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Transmedia Story

– Formal Plan –

Intern Name (s): Iryna Chernitska, Lainey Jones, Myriah Gillum, Niki Meyer, Xia Shen

Day/Date/Time: March 30, 2018

Grade & Subject Area(s):


Second Grade
Technology/Math/ELA

Curriculum content Standards:


Technology:
● Use visuals found in digital learning tools and resources to clarify and add to knowledge.
● Collect, record and organize observations and data during student explorations using digital learning tools and
resources.
● With guidance, create artifacts using digital learning tools and resources to demonstrate knowledge.

Math:
● 2.OA.1 Use addition and subtraction within 100 to solve one- and two step word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by
using drawings and equations with a symbol for the unknown number to represent the problem. See center
question/answer cards section.

ELA:
● RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text.

Goal(s)
Students will be able to:
● explain and describe knowledge found through problem-based learning solutions with the use of visuals
and online book creator applications.
● use addition, subtraction, and comparison of numbers to solving one- and two step word problems both
individually and as a small group.
● create an instructional book that describes how to solve a problem in society using step-by-step
procedures/descriptions.

Instructional materials:
-Miscellaneous materials (cardboard boxes, tissue boxes, glue, tape, paper, sticks, toilet paper rolls, broken
electronics, markers, scissors, empty bottles/containers, etc.)
-iPads
-Story Bird (application)
-What Do You Do With An Idea? by Kobi Yamada, Mae Besom
-Center decorations (paper, scissors, tape, coloring tools)
-Center Question/Answer Cards (attached) *print one of each (6)
-Supply Coupon (attached) *print six per group of students (6)
-Real World Problem Cards (attached)
-Paper (for printing)
-Scrap Paper (for individual center problem solving)
-Printer
-”How To” Book Rubric (attached)
-Projector
-Elmo Machine
-Math Centers Rubric (attached) *print one per group (6)

Key Vocabulary/Academic Language:


● Idea: a thought that you have
● Solution: a way to fix a problem
● Invention: something that is created based on a need
● Instructional: explaining how to do something (students will create an instructional book)

Summary of Procedures:
Day 1-Introduce project, complete centers as a group, design and build projects, begin book writing
Day 2-Finish book writing, share with peers

Instructional Sequence & Approximate Timing:


