Scrapbook Planning Templates by kvz19129


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									                     Michigan Department of Education
                     Technology-Enhanced Lesson Plan

Title: Senior Scrapbook Assignment
Created by: Janice Kesel
Modified 2007 (UDL): by Violet Ward and Kimberly Arp-Barnett
Lesson Abstract:
With the popularity of scrap booking, students enjoy this assignment even
though they are required to write over twenty pages of reflective writing!
They are to record their memories, display them in a scrapbook, and present
their year in review to the class. This will require them to use word
processing, editing, cameras, and other forms of technology to create this

Students are…
    to write creatively and reflectively on twenty different events or
       memories that shaped the student's senior year.
    to organize memorabilia into a scrapbook with twenty entries.
    to create a cover that represents their senior year.
    to present personal writing and memories to the class.
    to use technology to create the scrapbooks including word processing
       and cameras.

Subject Area: Language Arts
Grade Level: 12 (could be created and updated throughout the high school
years, or for 8th graders as part of their transition planning for high school)

Unit of Study: Personal Descriptive Writing

MDE Technology-Enhanced Lesson Plan Code: TEEN12PT05

Michigan Educational Technology Standards Connection:

Grade 9-12:

Grades Nine through Twelve – Technology Standards and Expectations – (by the

      1. Students demonstrate how to import/export text, graphics, or audio files.
      2. Students proofread and edit a document using an application’s spelling and grammar checking funct

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3. Technology productivity tools
a. Students use technology tools to enhance learning, increase productivity, and promote creativity.
        1. Students use a variety of applications to plan, create, and edit a multimedia product (e.g., model, we
            or other creative work).
        2. Apply advanced software features such as an application’s built-in thesaurus, templates, and styles to improve
           processing documents, spreadsheets, and presentations.

Michigan Grade Level Content Expectations Connection:

Michigan Curriculum Framework Connection: Benchmark 1. Write fluently for
               multiple purposes to produce STANDARD 1.1 Understand and practice
                     writing as a recursive process.
CE 1.1.1 Demonstrate flexibility in using independent and collaborative strategies for planning, drafting,
                   revising, and editing complex texts.
CE 1.1.2 Know and use a variety of prewriting strategies to generate, focus, and organize ideas (e.g., free
                   writing, clustering/mapping, talking with others, brainstorming, outlining, developing
                   graphic organizers, taking notes, summarizing, paraphrasing).
CE 1.1.3 Select and use language that is appropriate (e.g., formal, informal, literary, or technical) for the
                    purpose, audience, and context of the text, speech, or visual representation (e.g.,
                    letter to editor, proposal, poem, or digital story).
CE 1.1.4 Compose drafts that convey an impression, express an opinion, raise a question, argue a
                  position, explore a topic, tell a story, or serve another purpose, while simultaneously
                  considering the constraints and possibilities (e.g., structure, language, use of
                  conventions of grammar, usage, and mechanics) of the selected form or genre.
CE 1.1.5 Revise drafts to more fully and/or precisely convey meaning—drawing on response from others,
                    self-reflection, and reading one’s own work with the eye of a reader; then refine the
                    text— deleting and/or reorganizing ideas, and addressing potential readers’
CE 1.1.6 Reorganize sentence elements as needed and choose grammatical and stylistic options that
                   provide sentence variety, fluency, and flow.
CE 1.1.7 Edit for style, tone, and word choice (specificity, variety, accuracy, appropriateness,
                      conciseness) and for conventions of grammar, usage and mechanics that are
                      appropriate for audience.
CE 1.1.8 Proofread to check spelling, layout, and font; and prepare selected pieces for a public audience

STANDARD 1.2 Use writing, speaking, and visual expression for personal understanding
              and growth.
CE 1.2.1 Write, speak, and use images and graphs to understand and discover complex ideas.
CE 1.2.2 Write, speak, and visually represent to develop self-awareness and insight (e.g., diary, journal
                    writing, portfolio self-assessment).
CE 1.2.3 Write, speak, and create artistic representations to express personal experience and perspective
                    (e.g., personal narrative, poetry, imaginative writing, slam poetry, blogs, webpages).

