Lesson Plan: End of the Year Magazine Portfolio
Activity Name: End of the Year Portfolio Magazine
Grade/Subject: Fifth Grade
Goals: The goal of this project is to inspire creative thinking and collaboration among students to create a magazine with summary of the year’s lessons.
- Students will work together in groups effectively
- Students will demonstrate knowledge about the content of their subject by using appealing writing styles and format
- Students will create all of the content for their magazine (photos, articles, format, etc.)
- Students will understand token economy by advertising and marketing their magazine in order to find buyers to raise money for end of the year treat
Curriculum Standard: Students will split into groups based on their favorite subject. Each group will pick 4 Georgia Performance Standards and address the standards for their subject area
History:
1. SS5H1 The student will explain the causes, major events, and consequences of the Civil War.
2. SS5H4 The student will describe U.S. involvement in World War I and post-World War I America.
3. SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans.
4. SS5H6 The student will explain the reasons for America’s involvement in World War II.
Science:
1. S5E1. Students will identify surface features of the Earth caused by constructive and destructive processes.
2. S5P2. Studentswillexplainthedifferencebetweenaphysicalchangeandachemicalchange.
3. S5L3. Students will diagram and label parts of various cells (plant, animal, single-celled, multi-celled).
4. S5L1. Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification.
ELA:
1. ELACC5RL2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
2. ELACC5W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
3. ELACC5SL3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
4. ELACC5L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
Math
1. CCGPS.5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10
2. CCGPS.5.NBT.3 Read, write, and compare decimals to thousandths
3. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons
4. CCGPS.5.NBT.4 Use place value understanding to round decimals to any place
Technology Tools:
This is a big project. The types of technology students can use for the making of their magazine is endless. Some of the common software used in creating publications likes ours are InDesign, Photoshop, and Adobe Acrobat Pro with working with Internet on textbook sites and search engines.
Introduction:
With a project this big and extensive, it’s important to introduce the magazine to the students early in the year. This way, students can begin brainstorming the subject group they would like to be in, the standards they would like to address, and the best way to communicate their information from the perspective of a fifth grader. Of course there will be an incentive for making the magazine. Students will also be working to advertise and market their magazine to their families and people around the school to sell. All the profits from the magazine will go to purchase something for the class (t shirts, end of the year party/field day, etc.) of the choice of the students.
How will the students participate?
This publication will be completely student ran. The students will choose everything from the managing staff (by a voting system), to the layout of the magazine, and the content that goes inside. This will take a lot of teamwork and collaboration from everyone in the classroom. After teaching the children how to use the desired software students will begin working on their portion.
The class will be split up into 5 groups: managing staff, Math group, Social Studies group, Science group, and Language Arts group. Students will have a choice as to which group they would like to be in. Each member of the group will choose a standard from the Georgia Performance Standards they would like to write about or illustrate in the magazine. Students will also be responsible for how they want to be represented with biographies, drawings, and photos for the magazine using their own creative expression. Groups will organize their sections in the way they feel best communicates their material and submit their sections to the managing team. From there, the managing team will revise and edit the material and prepare the final copy to be printed.
Each student in the class must also make their own advertisement for the magazine by drawing or using software like Microsoft Publisher or S’more. Students will display their advertisements throughout the school. Each student is responsible for selling a minimum of two copies of the magazine at a price voted on by the students. The profits of the magazine will go back into the classroom at their end of the year for another student chosen event such as T-shirts, End of the Year Party, Field Day, etc. As you can see student participation is vital for the completion and success of this publication and they will reap the benefits of their hard work.
How will you provide guidance for the students?
The students will work on their magazine in class during the spring semester of the school year. I will start by introducing the software that will be used and teach them how to operate it. After that, it will be the student’s responsibility to ask for guidance from their classmates or myself, as they need it.
How will technological resources be applied to develop students' creativity?
Because this magazine will be created, for the most part, using computers and technology, students must flee their comfort zone to grow and learn new software. Students will have the creative flexibility to construct their piece, pictures, section, and biographies in a way that they see best fit. I feel like students’ minds will explore the endless possibilities and their creativity will flourish by creating this publication. There is no person telling they have to fit the mold of previous standards, rather they create the mold and the standard they want to set for themselves and their class.
I have shared some examples of possible creative student biographies below.
Grade/Subject: Fifth Grade
Goals: The goal of this project is to inspire creative thinking and collaboration among students to create a magazine with summary of the year’s lessons.
- Students will work together in groups effectively
- Students will demonstrate knowledge about the content of their subject by using appealing writing styles and format
- Students will create all of the content for their magazine (photos, articles, format, etc.)
