Students will write their Artist’s Statement and upload it as the final chapter in their self-portrait. They’ll review their entire project to make final edits and plans for completing their work. For homework, they’ll finalize any remaining details and publish their project.

The class will finish the presentations. What new things about the students did the presentations teach them? Were there common themes students noticed in all of the presentations? Did those themes help them draw conclusions about the experience of being a teenager?

Students will review their work, noting any changes that they still need to make. They’ll decide which chapter to include in the class anthology and share it with a peer, getting feedback and suggestions. Then they’ll continue to review and finalize their work.

It’s time to start pulling it all together! Students will work on creating, editing, and compiling the various chapters of their self-portrait.

In this lesson, students will wrap up all the chapters of their self-portrait. They’ll complete a File Map to record the name and location of each of their files so that the files are all accessible when they’re ready to upload them.

Students will continue to upload their chapters and artifacts. They’ll also have time to do another review of their work and go over any unresolved technical issues or questions that they have.

What project work so far are students most proud of? They’ll discuss their accomplishments with the class and continue to create, edit, and compile the various chapters of their self-portrait. They’ll also continue to update their planning documents to keep of track of their progress.

In this lesson, students will continue to create, edit, and compile the various chapters of their self-portrait. They’ll also continue to update their planning documents and keep track of the progress they’re making with their project work.

It’s time to begin the publication process! Students will learn how to upload their chapters and artifacts to their final self-portrait. As they begin to build their project, they’ll also keep a list of helpful tips for uploading, reviewing, and editing their work.

In this lesson, students will put the finishing touches on their project—either completing uploading their files or working on artifacts and enhancements to really make their self-portrait stand out.

In this lesson, students will continue to upload their chapters and artifacts, reviewing and editing their work and troubleshooting any problems that arise.

What kinds of changes—internal and external—are in literary self-portraits? Students will explore the types of changes portrayed in fiction. They’ll examine literary techniques writers use to portray self-portraits and change, and consider which techniques they find most useful.

For each of the five lenses, students will think of changes they’ve undergone and character strengths they’ve shown. Are there specific examples that they’d like to include in their self-portrait? They’ll start planning their chapters and the types of media they can use to express them.

In this lesson, students will take the third in a series of three Cold Write assessments in the narrative genre. The Benchmark Assessment (Cold Write) is an unassisted and unrevised piece of writing with the purpose of providing a quick gauge of the student’s mastery of the characteristics of a given genre. Today’s Benchmark Assessment (Cold Write) measures and provides a benchmark of students’ mastery of narrative writing. Then, they’ll consider the choices artists make when deciding how to portray someone. They’ll also do web research to explore different types of self-portraits.

What is an artist’s responsibility to truth? What is the role of truth and facts in poetry, nonfiction, and fiction? Students will explore these questions as they consider the truths they want to convey in their self-portraits. They’ll also start interviewing people who know them well.

What are your students’ strongest personal character strengths at this point in their lives? As students mine the interviews they conducted, they’ll look for character strengths others see in them. Do they see these strengths in themselves? Are they qualities that your students want to portray in their self-portrait?

How is this time in your students’ lives a moment of change? Students will work with a partner to reflect on changes they’ve experienced, people and places that are important to them, and key decisions that they’ve made. They’ll then write a summary of what they learned about their partner.

Why is adolescence a moment of change? How do teenagers experience change in themselves and their surroundings? Students will explore viewing change through five lenses: community, persons, body, events, and choices. Then they’ll look at website-creation or portfolio platforms they can use to publish their projects.

In this lesson, students will look at a classic satire that makes fun of and critiques various aspects of politics and government. Students will think, Why would satire have been a particularly popular way to voice criticism, especially when rulers were kings or emperors?

In this lesson, students will continue to enjoy examining an age-old target of satire. Students also start to plan a class presentation.