Integrate diverse digital media to enhance audience engagement in oral or written tasks.
: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, and audio or digital representation. At this grade level, students are using more than one element. The elements may be of the same type (for example, two pictures or a picture and an audio recording). The elements should relate directly to the task and complement the information being shared, meaning that the multimedia elements should add information to the presentation, not restate or reinforce it. The elements should be smoothly integrated into the presentation.
| Course Number1111 |
Course Title222 |
| 0500000: | M/J Personal, Career, and School Development Skills 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 0500002: | M/J Personal, Career, School Development Skills 1 & Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1001010: | M/J Language Arts 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1001020: | M/J Language Arts 1 Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1002000: | M/J Language Arts 1 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1006000: | M/J Journalism 1 (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 - 2024, 2024 and beyond (current)) |
| 1007000: | M/J Speech and Debate 1 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 - 2024, 2024 and beyond (current)) |
| 1009000: | M/J Creative Writing 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1009030: | M/J Writing 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1100000: | M/J Library Skills/Information Literacy (MC) (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1700060: | M/J Career Research and Decision Making (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 7810011: | Access M/J Language Arts 1 (Specifically in versions: 2013 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current)) |
| 1007025: | M/J Speech and Debate (Specifically in versions: 2015 - 2019, 2019 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1009025: | M/J Creative Writing (Specifically in versions: 2015 - 2021, 2021 - 2024, 2024 and beyond (current)) |
| Name |
Description |
| Life's Double Duty | Using the case study “Life’s Double Duty,” students will engage in group discussions about facing adversity and how students can overcome and cope with challenges in their lives. |
| Growing Safely Lesson Plan | Using the case study “Growing Safely,” students will examine a real-world scenario and engage in small group discussions about why specific safety precautions are essential in the workplace. |
| Design Learning Centers | Using the case study, “First-Year Teacher,” students will discuss the development of children and the best practices for learning environments. They will apply these practices of allowing children to explore, discover, and develop by creating learning centers in the classroom. |
| Advocating for Patient Safety: A Nurse's Dilemma | Using the case study, “Compassion or Duty?” students will be able to analyze and evaluate the tension between following doctor’s orders and advocating for patient safety in a healthcare setting. This lesson is designed to be used with the case study, “Duty or Compassion?” Resource ID: 215386 |
| Rediscovering Purpose: Different Careers in Education | Using the case study "Rediscovering Purpose," students will investigate various career options within the Education & Training cluster beyond traditional teaching roles. Through group discussions and exploration, students will discover how individuals like Shante, with backgrounds in fields such as business, can transition into education-related careers. By examining Shante's journey and considering different pathways, students will gain insights into the skills, qualifications, and opportunities available in the Education & Training cluster. |
| Eating for Success | Students research the nutritional needs of children and adolescents and then create a week's worth of healthy meals for either breakfast, lunch, dinner, or snack time. The meal plans are digitally presented to classmates and then students vote on their favorite meal. |
| Researching Athenian Democracy: Part 2 | In the second part of this four-part lesson, student groups will collaborate to use information they previously researched to produce a multimedia presentation on the influence of Athenian democracy and its government principles. Students will then reflect on their learning and their collaboration. In the subsequent parts of this lesson, students will deliver their presentation to the class and demonstrate their learning individually by responding to a writing prompt. |
| Researching Athenian Democracy: Part 3 | In the third part of this four-part lesson, student groups will collaborate to present a multimedia presentation based on their previous research on the influence of Athenian democracy and its government principles. Students will then reflect on their learning and their collaboration. In the final part of this lesson, students will deliver their presentation to the class and demonstrate their learning individually by responding to a writing prompt. |
| Researching Rome’s Republic: Part 3 | In the third part of this four-part lesson, student groups will collaborate to present a multimedia presentation based on their previous research on the influence of the Roman Republic and its government principles. Students will take notes on others’ topics when they are not presenting. Students will then reflect on their learning and their collaboration. In the final part of this lesson, students will demonstrate their learning individually by responding to a writing prompt. |
| Researching Rome’s Republic: Part 2 | In the second part of this four-part lesson, student groups will collaborate to use information they previously researched to produce a multimedia presentation on the influence of the Roman Republic and its government principles. Students will then reflect on their learning and their collaboration. In the subsequent parts of this lesson, students will deliver their presentation to the class and demonstrate their learning individually by responding to a writing prompt. |
| What's the influence? Part 3 | Students will build, share, and revise an interactive program in Scratch to present information about ancient Roman and ancient Greek leaders' influence on civic participation and governance in the ancient world, in this lesson plan.
