Module 6 Assignment
YOUR SENIOR PERSONAL STATEMENT
Purpose
Student will be able to tell their personal story and express the value of their contribution to the world in a 1000 word essay. This essay will later be used for college applications and scholarship.
Audience
This unit will be presented to 12th grade students at Health Sciences High and Middle College.
Objectives
California Content Standards
Writing: 1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments.
Writing: 1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.
Writing: 1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.
Writing: 2.1 Write fictional, autobiographical, or biographical narratives:
a. Narrate a sequence of events and communicate their significance to the audience.
b. Locate scenes and incidents in specific places.
c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions,
movements, gestures, and feelings of the characters; use interior monologue to depict the characters’ feelings.
d. Pace the presentation of actions to accommodate temporal, spatial, and dramatic mood changes.
e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.
Writing: 2.3 Write reflective compositions:
a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies
(e.g., narration, description, exposition, persuasion).
b. Draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or
generalizations about life.
c. Maintain a balance in describing individual incidents and relate those incidents to more general and abstract
ideas.
Common Core Standards
2. Tell us about a personal quality, talent, accomplishment, contribution or experience that is important to you. What about this quality or accomplishment makes you proud and how does it relate to the person you are? 500 words
Purpose
Student will be able to tell their personal story and express the value of their contribution to the world in a 1000 word essay. This essay will later be used for college applications and scholarship.
Audience
This unit will be presented to 12th grade students at Health Sciences High and Middle College.
Objectives
- find your personal voice
- bravely and honestly tell your story
- appreciate the value of your personal experience and see it as a story worth telling
- promote yourself
- engage and impress your audience
California Content Standards
Writing: 1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments.
Writing: 1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.
Writing: 1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.
Writing: 2.1 Write fictional, autobiographical, or biographical narratives:
a. Narrate a sequence of events and communicate their significance to the audience.
b. Locate scenes and incidents in specific places.
c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions,
movements, gestures, and feelings of the characters; use interior monologue to depict the characters’ feelings.
d. Pace the presentation of actions to accommodate temporal, spatial, and dramatic mood changes.
e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.
Writing: 2.3 Write reflective compositions:
a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies
(e.g., narration, description, exposition, persuasion).
b. Draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or
generalizations about life.
c. Maintain a balance in describing individual incidents and relate those incidents to more general and abstract
ideas.
Common Core Standards
- CCSS.ELA-Literacy.W.11-12.1c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
- CCSS.ELA-Literacy.W.11-12.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
- CCSS.ELA-Literacy.W.11-12.3a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
- CCSS.ELA-Literacy.W.11-12.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
- CCSS.ELA-Literacy.W.11-12.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
- CCSS.ELA-Literacy.W.11-12.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
- CCSS.ELA-Literacy.W.11-12.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
- Use Glogster to create a "picture of themselves"
- Schedule one-on-one face time with teacher for consulting
- Schedule online chats via google docs for consulting
- Use Voki, GoAnimate, PowToon, or ExTranormal to create virtual presentation of their essay
- Collaborate via google docs to give feedback and make revisions
- Write a 1000 word essay to the following two part prompts:
2. Tell us about a personal quality, talent, accomplishment, contribution or experience that is important to you. What about this quality or accomplishment makes you proud and how does it relate to the person you are? 500 words
Module 6 Reflection
This module has explored the use of technology tools for both formative and summative assessment. As you think about how you will implement formative and summative assessments in the online and blended environments, what are some of the factors you need to consider?
I think the big takeaway for me in this module is to think strategically about how I use the web 2.0 tools that I use. I habitually use many of these tools but have not given sufficient thought to how these tools will provide me and students with feedback. At the same time, it has galvanized my devotion to using these tools. As I went back into my lessons and reconsidered how and why I use many of these tools for assessment, I was struck by how damn effective some of them are. I mean when I use google docs and have students embed those documents (along with many other wiz-bang web2.0 tools) into a Weebly site, I am getting all kinds of good feedback. Now I just need to continue to hone my ability to manage that information and give timely feedback to the students. Actually, I think that becomes the "bottleneck". I get lots of really good information, feedback, and data on the students from using these web 2.0 tools. The real trick is being able to manage that information and give timely and meaningful feedback. I have been quite impressed with Mary and Mark's ability to do this. I hope I can do the same for my students. Otherwise, they quickly feel like they are not being heard and the online portion of the class loses its relevance and validity.
I think the big takeaway for me in this module is to think strategically about how I use the web 2.0 tools that I use. I habitually use many of these tools but have not given sufficient thought to how these tools will provide me and students with feedback. At the same time, it has galvanized my devotion to using these tools. As I went back into my lessons and reconsidered how and why I use many of these tools for assessment, I was struck by how damn effective some of them are. I mean when I use google docs and have students embed those documents (along with many other wiz-bang web2.0 tools) into a Weebly site, I am getting all kinds of good feedback. Now I just need to continue to hone my ability to manage that information and give timely feedback to the students. Actually, I think that becomes the "bottleneck". I get lots of really good information, feedback, and data on the students from using these web 2.0 tools. The real trick is being able to manage that information and give timely and meaningful feedback. I have been quite impressed with Mary and Mark's ability to do this. I hope I can do the same for my students. Otherwise, they quickly feel like they are not being heard and the online portion of the class loses its relevance and validity.