Preserving Finished Pieces

Felicia Burgess

6th Grade

 

Time Needed:

 

15 – 20 Minutes

 

Materials Needed:

 

►       Overhead Projector

►       Vis a Vis markers

►       Transparency paper

►       Overhead transparency of the definition of portfolio

►       Examples of finished student portfolios

►       Examples of finished pieces

►       Pizza Box

►       3 ring binder

►       Overhead transparency of record sheet with examples

►       Handout – Record sheet for front of portfolio

 

Objectives:

 

N.C. English Language Arts Curriculum

 

Competency Goal 1:  The learner will use language to express individual perspectives drawn from personal or related experience.

            1.04 Reflect on learning experiences by identifying changes in self throughout the            learning process.

 

Competency Goal 6:  The learner will apply convections of grammar and language usage.

            6.02 Identify and edit errors in spoken and written English by producing final     drafts that demonstrate accurate spelling and the correct use of punctuation and   capitalization.

 

Expressive – Use language to express individual perspectives.   Use reflection

 

NCTE English Language Arts

 

  1. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

11. Students participate as knowledgeable, reflective, creative, and critical members of        a variety of literacy communities.

12. Students use spoken, written, and visual language to accomplish their own         purposes (e.g., for learning, enjoyment, persuasion, and the exchange of             information).

 

Purpose:

 

The purpose of this mini lesson is to advise students of the importance of keeping all of their finished pieces of writing.  Their portfolios can include anything from a journal entry to a poem, a book report or an essay.  To stress the importance of this task I will give them a grade at the end of the year on the organization and appearance of their portfolio as well as conduct teacher conferences to review and discuss the growth they have displayed over the school year.

 

Script:

 

Today I am going to answer the age old question, “Do I need to keep my finished pieces?”  The answer is yes.  We are going to look at several ways students have preserved their published pieces in the past as well as brainstorm about new ways your works can be preserved.  

Who knows what a portfolio is?  (Write student responses on the overhead and allow the students to discuss their ideas) (Show transparency of the definition of a portfolio) A portfolio can be a folder, accordion file, three ring-binders or even pizza box where you keep your work in chronological order.  In the front we will keep a list of your entries by recording the title and genres of each finished piece. 

What can you include in your portfolio?  (Students responses will be written in overhead for all to see)  Your portfolios can include anything from a journal entry to a poem, a book report, an essay, or any other work that you finish in your spare time that you would like to preserve.

What will you do with your portfolios?  (Allow students time to brainstorm reasons to keep a portfolio.  Prompt them by asking what they may do with their own)   A portfolio serves many wonderful purposes.  It is a wonderful way to evaluate your growth as a writer as well as a resource for you as you grow and develop as a writer throughout the rest of your middle school, high school, and college career.

I will now pass around some examples of portfolios that students have completed in the past to give you a visual of what a portfolio looks like.  I am happy to answer any questions that you may have.