NETSSTemplate I (More Directed Learning Activities) Template with guiding questions Teacher(s) Name Aimee Mancil Position Technology Instructor/ESOL Teacher School/District Center Elementary School/Ware County E-mail amancil@ware.k12.ga.us Phone 912-816-5228 Grade Level(s) 3 Content Area ELA Time line 2 Weeks (1 hour sessions)
Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) The students will use digital tools to tell a story with a beginning, middle and end using pre-planning and logical sequencing.
Content-
ELACCW3- Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response to character to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.
ELACC3W4- With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
ELACC3W5- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
ELACC3W6- With guidance and support from adults, use technology to produce and publish writing (using keyboard skills) as well as to interact and collaborate with others.
ELACC3SL4- Report on a topic or text, tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Page 2 of 7 ELACC3SL5-Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
NETS-S
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. apply existing knowledge to generate new ideas, products, or processes. b. Create original works as a means of personal or group expression. c. Use models and simulations to explore complex systems and issues. d. Identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support learning and contribute to learning of others. Students: a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. Develop cultural understanding and global awareness by engaging with learners of other cultures. d. Contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students: a. Plan strategies to guide inquiry. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. Process data and report results
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. Identify and define authentic problems and significant questions for investigation. b. Plan and manage activities to develop a solution or complete a project. c. Collect and analyze data to identify solutions and/or make informed decisions. d. Use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. Advocate and practice safe, legal, and responsible use of information and technology. b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. Demonstrate personal responsibility for lifelong learning. d. Exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems and operations: a. Understand and use technology systems. Page 3 of 7 b. Select and use applications effectively and productively c. Troubleshoot systems and applications. d. Transfer current knowledge to learning of new technologies.
Overview (a short summary of the lesson or unit including assignment or expected or possible products) Students will reflect on the importance of storytelling and the structures and processes of effective storytelling. They will understand the relationship of illustrations to presenting stories. The students will explore the role that technology can play in illustrating and directing the audience through the story experience. They will create their own illustrated story through a focused use of technology. The students will use digital tools to tell a story with a beginning, middle and end using pre-planning and logical sequencing skills. Students will prepare a presentation for a wider audience, collaborating with peers and applying previously learned skills.
Essential Questions (What essential question or learning are you addressing? What would students care or want to know about the topic? What are some questions to get students thinking about the topic or generate interest about the topic? What questions can you ask students to help them focus on important aspects of the topic? What background or prior knowledge will you expect students to bring to this topic and build on?) How can I write and develop a narrative? How can I establish a situation and introduce a character in my writing? How can I organize an event sequence that unfolds naturally in my writing? How can I use dialogue or descriptions of experiences and events to show the response to situations in writing? What temporal words and phrases signal event order in writing? How can I provide a sense of closure to my writing? How can I use technology to produce and publish writing and to interact and collaborate with others? How can I create recordings and add visual displays of my story using technology?
Assessment (What will students do or produce to illustrate their learning? What can students do to generate new knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what they produce or do? How will you differentiate products?) The students will be assessed through a Digital Personal Narrative Rubric. The students will refer to their rubrics throughout the ten days to be sure all components are included. Student will present their digital narrative to their classmates on the last day. Please see rubric below. Levels/Criteria Needs Improvement Beginning Developing Excellent Page Design Many of the pages are cluttered or empty. There is no text/image balance. No attention paid to variety in design. Some pages are cluttered or empty. Conflicting attention paid to sizing and graphics, placement of graphics and text, and text wrapping. Most pages include well placed objects with helpful text/image balance. Conflicting text wrapping. Objects on all pages are well placed and sized. Pages are not cluttered or empty. Imaginative and consistent text wrapping. Navigation Many necessary buttons or tools are missing or difficult to use. Moving from page to page is difficult or impossible. Not all necessary buttons are present. Moving from page to page is confusing. Moving from page to page is easy. Moving from page to page is easy and consistent. Mechanics Text contains many spelling/grammar errors. Sentences are broken and there is Text contains some spelling/grammar errors. Little consistency in structure or flow to Grammar and spelling is nearly perfect. Consistent sequencing apparent. Some wording is sloppy. Grammar and spelling is perfect and the flow provides a consistent pathway of ideas. Consistent and Page 4 of 7 sloppiness throughout. sentences. Evidence of sloppiness in writing. Differences in style. appealing style throughout. Graphics Images do not connect to the text and is not consistent. Images are not always suitable. Text citations are not present and do not connect to the images. Images are mostly suitable. Text citations are present and identify the image. Images are suitable and compliment the text. Each image is cited in the text and identified. The number of images is appropriate. Planning Storyboard is not finished. Little or no detail about graphics, content, formatting or effects are provided. Storyboard lacks important details about the graphics, content, formatting and effects. Storyboard is nearly finished. It includes important details about graphics, content, formatting and effects. Storyboard is finished. All necessary information about graphics, content, formatting and effects is included. Content Information is offhand or incorrect. Little understanding of content is evident from presentation. Some solid information is present. Some information is offhand or incorrect. Information is clear and correct throughout most of the presentation. Information is well presented, clear and correct throughout. Effects Effects are limited or not present. One or more than one type of effect is used. Some effect distract More than one type of effect is used. The effects enhances the presentation Effects are mixed, yet connected. They enhance the presentation.
