KINDERGARTEN MEMOIRS

Author(s):

Terri McLucas and Corrie Groth

Grade Level:

Kindergarten

Timeframe:

1 week (which can be extended if needed)
45-60 minutes each day (which can be extended if needed)

Lesson Description or Explanation

In writer’s workshop many of the children are writing about fantasy things they see on television. To move the children’s writing to a higher level we will begin learning about writing personal memoirs.

Indiana Curricular Standards

Writing standards:
K.4 Students discuss ideas and tell stories for someone to write. Students use pictures, letters, and words to write.

K.5 In Kindergarten, students begin to write and draw pictures for a specific purpose and for a specific audience.

ISTE Standards

1. Creativity and Innovation, Students demonstrate creative thinking, construct knowledge and develop
innovative processes using technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal or group expression.

2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media formats.


Assessments
Formative/Summative

Formative Assessment:
While the students are working on their memoirs walk the classroom to make sure that each student understands what is expected of them. It is important to make sure students stay on task of what is expected of them during writing workshop. Use any noticings to adjust your lesson. If a number of students have difficulties have a small group meeting.

Summative Assessment:
The desired end result is that all students have a completed memoir. This should be a personal story about an object, person, place or event that holds a special memory.

Prior Knowledge

Curricular Knowledge or Skills: Students have prior knowledge of what goes on during writing workshop because it is a daily routine for them. Students have basic writing skills including invented spelling.

Technology Knowledge: Students have very basic computer skills. They know how to navigate a page using a mouse and how to turn the computer on and off.

Technology

Internet Resources:

David Shannon video:
http://video.google.com/videoplay?docid=4845509478007330458&q=readingrockets+interviews

Hardware: computer with internet access , scanner, digital audio recorder, digital video recorder, digital camera

Software: digital voice manager, media player, Microsoft paint

Translations: http://ets.freetranslation.com/ and
http://translate.google.com/

Procedure:

Day 1: Where do writers get ideas?
We will read the book, “Snowy Day” by Ezra Jack Keats and discuss why the children think Mr. Keats decided to write about a snowy day. We will show digital photos of the class sledding trip and talk about what we remember from that day. Using a large sheet of paper we will write a class story about our snowy day. (The paper will be set aside for anyone interested in adding illustrations).

For writer’s workshop we will encourage the children to write about another day on their own that was a special memory.

Day 2: Being an Author.
We will read the book, “No David!” by David Shannon. We will ask the children, “what do you know about the author of this book?” Next we will watch a video of David Shannon talking about writing books:

The video will be left on a computer during choice time for students who want to view it again.

During writer’s workshop students will be encouraged to write about a personal experience.

Day 3: Teacher Stories
Prior to class we will have asked students to bring in a photo of a favorite memory. It can be a memory of a special day, a special object, or a special person. We will be using these photos to write books about memories. If some children are not able to bring in a photo allow them to use the class digital camera to take a picture in class to use.

We will read personal stories that we, as teachers have written (to model personal writing) that include a photo that relates to our story.

For writer’s workshop we will encourage the children to use their picture in their book and write about that memory (to keep them on topic).

Day 4: Finishing up and publishing
We will read, “Coat of many colors” by Dolly Parton and discuss how Dolly wrote about a memory of an object that is important to her. We will then play the song , “Coat of many colors” to show introduce them to the idea of writing music.

Students can continue working on their personal stories during writing workshop or students who are ready will work with the teachers to “publish” or type out one of their stories they have created over the week. Students can create new illustrations on the computer using Microsoft paint or their illustrations and photos can be scanned in. Each book will then be printed, laminated, and spiral bound.

Day 5: Presentation
Prior to this day we will have invited parents to come to our authors circle to hear the student’s stories in the afternoon. Students who are not yet done with their publications will have time in the morning to complete.

Differentiated Instruction

ESL
If students are not yet writing print they can illustrate their stories during writing workshop and then dictate their story into an audio recorder. The recording can then be used, with the help of the teacher, to type their story. The stories can also be translated in their first language and English. The ESL
teacher along with websites can be used to make sure the translation is as accurate as possible.

Challenge/Extend
We will offer the opportunity for students to video each other reading their stories and we can watch them as a class or with the parents. This way, parents who can not attend our author’s gallery can be given a copy of the video (DVD or through e-mail).

Students can also use audio equipment and instruments to turn their memoir into a song as Dolly Parton did. The song can then be placed on a CD or make a video.

Special Needs
If students are not yet writing print or do not have use of fine motor skills they may also record their personal stories using an audio recorder that can then be “published” with the help of a teacher.