Writing+Your+Own+Profile

=Day 1:=

__**Learning Target:**__
 * I can brainstorm the things I want to include in a profile.
 * I can explain what a profile is.

On Day 1 students will watch a PowerPoint that explains what a Profile is. They will also see a sample profile of Annie Shah. Then students will brainstorm the categories that people should write about in their own profile. The teacher charts the categories on chart paper and includes them into the profiles students fill out. Some profile questions will be mandatory and other profile questions will be optional (if students finish their profiles in a high quality fashion).

__PowerPoint:__ [|Introduction to Personal Profiles.ppt] __Sample Profile:__ [|Ms. Shah Profile.doc] __Template of Profile:__ __[|Personal Profile Template 1.doc] Revised Template of Student Profile:__ __[|Profile Template 2.doc]__

=Day 2:=

__**Learning Target:**__
 * I can fill out my profile in the proper format.
 * This means that I put capital letters at the beginning of people's names, months, cities, and states.
 * This means that I put a comma between items I list.
 * This means that I put a capital letter before subjects.

During this lesson students are given page one of the Profile. This sections asks for students name, birthday, places they've lived, and favorite subjects.

Mini-lessons on using commas for lists, and how to give some more interesting information about one item in your list.

=Day 3:=

__**Learning Target:**__
 * I can explain what my favorite foods taste, smell, and look like.
 * I can explain what my favorite kind of music is and why I like it.
 * I can explain something surprising or interesting about myself.
 * I can write in complete sentences.
 * This means that each sentence I write has only one idea.
 * This means that I frame my sentences (capital letters and periods).

During this lesson students will get the part of the profile that asks about their favorite kinds of foods and music. Students will write about this in complete sentences. The paper should be cut in half so that students can only move onto a second topic once they have finished the one well.

Teachers must model this on chart paper and post it during the mini-lesson.

=Day 4:=

__**Learning Target:**__
 * I can explain who my favorite authors and books are and why.
 * I can explain something surprising or interesting about myself.
 * I can write in complete sentences.
 * This means that each sentence I write has only one idea.
 * This means that I frame my sentences (capital letters and periods).

Students will be given the favorite books & authors section of the template first. Once this is written correctly students can get the next section. The next section that students will fill out is the part when they write about something interesting or surprising.

Teachers should write these topics on chart paper and model writing an excellent response. The paper should be cut in half so that students only get one topic at a time.

If and when students finish given them questions 6 and 7: "your interests and hobbies" and "what do you hope to do in your life?"

=Day 5:=

__**Learning Target:**__
 * I can write my own profile in a creative and interesting way

Share model profile. [|AnnieProfileWriteUp.doc] Talk about how to take all the pieces of the profile that they have written and compile. Talk about a logical order of the profile.

= = =PRINTER FRIENDLY LEARNING TARGETS FOR DAYS 6, 7, 8: [|profile learning targets.doc]= =Day 6:=

__**Learning Target:**__
 * I can make each sentence in my profile start in a different and interesting way.

On chart paper, write a boring and repetitive profile. Here's an example: Annie likes to read and travel on her free time. Annie's favorite music artists are Biily Joel, the Tribalistas, and Bob Marley. Annie's favorite foods are Mexican food, breakfast food, and Indian food. Annie has two sisters. Annie's parents came to America in the 1970s. Annie lives in Jamaica Plain with her friend.

Do this lesson on the projector using this word document: [|ProfileSentenceVariationProjection.doc] //Please note: Learning target is on page 1. You read the the second page and ask: "what's wrong with this?". You scroll to the third page to uncover what is wrong with the profile. On the fourth page you make changes with students.//

Print out what students create for the final and more interesting profile piece. You will need this for the lesson tomorrow.

Students who are very behind need to stay in for recess to finish this. At the end of the lesson compile a list of students who need to stay in.

=Day 7:=

__**Learning Target:**__
 * I can get feedback about my profile from the person who I wrote it about.

__**Materials:**__
 * writing from yesterday (revised profile that students helped with)
 * two chairs in the front of the rug

Before students come to the rug - have them bring their writing folder.

Tell students that they will be getting feedback about their profiles to make sure that they didn't miss anything about their featured person that is really important. Model this. One teacher will pretend that they wrote about another teacher. In the Bears class Ms. Knight can pretend she wrote about Ms. Shah. In the Bumblebees class you will have to make a profile piece up about a teacher or pretend that one of you is Ms. Shah.

Ms. Knight and Ms. Shah will sit in the front of the classroom with two chairs facing each other. Here's the script.

Ms. Knight has her written profile in her hand:


 * MK**: Ms. Shah. I finished writing your profile and I wanted to read it to you to make sure that I didn't miss anything.
 * MS**: That sounds great. I'm listening. I'm going to show you that I'm listening by looking at you while you read. I'm going to make sure not to get distracted by anything around me.
 * MK**: //Ms. Knight reads the profile.//
 * MS:** I think you did a really nice job. You wrote lots of important information about me and you made each sentence sound different and interesting. [Make this explicit - step away from the role play for a second and say... it's important that you tell your partner one thing that they did very well.]
 * MK**: Is there anything really important about you that you think I should add?
 * MS:** Yes. I would like you to add that I go back to India to visit my family there as often as I can. [Be explicit about the fact that students should only give students one piece of feedback.
 * MK:** Sounds great.

When students finish, they should practice reading their profile pieces. When 20 minutes are up we will switch and do the other set of partners.

Send students off to work - have partners stand and explain who is going first.

Profiles are due: pass them into teacher to have typed. =Day 8:=

__**Learning Target:**__
 * I can read the profile I have written fluently. This means I can read the profile with expression in my voice.
 * I can read the profile I have written professionally. This means I can read the profile I have written with a strong clear voice and still body.

Students practice reading their portfolios beautifully and fluently. As students finish they should be videotaped. Both the reader and the person who the profile is about should appear in the video. Videos can be shown as they are finished.

When students finish they will have extension work to do to keep them busy. Ms. Shah will copy extension work that is unrelated but fun.