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|Title: My Autobiographical Poetry Anthology |Author: Monica B. |State: Tennessee |

|Photo Story | | |

|Grade Span: 3-5 |Subject: Reading/Language Arts, Social Studies,| |

| |History, Computer Technology | |

|Assignment Type: Individual |

|Recommended Time Frame: 1 week |

Summary of Project:

Students will use photo software, the Internet, and other computer programs to complete this project-based learning digital Autobiographical Poetry Anthology. The digital anthology will be comprised of photos, clip art, songs, poems, and oral recitations. The anthology is a wonderful keepsake for children with great components of history, research, reflection, goals, oral and written communication, poetry, music, literacy, organizational skills, innovation, creativity, and technology.

Materials and Resources Needed:

|Whole class |Per Group |Per Student |

|Computers | |Personal photos |

|Scanner | |Poems |

|Media Player | |Music |

|Internet | | |

|Word-processing program | | |

Key Vocabulary

|Autobiography |Poetry |Anthology |

|History |Goals |Heritage |

|Characteristics |Education |Career aspirations |

|Dedication |Music genres |Recreation |

|acknowledgements | | |

Engaging Questions:

1. What is the importance of knowing your family heritage?

2. Why do you want an education?

3. What are your career aspirations?

4. Who do you admire and why?

5. What are your favorite music genres?

6. Who are your favorite musical artists?

7. What are three things you love?

8. What are three things you like?

9. What are four books or types of books you read?

10. What is the name of your hometown? What makes it special?

Implementing the Activity

1. Students collect photos from birth to present.

2. Students research family (parents, grandparents, great-grandparents).

3. Students decide to whom they will dedicate their project.

4. Students write at least three original poems. One poem must be a Bio form, based on a bio-poem template on the Internet.

5. Students scan photos, word documents, family tree, dedication page, acknowledgements page, etc., into the computer.

6. Students make notes on photos in the computer programs. It is not necessary to have oral recitations for every photo.

7. Students record oral recitations on the computer.

8. Students insert their musical selections into the computer program.

9. Students save their work.

NOTE: This project can also be done using poster board or construction paper, CDs, and a student oral presentation. The computer program PowerPoint can also be used.

End Result

A digital autobiographical poetry anthology photo story

Rubric

|Category |4 |3 |2 |1 |

|Required Elements |The photo story includes all |All required elements are |All but one or two of the |Several required elements |

| |required elements (family |included in the photo |required elements are |are missing. |

| |tree, career aspirations, |story. |included in the photo | |

| |heroes, bio poem, two other | |story. | |

| |original poems, musical | | | |

| |selections, oral recitations, | | | |

| |personal photos, hometown, | | | |

| |acknowledgements) as well as | | | |

| |additional information. | | | |

|Conventions |Capitalization, punctuation, |There are 1 or 2 errors in |There are a few errors in |There are many errors in |

| |and grammar are correct |capitalization, |capitalization, |capitalization, |

| |throughout the photo story. |punctuation, or grammar. |punctuation, or grammar. |punctuation, or grammar. |

|Attractiveness |The photo story is |The photo story is |The photo story is |The photo story is |

| |exceptionally attractive in |attractive in terms of |acceptably attractive |distracting, messy, or very|

| |terms of design, logical |design, logical |though it may be a bit |poorly designed. It is not |

| |organization, and neatness. |organization, and neatness.|messy. |attractive. |

|Labels |All items of importance are |Almost all items of |Several items of importance|Labels are unclear, too |

| |labeled with clear, |importance are labeled with|are labeled with mostly |small to read, or no |

| |easy-to-read labels. |clear, easy-to-read labels.|clear, easy-to-read labels.|important items are |

| | | | |labeled. |

|Use of Class Time |Used time well during each |Used time well during each |Used some of the time well |Did not use class time to |

| |class period; focused on |class period; usually |during each class period; |focus on the project; often|

| |getting the project done; |focused on getting the |there was some focus on |distracted others. |

| |never distracted others. |project done and never |getting the project done | |

| | |distracted others. |but occasionally distracted| |

| | | |others. | |

For Differentiated Instruction

Reteaching level – students may use different, simpler computer programs.

Enrichment level – students may add additional elements (favorite things, recreation, holidays, school subjects, quotes, etc.)

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