This is part 3 of a 4 part series that integrates Civics with Computer Science and Coding. |
| What's the influence? Part 2 | Students will use their research on significant leaders of ancient Greece and ancient Rome to plan out each step of a Scratch program, in this lesson plan.
This is part 2 of a 4 part series that integrates Civics with Computer Science and Coding. |
| Cyberbullying Awareness | Using the case study, “Suffering in Silence: The Effects of Cyberbullying”, students will identify elements of cyberbullying and the effects on both the victim and the bully. Students will research ways to respond to cyberbullying, ways to report it, and organizations that prevent/monitor cyberbullying. This research will be used to create a public service announcement (PSA) to inform the public about cyberbullying. |
| Spotlight: Architecture and Construction | This is lesson 3 of a 6-lesson unit plan. Students will create specific questions to ask individuals invited to a Career showcase event, using one of the attached KWLH charts. Students will be tasked with writing and asking questions regarding one individual’s career such as their skills, abilities, and talents, and the level of training and education they have received. Additionally, using a timeline template, students will prepare questions pertaining to how much time was spent progressing through different stages of their career. |
| Book Presentations | In this lesson, students will create a presentation with information about a personal book selection using available presentation software. A student checklist and template are provided. |
| Delivering a Presentation | In this lesson, students will learn about the messages that a speaker can knowingly (or unknowingly!) convey to the audience through body language, eye contact, posture, voice inflection, and gestures. Students will participate in a short activity to practice voice inflection, volume, and tone. Students will also deliver a presentation about how the speech they selected is an effective example of how to deliver a speech. |
| Out of the Dust: Visions of Dust Bowl History | This is a Library of Congress lesson plan about "seeing" the Great Depression and the Dust Bowl through the eyes of children by reading the novel Out of the Dust. |
| Figurative Language - Similes and Metaphors | Students will review the meanings of similes and metaphors. The teacher will share multiple examples from different types of media. During the lesson, students will practice identifying and explaining the meaning of similes and metaphors in selected songs. Students will complete a graphic organizer with examples from song lyrics of their own choosing. Students will then be asked to create a presentation about how the figurative language expresses the speaker’s attitude along with visuals to illustrate the examples from their song. |
| The Secret Life Continues: An Extension of "The Secret Life of Walter Mitty" | After students read James Thurber's short story "The Secret Life of Walter Mitty," they will write a narrative of a daydream to add to the text using narrative techniques and incorporating multimedia elements. |
| Destination: Poland and Germany | This lesson was designed to provide students the opportunity to conduct research using a variety of resources to gather information about the countries of Poland and Germany during World War II. In small groups, the students will conduct research using a variety of resources. They will create a digital presentation with the accompanying information to share with the class. This lesson can be taught at the start of a Holocaust novel study unit for Daniel's Story by Carol Matas or another novel. |
| Planning and Producing Plot | Students will plan a fictional narrative focusing on the parts of the plot diagram- exposition, rising action, climax, falling action, and resolution. They will create a storyboard to illustrate each element of their fictional narrative. |
| Views on Freedom: Part 2 of 3 | In this second part of a three-part unit, students will read and analyze the folktale "The People Could Fly" for its use of figurative language and literary elements using a chart similar to the poetry chart from Lesson #1 (resource ID 43909). Short answer questions have also been included. In the closure activity students will compare and contrast the folktale with a poem they read in the first lesson in the unit as to how each text approaches the topic of freedom. |