Resources (How does technology support student learning? What digital tools, and resourcesonline student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc.help elucidate or explain the content or allow students to interact with the content? What previous technology skills should students have to complete this project?) The students used a variety of Internet and Technology Tools: The students will use Google Webpages to review storybooks. Glogster will be used to create their online storyboard. A Sample Project will be provided to show students what an exemplary project looks like. A Digital Camera will be used to capture illustrations and photos by the storyteller. A Voki will be used to introduce the unit. The rubric above will be used to assess this storytelling project. iMovie or Windows Movie Maker software will be used to import files, edit photos and adding text to create a digital personal narrative. Printed storyboards will be used to help the teacher assess the project using the rubric above. Audacity audio software will be used to add audio to the digital personal narrative. Blank DVD is used to burn the presentation on a disk to be shared with others. YouTube and TeacherTube will be used to post projects via the web.
Instructional Plan Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can you find out if students have this foundation? What difficulties might students have?) Students should have an understanding of how to write a personal narrative. The students should understand the relationship and importance of illustrating while writing and presenting stories. The students should understand that technology can play a big role in illustrating and capturing the audience attention through telling personal stories. The students are familiar with the digital media that is being used for this project but may have difficulties with some of its new components.
Page 5 of 7 Management Describe the classroom management strategies will you use to manage your students and the use of digital tools and resources. How and where will your students work? (small groups, whole group, individuals, classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or troubleshoot them? The teacher and students will spend all ten days in the computer lab to complete this project. Students will work mostly in groups of three and will be monitored through Insight software and observation. There will be a few whole class discussions, individual work and small group work going on throughout this project. Being in the computer lab will provide each student with equitable access to computers and the internet. Technology will not be required outside of class. The teacher will inspect the computers before the lesson starts to make sure everything runs smoothly. The teacher will also go over a quick overview of troubleshooting computer issues before the lesson starts. I will be available if any technical difficulties arise. Web links and other resources will be checked to make sure they are not blocked. Mini lessons will be held if technology is not working at that time. Students can share and use personal technology devices to complete the assignment.
Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will use with this lesson. How will your learning environment support these activities? What is your role? What are the students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or creativity levels of Blooms Taxonomy? How can the technology support your teaching? What authentic, relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge and skills? How will students use digital tools and resources to communicate and collaborate with each other and others? How will you facilitate the collaboration? The teacher will share completed and published digital narratives from previous students. Then show hand written samples. Ask students which one is more interesting and engaging. The digital version of course will win! A Voki will be used to introduce the unit. Access it through this link. http://www.voki.com/php/viewmessage/?chsm=5257f79796ddc74a87a70ea4ff4312f7&mId=717421 This project is a ten day lesson plan that ends with a short (1-3 minute) video. Multiple methods are used to accomplish this. Once these resources are used freely, future narratives will be completed in half the time. Day 1 Conduct a class discussion about storybooks. Review aspects of a personal narrative. Ask: How could storybooks and personal narratives be successfully combined? Review file storage and practice photo taking. Days 2-3 Prewriting: Outlines and organizers Go over Digital Story components. Show samples of digital stories Discuss Storyboard development using Glogster. Days 4-6- Writing and illustrating the story. Page 6 of 7 Introduce iMovie and Windows Movie Maker Show students how to import files, edit photos, and add text to iMovie and Windows Movie Maker. Students will use their storyboard in Glogster to create a digital personal narrative. Days 7-9 Students will create a storybook in iMovie or Windows Movie Maker by: Putting files in order Adding Audio Citing resources Posting the project to the web via You Tube or TeacherTube. Day 10: Students will share their work by presenting their digital narrative to the class. ** Students will refer to their rubrics throughout the ten day process to be sure all components are included. Differentiation (How will you differentiate content and process to accommodate various learning styles and abilities? How will you help students learn independently and with others? How will you provide extensions and opportunities for enrichment? What assistive technologies will you need to provide?) Below Standard Students: Students that fall below standard will benefit from watching different digital stories, storybooks and tutorials. These students will benefit from working with a group where the can listen to suggestions, ask questions, and have access to available help at all times. At Standard Students: The At standard students will have the opportunity to work using kinesthetic, visual and audio techniques. Wherever their strengths lie, they can devote time to these areas within their project. Above Standard Students: The Above Standard students will serve as mentors, emphasizing tier knowledge. These students will have the opportunity to add additional details and personalize their project with advanced files, photos, images and audio. Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be asked to provide feedback on the assignment itself? What will be your process for answering the following questions? Did students find the lesson meaningful and worth completing? In what ways was this lesson effective? What went well and why? What did not go well and why? How would you teach this lesson differently?) Overall, the students really enjoyed this project. I had nothing but positive feedback from this project. The students told me that they wanted more projects like this in the future! The only negative feedback that I was able to pull out of the students was that they needed more time in the planning stages. The students had knowledge and experience with Glogster. They really enjoyed using it again for this project. . I would like to devote more time to this project. 10 days is a pretty good amount of time but I would like to do maybe around 15 days with this so we could get more planning done and take full advantage of what the Page 7 of 7 technology we used has to offer. I would like to also spend more time on the full features that iMovie and Windows Movie Maker has. The differentiation worked very well in this project. My higher standard students were great mentors for this project! Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with implementing this lesson. What advice would you give others if they were to implement the lesson?
Spend 3 weeks implementing and completing this project.
Give the students more time to plan their storyboard and personal narrative.
Give the students more hands on tutorials on iMovie and Windows Movie Maker.