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Language Arts: Meaning and Communication: High School
Content Standard 2: All students will demonstrate the ability to write clear
and grammatically correct sentences, paragraphs, and compositions.

     compositions, such as stories, poetry, personal narratives, editorials,
     research reports, persuasive essays, resumes, and memos.
     Benchmark 4. Demonstrate precision in selecting appropriate
     language conventions when editing text. Examples include complex
     grammatical constructions, sentence structures, punctuation, and

Language Arts: Meaning and Communication: High School
Content Standard 3: All students will focus on meaning and
communication as they listen, speak, view, read, and write in personal,
social, occupational, and civic contexts.
     Benchmark 1. Integrate listening, viewing, speaking, reading, and
     writing skills for multiple purposes and in varied contexts. An example
     is using all the language arts to complete and present a multimedia
     project on a national or international issue.
Language Arts: Voice: High School
Content Standard 6: All students will learn to communicate information
accurately and effectively and demonstrate their expressive abilities by
creating oral, written, and visual texts that enlighten and engage an
     Benchmark 1. Assess their use of elements of effective
     communication in personal, social, occupational, and civic contexts.
     Examples include use of pacing, repetition, and emotion.
     Benchmark 2. Evaluate the power of using multiple voices in their
     oral and written communication to persuade, inform, entertain, and
     inspire their audiences.
     Benchmark 4. Document and enhance a developing voice with
     authentic writings for different audiences and purposes.
Language Arts: Skills and Processes: High School
Content Standard 7: All students will demonstrate, analyze, and reflect
upon the skills and processes used to communicate through listening,
speaking, viewing, reading, and writing.
     Benchmark 4. Demonstrate flexibility in using strategies for planning,
     drafting, revising, and editing complex texts in a variety of genres, and
     describe the relationship between form and meaning.
Language Arts: Genre and Craft of Language: High School
Content Standard 8: All students will explore and use the characteristics of

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different types of texts, aesthetic elements, and mechanics including text
structure, figurative and descriptive language, spelling, punctuation, and
grammar to construct and convey meaning.
      Benchmark 1. Identify and use selectively mechanics that facilitate
      Benchmark 2. Describe and use characteristics of various narrative
      genres and complex elements of narrative technique to convey ideas
      and perspectives.
      Benchmark 4. Identify and use aspects of the craft of the speaker,
      writer, and illustrator to formulate and express their ideas artistically.

Estimated time required to complete lesson or unit:
    Daily Time Allocation: One-hour presentation.
    Number of Days: One hour for presenting assignment and one hour for
      sharing scrapbooks, each semester.

Instructional resources:

Speaker: Have a “scrap booker” or someone from a scrapbook or craft
store come to class to demonstrate some of the newest formats for
displaying their information and memorabilia.

Demonstration: Have a student demonstrate for the class the use of digital
cameras and how to place pictures into word processing documents.


Distribute during the first week of school in the fall. This is a full year

              Senior English Scrapbook Assignment
       You are now starting your senior year, which will conclude on _____
with graduation at the _______. Many memorable events will occur during
the school year: some to be treasured and maybe some best forgotten!
Throughout the year you should collect items that, though perhaps
insignificant to others, to you hold special memories of significant events.
These items may include memories from football games, dances, parties,
family gatherings, political, or social events, etc. They can be photographs, a
popcorn box, a speeding ticket, a newspaper clipping, pressed flowers, a
plastic bag full of mud, a failure letter, college information, etc. You have
complete freedom in selecting items for inclusion in this scrapbook.
However, there are several requirements:
You must create a cover that represents you. While you are welcome to buy

