Beacon Lesson Plan Library

School Daze - Remembering First, Best, Worst

Glenda Fillingim

Description

Students gather and record information in interviews with adults discovering their first, best, and worst school memories. Students transfer this interview information to a memory page containing the interview information. Students orally present one part of their memory page.

Objectives

The student transfers information gathered and recorded informally into a formal presentation.

Materials

-Interview Page
-Checklist
-Paper/Journal for quick write

Preparations

1. Make copies of interview page for each student (if using this option)
2. Make copies of checklist for student/ teacher formative assessment

Procedures

Day 1

1. Ask students to think about their first memory of school.

2. Quick write— Students write for two minutes about this memory—quick write may be in a student writing journal or on a separate piece of paper.

3. At the end of timed writing—Each student reads silently his/her own quick write.

4. Students trade and read each others’ quick writes—allow time to read-- trade back.

5. Student writes at the end of the quick write a word that describes their memory (funny, scary, sad, etc.).

6. Using quick writes and words from step five, brainstorm types of school memories—Write descriptive words on board.

7. Give homework assignment: Each student interviews an adult over thirty about their school memories—use interview page provided or use discussion from step five and allow students to create their own interview page. Students will present orally one paragraph from their memory page. The teacher will grade this oral presentation on: 1)clearity of reading (5 to 50 points) and 2) maintaining eye contact with class ( 5 to 50 points).

8. Hand out and discuss: 1) Interview Page (if you are using this option) or walk around room and check student created interview page; 2) Memory page checklist—student will complete the top half of the checklist in class on day 3 and teacher will complete the bottom half of the checklist when the memory page is turned in on day 3.

Day 2

1. Students meet in groups of three and share interview sheets

2. Students individually begin work on rough draft of the memory page

3. Final memory page is due the next day.

Day 3

1. Using the memory page checklist, students evaluate and fill-in the student half of the checklist.

2. Each student selects and reads to the class one of the last three paragraphs from their memory page. The teacher will grade this oral presentation based on:
1) clearity of reading (5 to 50 points);
2) maintaining eye contact with audience (5 to 50 points).

3. Students place memory pages on a bulletin board or in a class memory book.

Assessments

As a formative assessment, student transfers from an interview page the information recorded and gathered from an interview with an adult to a one page memory page. Each memory page (8 ˝ x 11 paper) contains: 1) introduction paragraph including: the name of the person interviewed, name of school attended, years covered in interview; 2) one paragraph about the first school memory; 3) one paragraph about the favorite school memory; 4)and one paragraph about the worst school memory.
A second part of the formative assessment will be the student's two oral presentations to the class. The oral presentation grades will be based on:
1) clearity of reading--words and information are easily
understood (5 to 50 points)
2) maintaining some eye contact with class/audience
(5 to 50 points)

Extensions

This interview process could also be used in connection with a time period begin studied in history, careers unit, or students could create their own memory page.

The memory pages may be illustrated with pictures
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