Constructive Learning: Transformation Level

(9-12 Lesson)

It's My Life
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Grade Level
9-10
Classroom Configuration:
  • One to one, in a computer lab setting
    or
  • One to one, with individual student laptops
Arizona State Content Standards
  • Writing (Grade 9)
    • Strand 3: Writing Applications
      • Concept 1: Expressive
        • PO 1. Write a personal narrative that:
          1. describes a sequence of events, focusing on one incident experienced by the author
          2. sets scenes and incidents in specific times and places
          3. describes with specific details the sights, sounds and smells of the scenes
          4. uses figurative language (e.g., simile, metaphor, personification)
  • Writing (Grade 10)
    • Strand 3: Writing Applications
      • Concept 1: Expressive
        • PO 1. Write a reflective personal narrative that:
          1. describes a sequence of events, communicating the significance of the events to the audience
          2. sets scenes and incidents in specific times and places
          3. describes with specific details the sights, sounds, and smells of the scenes
          4. describes with specific details the actions, movements, gestures, and feelings of the characters
          5. uses interior monologue
          6. uses figurative language (e.g., simile, metaphor, personification)
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.
Objectives
  • The student will create a multimodal autobiography through text, images, music, and voice.
  • The student will follow copyright guidelines as discussed in class.
  • The student will choose technology tools for planning, organization, and production.
  • The student will share their project with classmates.
Procedure
  1. Students will brainstorm a list of important events from their lives. After consideration, each student will choose 5 events to use in their autobiography project.
  2. 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 GarageBand or Audacity.
  3. Students will research and select an image from the web to use for each event. The teacher will discuss proper and appropriate use of web images, including citation requirements.
  4. Students will select a short music clip for each event. GarageBand or Audacity may be used to edit the clip to the proper time for the project and to meet copyright guidelines.
  5. Students will create a storyboard or stapleless book to plan and organize their project.
  6. Students will create an autobiographical presentation using available tools. Students will access tutorials on the web or Help menus in software when needed.
  7. Students will share their projects with each other by presenting them in class or sharing them on the classroom web site (per district policy).
Materials
Assessment
  • Students will self-assess their learning by completing the It's My Life Self Assessment.
  • Teachers will assess the project using the It's My Life Project Rubric.
TIM - Constructive: Transformation
Northern Arizona University