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an album or make your own, you must decorate your cover with pictures or
items that are unique to your senior year. You may wish to cover the INSIDE
of the cover, if you have purchased a leather album. This is graded
separately from the contents. (20 points)
You must write at least a FULL page (250 words) or more about each item
included in your scrapbook, recording the sights, sounds, smells, tastes,
thoughts, and feelings surrounding the event. This form of personal writing
is to be done outside of class, should be typed on a word processor, edited,
and should be mounted on the scrapbook pages. You must turn this in for
two grades: once in January and again in May.
The purpose of this assignment is for you to write on a regular basis using
the personal voice on topics that are relevant to you. This should be an
exercise in descriptive writing as well as the use of technology to enhance
the presentation.
The minimum is ten items and ten full pages per semester. However, I hope
that your senior year will hold more memories than this!
Use a word processor for recording your memories and use a camera to
capture the event. Use any of the devices currently available to “scrapbook”
and compile the top twenty memories from your senior year. (Camera could
be a digital camera, for use of digital scrapbook capabilities)
Submit concise, descriptive writing that captures the senior memory and
evokes a clear image for the reader. The choice of memorabilia has nothing
to do with your evaluation. If there are some entries of a personal nature
that you wish to keep private, the teacher will have you select the ten that
you are most comfortable sharing. Evaluation is NOT based on the most
"impressive" scrapbook or the "grossest". You are expected to submit a
scrapbook that is an individual record of your school year.
Not only does this assignment provide you with the opportunity to work on
personal writing as opposed to the expository writing of the classroom, but
also it will provide you with a record of your senior year adventures and
misadventures. It may even provide you with a few laughs or smiles later in

Sequence of Activities:
Using the following information on a handout, present this creative/reflective
writing assignment that will have students organize all the mementos they
have collected and write their thoughts about the events connected to them.
The students will collect memorabilia throughout the senior year that has
personal significance and will present it in a scrapbook format.

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   Pre-Assessment:
  Lead a discussion on personal descriptive writing and begin by asking
  students the following questions:
        1. What are the five top memories from your junior year?
        2. If you could pick one, what would it be and what details would
           you include in its description?
        3. What pictures or items from this memory would help you to
           describe it?
        4. Why is it important to record personal history?

   Scoring Criteria:
  The teacher should use the pre-assessment as a means of encouraging
  discussion about descriptive, reflective writing and the importance of
  creatively preserving memories.

   Post-Assessment:
  Assessment will be measured on the ability to convey in writing the
  events chosen by the student and appropriate use of technology to
  enhance the display of the memorabilia. Students will also present orally
  their books, covers, and several of their favorite memories.
   Scoring Criteria:
                        Senior Scrapbook Rubric

Name: ________________________

Teacher: ______________________

Date Submitted: ____________

Title of Work: ____________________________

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                  Sequence of information is difficult to follow.
      Reader has difficulty following work because student jumps around.
 Student presents information in a logical sequence that the reader can follow.
  Information is in a logical, interesting sequence that the reader can follow.

                              Content Knowledge
Student does not have a grasp of information; student cannot answer questions
                                  about subject.
Student is uncomfortable with content but is able to demonstrate basic concepts.
              Student is at ease with content, but fails to elaborate.
           Student demonstrates full knowledge (more than required).

                           Grammar and Spelling
   Presentation has four or more spelling errors and/or grammatical errors.
        Presentation has three misspellings and/or grammatical errors.
  Presentation has no more than two misspellings and/or grammatical errors.
            Presentation has no misspellings or grammatical errors.

   Demonstration displays little or no use of appropriate presentation skills.
       Demonstration has several serious errors in presentation skills.
Demonstration has only a few errors in presentation skills such as in volume, eye
                     contact, posture, and use of props.
              Uses appropriate presentation skills to share work.

                                Technology Use
               Presentation displays little or no use of technology.
Presentation does not have the appropriate number of required items or has not
                      used technology to enhance display.
            Items were not correctly presented in the best format .

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   Work displays the correct number of display items & has used technology to
                                enhance display.


Teacher Comments:

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Technology (hardware/software):
Word processor, digital camera, Internet, multimedia software

Additional Technology (UDL) Enhancements:
Writing Assistive Technolgy:
Alpha Pro Smart (portable word-processor)
Talking Word Processor:
IntelliTalkIII (Mac and Win) word prediction software
built in
Write:Outloud (Mac/Mac)
TWP by Premier Assistive Technology (Windows only)

Word Prediction Software:
Tool that lets children hear what they have written as they write, improves
spelling, and written expression skills

Co:Writer (Mac/Win)
WordQ (Windows only)

Key Vocabulary: scrapbook, memorabilia, memento,

Application Beyond School:

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This project is done at home and allows the entire family to contribute to the
student's collection of events. This is a favorite assignment for parents and
is usually displayed at open houses.

Teacher Reflection and Notes:

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