::Planning
VIDEO PROJECT IDEAS BASED ON AISD 4TH & 5TH GRADE READING & WRITING IPGS (INSTRUCTIONAL PLANNING GUIDES)
TEKS (TEXAS ESSENTIAL KNOWLEDGE AND SKILLS) ADDRESSED |
SUGGESTION AS IT APPEARS IN THE IPG |
VIDEO CONCEPT BASED UPON THE IPG SUGGESTION |
| 4.15C: Write to inform such as to explain, describe, report, and narrate. | Students utilize multiple complex Internet search engines to gather data to do a biography on an important figure in Texas history. | Students work in pairs. One student is the historical figure, the other is the interviewer. The interview proceeds using questions and answers garnered from the research. Then each student in the class chooses one of the interviews to use as a springboard for writing a biography based on their chosen character. |
| 4.19C: Revise selected drafts by adding, elaborating, deleting, combining, and rearranging text. |
Strong leads for biographies: Teacher |
Give the whole class the same “blah” beginning for a story to work with. Divide the class into 6 groups and assign each group one of the leads in the list on the left. Each group will produce a video about the possibilities for leads in their category. |
| 4.15G: Use literary devices effectively such as suspense, dialogue and figurative language, including similes and metaphors to compare, and imagery. | Students listen to their conversations for a week and write down idioms used by family and classmates throughout the week. | This activity was found on the Apple Interchange website. "In this project, students working in groups use iPhoto to create books that explain and illustrate a variety of idioms describing different feelings. After reading a book about feelings in the context of colors (such as My Many Colored Days by Dr. Seuss), the class discusses what feelings can be identified with colors. Students are introduced to idioms by reading stories that include idiomatic expressions. The class comes up with a list of “feeling idioms.” The teacher divides the students into groups of four or more. Each student selects three to six idioms to illustrate with photographs. The students use digital cameras to take photos of each other posing to demonstrate those feelings. Students import the pictures into iPhoto and create a group photo book. For each photo, students write a sentence that uses and delineates that idiom. The students print the books and also print one of their photographs to include in a class poster that can be displayed in the classroom.” |
| 4.15D: Write to entertain such as to compose humorous poems or short stories.4.15E: Exhibit an identifiable voice in personal narratives and in stories. | Students think of a lesson that they have learned in school. Students will apply this lesson to a fable in order to teach the lesson. | Groups of students will brainstorm personal lessons that they have learned in school. They will agree upon one lesson to make into a fable. After writing the fable, they will work together to act out the story for the camera. |
| 4.15A:Write to express, discover, record, develop, reflect on ideas, and to problem solve. |
Model Wet-Ink writing from Acts of Teaching. Giving students a timed period of time to write their feelings about yesterday. | Mini-lessons on writing techniques could be captured on film for the years to come with students doing the teaching and filming. |