1. IN this lesson Students will create “About Me” essays where they introduce themselves
to the teacher. This process involves pre-writing (rough draft), peer-to-peer editing, and a
final capstone digital media project.
Common Core Standard:
W.9-10.6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology's capacity
to link to other information and to display information flexibly and dynamically.
PART I: THE INTRODUCTION
Step 1: Slowly roll up your sleeve and start eating a piece of random vegetable (I choose
celery because I eat it with pizza, my favorite pastime soul food. Say, Once you gain your
class' undivided attention say, “So tell me do you like celery, because I absolutely love it?
I think it IS the best vegetable in the world!" They will look at you strangely but no one is
likely to say a disparaging remark because you have just declared your affection for an
obscure vegetable. Begin a list on the board of what you love about your celery and why.
After you have written two or so positive attributes, the rest of the class will start
contributing. (Examples: Couldn't eat soup without them, perfect tool for nudging a
friend when I think something is funny, etc.) Offer a story to how that vegetable was used
to compliment a distinguished meal with a meaningful event in your life.
Step 2: Ask students what they enjoy---what are their interests and why. Initially, most
children will hesitate to answer for fear of "bragging," but will share when they realize
the classroom environment is friendly and tolerant.
Step 3: Bring students attention back to the projector. Tell them you are going to share a
essay with them where you introduce your self to them. Point out where you used celery
in it. How you wove in details about what makes the vegetable meaningful. During the
last 15 minutes of a class, give them a preview of the capstone options available to
them(voki.com; tagxedo.com; pixton.com; cooltext.com; ) Walk them through creating
their voki avatar, tagsedo word wall etc. This should take about 1-2 class periods,
depending on the age group.
Written by: Aaron Straus
Technology Coordinator, St. Bernadette School
2. Common Core Standard:
W.9-10.6. Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display information
flexibly and dynamically.
Part II the Essay
Step 4: Following the reading, tell students that for this project they will write their own
“About me essays.” They will need to include details that tie back to their paragraph(s’)
topic sentences. Show them the rubric. Model how to peer edit and revise using the rubric
as a reference. This process should take 2-5 class periods, depending on the age group.
Part III the Capstone Project
Step 5: Introduce the digital media options (voki.com; tagxedo.com; pixton.com;
cooltext.com; grafetticreator.net; surveymonkey.com; Nytimesbirthday.com ) Walk them
through creating their voki avatar, tagxedo word wall etc. Show them how to personalize,
save and edit their projects. Refer back to the rubric: what it means to “transmediate” and
make the project “visually creative” Have students begin their capstone project. This
should take 2-3 class periods, depending on the age group.
Step 6: Have students drop box their final project in the format modeled
(grade.lastname.name). The rubric and original essay must be placed in the final project.
Written by: Aaron Straus
Technology Coordinator, St. Bernadette School
VOKI avatar
www.voki.com
www.tagxedo.com
Tagxedo Word Cloud
www.voki.com
Pixton Comic Book Creator
www.pixton.com
3.
4.
5. Common Core Standard:
W.9-10.6. Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display information
flexibly and dynamically.
Part II the Essay
Step 4: Following the reading, tell students that for this project they will write their own
“About me essays.” They will need to include details that tie back to their paragraph(s’)
topic sentences. Show them the rubric. Model how to peer edit and revise using the rubric
as a reference. This process should take 2-5 class periods, depending on the age group.
Part III the Capstone Project
Step 5: Introduce the digital media options (voki.com; tagxedo.com; pixton.com;
cooltext.com; grafetticreator.net; surveymonkey.com; Nytimesbirthday.com ) Walk them
through creating their voki avatar, tagxedo word wall etc. Show them how to personalize,
save and edit their projects. Refer back to the rubric: what it means to “transmediate” and
make the project “visually creative” Have students begin their capstone project. This
should take 2-3 class periods, depending on the age group.
Step 6: Have students drop box their final project in the format modeled
(grade.lastname.name). The rubric and original essay must be placed in the final project.
