This project unit—a multimedia self-portrait published in digital form—is the capstone of your students' high school careers. It is a chance for them to pause and reflect on where they've been, where they're going, and who they are as a person. Students will reflect on what they want others to know about them: what they want their message to be and what types of media they might use to convey that message. Students will have the opportunity to express themselves in many different formats—through writing, of course, but also through other media of their choosing. Students will be able to convey your message through visual art, photography, a graphic novel, audio, poetry, or video—practically any type of media they want!

ACCOMPLISHMENTS

Students will complete a multimedia self-portrait, capturing important aspects of the essence of themselves.
Students will contribute one chapter from their multimedia self-portrait to a class anthology.
Students will present one chapter from their multimedia self-portrait to the class.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

How is late adolescence a moment of internal and external change?
What are the most important qualities of your character—past, present, and future?
How can you portray these key aspects of yourself using multimedia?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

Students will write their Artist’s Statement and upload it as the final chapter in their self-portrait. They’ll review their entire project to make final edits and plans for completing their work. For homework, they’ll finalize any remaining details and publish their project.

Students will consider the different ways that humor can be used by a writer to criticize people, practices, and institutions that he or she thinks are in need of serious reform. Students will read satirists ranging from classical Rome to modern day to examine how wit can be used to make important points about culture.

ACCOMPLISHMENTS

Students research an aspect of modern life that they would like to lampoon.
Students read from satirists across history to absorb the style and forms of humor and institutions satirized.
Students write their own satire, drawing on techniques of famous satirists to criticize their targets.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What is satire, and when is it too harsh?
How can humor and irony make you more persuasive?
What do you think is funny? How far would you go to satirize it?
Who gets more reaction—satirists or protestors?

In this lesson, students begin a project that lets them enjoy satire that targets a specific topic or group. Students will be reading and viewing satires that span centuries, and identifying the satirical strategies used in the different works.

In this lesson, students will look closer at Swift’s essay to understand more fully how he works toward his purpose. Students also compare this essay with other satires they have read so far.

Research a data center career you're interested in using Google Search, then create a presentation using Google Slides. Time to complete: 45-90 minutes

Presentation on how INFOhio professional development called INFOhio Campus meets your needs with free access to high-quality PD focused on collaboration and reflection. When you do PD with INFOhio Campus, you learn how to use and integrate INFOhio's digital content and web tools in your classroom.

Interview a character from a book in a Google Slides presentation. Time to complete: 45-90 minutes

Create a slide that represents what makes you special or unique using Google Slides. Time to complete: 45-90 minutes

Students research particular types of lasers and find examples of how they are used in technology today. Teams present their findings by means of PowerPoint presentations, videos or brochures. The class takes notes on the presentations using a provided handout. This activity prepares students for the "go public" phase of the legacy cycle in which they solve the grand challenge by designing and producing a laser-based security system.

Explore and study words in a new language using the Translate function in Google Sheets. Time to complete: 45-90 minutes

This lesson allow students to explore the forces that prompted the literary modernism movement, specifically focusing on modernist poetry. By allowing students to explore the movement independently, they will also be able to develop research and inquiry skills.

An online lesson for middle school students concerning learning reading fluency through oral interpretation. Students read poetry aloud in presentation-form and work together at interpreting the poem, increasing understanding of meaning and reading fluency.

Lions and Tigers and Bears OH-my! Help young students practice their research and presentation skills with this fun, hands-on animal research and presentation project. 

Show the plot structure of a narrative by creating a presentation in Google Slides. Time to complete: 45-90 minutes

Presentation from 06/23/2021 by Matt Yauk and Melissa Solema at the Instructional Materials Matter conference, presented by INFOhio.

This INFOhio presentation is an introduction to personalized professional development using INFOhio Campus.

This article describes the principle of Universal Design for Learning and how teachers can use this principle when designing lessons.

This exercise in reflective listening is designed to be done with a partner. Instructions are tailored to classroom use, complete with assessment sheets. There is also quite a bit of background material for those doing the exercise. SL.9-10.3 Eval Presentation

This article describes how elementary teachers can use modified writer's workshops to help students organize information in their science notebooks.