- Students will understand token economy by advertising and marketing their magazine in order to find buyers to raise money for end of the year treat
Curriculum Standard: Students will split into groups based on their favorite subject. Each group will pick 4 Georgia Performance Standards and address the standards for their subject area
History:
1. SS5H1 The student will explain the causes, major events, and consequences of the Civil War.
2. SS5H4 The student will describe U.S. involvement in World War I and post-World War I America.
3. SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans.
4. SS5H6 The student will explain the reasons for America’s involvement in World War II.
Science:
1. S5E1. Students will identify surface features of the Earth caused by constructive and destructive processes.
2. S5P2. Studentswillexplainthedifferencebetweenaphysicalchangeandachemicalchange.
3. S5L3. Students will diagram and label parts of various cells (plant, animal, single-celled, multi-celled).
4. S5L1. Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification.
ELA:
1. ELACC5RL2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
2. ELACC5W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
3. ELACC5SL3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
4. ELACC5L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
Math
1. CCGPS.5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10
2. CCGPS.5.NBT.3 Read, write, and compare decimals to thousandths
3. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons
4. CCGPS.5.NBT.4 Use place value understanding to round decimals to any place
Technology Tools:
This is a big project. The types of technology students can use for the making of their magazine is endless. Some of the common software used in creating publications likes ours are InDesign, Photoshop, and Adobe Acrobat Pro with working with Internet on textbook sites and search engines.
Introduction:
With a project this big and extensive, it’s important to introduce the magazine to the students early in the year. This way, students can begin brainstorming the subject group they would like to be in, the standards they would like to address, and the best way to communicate their information from the perspective of a fifth grader. Of course there will be an incentive for making the magazine. Students will also be working to advertise and market their magazine to their families and people around the school to sell. All the profits from the magazine will go to purchase something for the class (t shirts, end of the year party/field day, etc.) of the choice of the students.
How will the students participate?
This publication will be completely student ran. The students will choose everything from the managing staff (by a voting system), to the layout of the magazine, and the content that goes inside. This will take a lot of teamwork and collaboration from everyone in the classroom. After teaching the children how to use the desired software students will begin working on their portion.
The class will be split up into 5 groups: managing staff, Math group, Social Studies group, Science group, and Language Arts group. Students will have a choice as to which group they would like to be in. Each member of the group will choose a standard from the Georgia Performance Standards they would like to write about or illustrate in the magazine. Students will also be responsible for how they want to be represented with biographies, drawings, and photos for the magazine using their own creative expression. Groups will organize their sections in the way they feel best communicates their material and submit their sections to the managing team. From there, the managing team will revise and edit the material and prepare the final copy to be printed.
Each student in the class must also make their own advertisement for the magazine by drawing or using software like Microsoft Publisher or S’more. Students will display their advertisements throughout the school. Each student is responsible for selling a minimum of two copies of the magazine at a price voted on by the students. The profits of the magazine will go back into the classroom at their end of the year for another student chosen event such as T-shirts, End of the Year Party, Field Day, etc. As you can see student participation is vital for the completion and success of this publication and they will reap the benefits of their hard work.
How will you provide guidance for the students?
The students will work on their magazine in class during the spring semester of the school year. I will start by introducing the software that will be used and teach them how to operate it. After that, it will be the student’s responsibility to ask for guidance from their classmates or myself, as they need it.
How will technological resources be applied to develop students' creativity?
Because this magazine will be created, for the most part, using computers and technology, students must flee their comfort zone to grow and learn new software. Students will have the creative flexibility to construct their piece, pictures, section, and biographies in a way that they see best fit. I feel like students’ minds will explore the endless possibilities and their creativity will flourish by creating this publication. There is no person telling they have to fit the mold of previous standards, rather they create the mold and the standard they want to set for themselves and their class.
I have shared some examples of possible creative student biographies below.
Now we challenge you to channel your inner creative fifth grader and make your own biography!
Reflection:
This was a fun activity! I appreciate the flexibility you allowed by letting us choose our subject, grade level, and lesson material. I am typically not a very creative person myself, so I was impressed with my own ability to come up with a lesson so big and detailed. This activity is a small glimpse of what teachers do daily for their students. I understand now why it's so important for teachers to incorporate technology and creative expression in the classroom. If I do become a fifth grade teacher, I will certainly remember this assignment and project in hopes of implementing it into my classroom.
This was a fun activity! I appreciate the flexibility you allowed by letting us choose our subject, grade level, and lesson material. I am typically not a very creative person myself, so I was impressed with my own ability to come up with a lesson so big and detailed. This activity is a small glimpse of what teachers do daily for their students. I understand now why it's so important for teachers to incorporate technology and creative expression in the classroom. If I do become a fifth grade teacher, I will certainly remember this assignment and project in hopes of implementing it into my classroom.