from the computers and asked to work independently away from the group; students valued their time in the lab, and only had to experience sitting out for 10 minutes to realize it was better to stay on task and work on their projects then mess around and miss out; groups were heterogeneous and not based on skill-level, though some students with similar abilities chose to work together to complete their projects. //Special Ed, Gifted, ELL// ||  ||   ||<   || Special Education- Though I do not have any students receiving Special Education services, I do have a few students who are struggling readers (at least 1.5 grade levels below) despite my effort to increase their reading level. These students worked in a group of 3, rather than 2. This worked well because they were able to watch proficient students work, while also offering their own input and having equal time to use the software. If they struggled, they had 2 people to help them. In addition, the 2 proficient students didn’t feel like they were doing ALL the work, since the project was split between 3 people.
 * < **Modifications**

Gifted- I have one student labeled “gifted” in my class; however, I have several students who have gifted tendencies. My students are very reflective, and chose students who were at similar emotional or academic ability levels to work with. The majority of my top students finished early, and were then challenged to create Photo Stories on scientists for the upcoming Science Fair Night. They also used their knowledge to help other groups who were slower or struggling to use the software effectively.

ELL-since 98% of my students are ELL students, recently re-classified as proficient, I used the same strategies I have all year. They were given oral and written directions, with a visual model and guided whole-group practice. Additionally, I provided ample time (up to 3 weeks) to complete the projects, allowing them the flexibility to work at their own pace and gain confidence in researching and using the technology.