Text Types and Purposes
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technologys
capacity to link to other information and to display information flexibly and
Research to Build and Present Knowledge
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each
source in answering the research question; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
Presentation of Knowledge and Ideas
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 on pages 54 for specific expectations.)
Arizona Educational Technology Standards (2009)
- Strand 1: Creativity and Innovation
- Concept 1: Knowledge and Ideas
- PO 1: Analyze, evaluate, and synthesize information to generate new ideas, processes, or products.
- Concept 4: Original Works
- PO 1: Create innovative products or projects using digital tools to express original ideas.
- Strand 2: Communication and Collaboration
- Concept 1: Effective Communications and Digital Interactions
- PO 2: Communicate information and ideas respectfully and effectively to multiple audiences using a variety of digital environments.
- Strand 3: Research and Information Literacy
- Concept 2: Processing
- PO 5: Apply ethical use of information and media by respecting the principles of copyrights, intellectual freedom and property rights, using information and media technology responsibly, and citing resources appropriately.
- Strand 4: Critical Thinking, Problem Solving, Decision Making
- Concept 2: Exploring Solutions
- PO 1: Plan and manage an individual learning project that collects multiple data sets from diverse sources, creating planning adjustments and course corrections from the knowledge gained.
- Strand 5: Digital Citizenship
- Concept 1: Safety and Ethics
- PO 6: Advocate and exhibit legal and ethical behavior when using technology.
- Strand 6: Technology Operations and Concepts
- Concept 3: Problem Solving
- PO 1: Identify and use online help and other support to learn about features of hardware, software, and connectivity as well as to assess and resolve problems.
- TSW create a multimodal autobiography through text, images, music, and voice.
- TSW follow copyright guidelines as discussed in class.
- TSW choose technology tools for planning, organization, and production.
- TSW share their project with classmates.
- Students will brainstorm a list of important events from their lives. After consideration, each students will choose 5 events to use in their autobiography project.
- Students will write about their significant events in a first person narrative format, and include descriptive details to express the emotion and impact of these events on their lives.
- After writing and revising, they will record their text using a digital tool.
- Students will research and select an image from the web or their own images, to use for each event.
- The teacher will conduct lessons on proper and appropriate use of web images, including citation requirements.
- Students will select a short music clip for each event. A digital tool may be used to edit the clip to the proper time for the project and to meet copyright guidelines.
- Students will create a storyboard or stapleless book, of their choice, to plan and organize their project.
- Students will create an autobiographical presentation using any available tools.
- Students will access tutorials on the web or Help menus in software when needed.
- Students will share their projects with each other by presenting them in class or sharing them on the classroom web site (per district policy).
- It's My Life: Multimodal Autobiography Project from Read, Write, Think
- Computers with Internet access, or iPads
- Headsets with microphones, or stand-alone microphones or mobile device with recording capability
- Stapleless Book tool readwritethink.org/files/resources/interactives/stapleless/index.html
or Storyboards from Printable Paper printablepaper.net/category/storyboard or other digital tool of student choice
- GarageBand (Apple iLife) or Audacity audacity.sourceforge.net/ or other tool
- MovieMaker, iMovie, Keynote, PowerPoint, Open Office, Prezi or other presentation tool of student choice
Or creating their own rubric with RubiStar (rubistar.4teachers.org/)
- Students will self-assess their learning by completing the It's My Life Self Assessment (readwritethink.org/files/resources/lesson_images/lesson1051/SelfAssessment.pdf)
- Teachers will assess the project using the It's My Life Project Rubric (readwritethink.org/files/resources/lesson_images/lesson1051/Rubric.pdf)