Day 1
1. Before students arrive, set up the classroom. (1 hour-3 hours)
a. Create centers around the room that are decorated with paper, tape/glue/scissors/glue by theme
(this is subject to teacher’s creativity and desires):
i. Polluted ocean (#1)
ii. Children playing near the street with cars passing by (#2)
iii. Plastic water bottles (#3)
iv. Shoes (#4)
v. Doghouse (#5)
vi. Friendship (#6)
b. Hang up Center Question Cards numbers with their coordinating center design.
c. Place six Center Answer Cards at each center.
d. Place a large pile of scrap paper at each center.
2. Bring the students to the carpet area for a read aloud. (20 minutes)
a. Show them the book and read the title/author (What Do You Do With An Idea? by Kobi Yamada,
Mae Besom).
b. Ask the students what they may think this book will be about.
c. Ask the students if they’ve ever had a great idea, but haven’t done anything about it (allow them
to share) & ask the students if they’ve ever had a great idea, but did do something about it (allow
them to share).
d. Say, “Today we are going to read a book about a boy who tried to ignore his idea but then realized
how impactful he could be to the world if he decided to put it into action.
e. Read the text.
3. Preview the project (7 minutes):
a. Explain to students that:
b. Step 1: They will be grouped into six groups with four students in each (randomly generated by
the teacher).
c. Step 2: Each team will start at a center—they will rotate in increasing numerical order (group 1
rotates to group 2, 2 to 3, 3-4...and 6 to 1) until each group has completed all of the centers.
d. Step 3: At each center, there will be a word problem. There are four tasks within each word
problem. Each member of the group must choose one symbol (smiley face, star, sun, fish, etc. *see
Center Question Cards) to solve individually. Solve each problem using scrap paper. Group
members will then have to combine all of their answers together to solve each center question
together (answer will be written on the Center Question Answer Card).
e. Step 4: After your group solves the center question, run it up to the teacher, as a group, to check
your answer.
f. Step 5: If your answer is correct, you will receive a supply coupon (one per group per center) to
use later. If your answer is incorrect, your group will be sent back to the center to try again until
you get the correct answer.
g. Step 6: Once you receive your coupon, you may move onto the next center as a group and repeat
the process until you have completed each center.
h. Step 7: When you have completed all of the centers, you will receive a Real World Problem Card.
i. Step 8: Read the card with your group and share ideas for how you would solve that problem.
j. Step 9: Cash in your coupons for miscellaneous supplies to help you design/create/build your
solution.
k. Step 10: Make your idea come to life (as a group); as you do so, document your thinking by taking
photos on your iPad (each group member should do this on their own iPad, the pictures do not
have to be the same for each student; they may be different).
l. Step 11: Make a “How To” book using StoryBird to share with your classmates.
m. Ask students if anyone has any questions (answer questions).
4. Walk around the room at each station, showing students what to do. Walk through each step with them
(listed above 1-10) with the students, reading the examples at center 1 and explaining further by modeling.
(3 minutes)
5. Tell students who they are grouped with. (2 minutes)
6. Instruct groups to each get a pencil and find a center to work at. (1 minute)
7. Allow students (groups) to begin the centers! (30 minutes)
a. Stand at the front of the room with the coupons in hand and the answer key to check groups when
they are finished with each station.
i. Each time a group comes up to the teacher to have her check their work, she will check
their score on the Math Centers Rubric under full, substantial, partial, or little
understanding.
ii. If they don’t get the question correct, send them back to the center to retry the problem
again.
b. While groups are working (and no one needs assistance), walk around the room and observe
student thinking.
8. After about 30 minutes (this is not a strict time limit—groups may take as long as they need), students
should begin to be done with the centers and should be beginning on designing their ideas/solutions (which
you will give them after they complete their final center correctly).
9. Students choose their idea materials and begin designing/creating their solutions in their groups. (60
minutes)
10. After 60 minutes of designing, have students stop what they’re doing and come sit in the middle of the
room on the carpet. (1 minute)
11. Explain to students the next component of this project. (7 minutes)
a. Explain to students that they will be writing a “How To” book, individually, for their peers to read
and learn about their design and how to design it.
b. Tell students that they will be using the StoryBird app to create their book. *this portion of the
project will be individual work (students may share photos with their group members)
i. Put iPad on the Elmo machine and project it onto the WhiteBoard.
ii. Pull up the StoryBird application and remind students how to use it (they should already
know).
1. Open a new project, title the project, insert photos, and words, and repeat
following the requirements on the rubric (see next step).
c. Walk through each of the requirements for the “How To” book with the students (requirements
listed on the rubric *attached).
i. Write the requirements on the board so that students can reference them as they work..
d. Tell students that they will have 30 minutes to work today and 30 minutes to work tomorrow on
their book. The books will then be printed and students will be paired up to teach their peers about
their idea/solution/invention.
e. Ask students if anyone has any questions (answer questions).
12. Release students back to their seats to work on their books using their iPads (students may walk around the
room and sit near their project). (30 minutes)
a. Walk around the room—observe student thinking and writing.
b. Be available to help students if they need it.
13. Have students find a stopping place *remind them that they will have 30 minutes tomorrow to finish their
book*, have them put away their iPads, and clean up their ideas/put them in a safe spot around the room. (5
minutes)
Day 2:
1. Remind students that they will have 30 minutes to, individually, finish up writing their “How To” books.
(30 minutes)
a. Walk around the room—observe student thinking and writing.
b. Be available to help students if they need it.
2. As students finish, have them print off their books.
3. Get books from the copier and staple them as students complete them (continuous)
4. Once everyone’s books are finished and printed, allow students to find a partner to share with (do not allow
students who were in the same center groups to work together). (2 minutes)
5. Have students do a turn and talk with their partners (reading, explaining, and going through each of their
“How To” books. (10 minutes)
6. Have students find a new partner and repeat the process (make sure students find a partner who worked on
a different problem from their last partner). (10 minutes)
7. Bring students back to the carpet for discussion. (10 minutes)
a. Ask students what they learned from this project.
b. Ask students how did they feel/not feel like the boy in What Do You Do With An Idea?
c. Ask the students what their favorite idea/solution that they learned about was and why?
d. Ask the students to think of another problem and try to come up with an idea/solution for it
throughout the day. (check back in with them at the end of the day *allow them to journal about it
if they want).
Group Dynamics:
Students will be working individually and in groups to demonstrate their knowledge and understanding of
creating solutions to real world problems by solving math problems (small groups) and using technology
(Story book/individually). They will also participate in whole group discussions during our read aloud
and share in one-on-one conversations with their peers as they read through their “How To” books
together.

Assessment Plan:
Learning Goal(s) Description of Assessment* Adaptations and/or
Accommodations

Explain and describe knowledge Students knowledge of problem based Students can also
found through problem-based learning learning solutions can be assessed demonstrate their
solutions with the use of visuals and through their work of visuals and final knowledge of problem
online book creator applications. book products for their Story Bird based solutions by using
Book. Students will be demonstrating different online book
their knowledge by presenting a creator apps such as Little
solution to a problem with visuals and Bird Tales. Students that
detailed steps. The teacher can also have a hard time with
assess students knowledge and technology can break up
progress as she observes students their work into non-
working throughout the lesson. technology portion and
technology portion such as
writing on paper and
showing pictures on a app.

Students will be able to use addition, The teacher will assess each individual Students that have a hard
subtraction, and comparison of students understanding of addition, time working in groups or
numbers to solve one- and two step subtraction, and comparison of are absent can work on
word problems both individually and numbers as they turn in their center solving the four problems
as a small group. question card. The teacher will use the individually and then
Got it! Or Not yet! rubric to assess checking their answer with
each students individual work. This the teacher. Students can
rubric can be used to mark down also work in a group of two
which students struggled with the math if needed.
problems and need further help and
which students understood the math
problems and can move on to other
questions/ problem types.

Create an instructional book that The teacher will assess the students Students that have a hard
describes how to solve a problem in final project with a rubric; students time working with writing/
society using step-by-step will show their solutions to a real life art apps can create a
procedures/descriptions. problem using the story bird app *See powerpoint or Prezi to
rubric attached below. demonstrate their
knowledge.

Resources:
1. Supply Coupons:

2. Center Question/Answer Cards:


3. Real World Problem Cards:
4. “How To” Book Rubric:
5. Math Centers Rubric:

The purpose of this diagram above is for the teacher to mark


down all the students name’s and check of if they got each
problem correct or not. Therefore, the teacher can then use the
rubric to grade the students understanding of solving math
problems.

Rationale:
This student-centered lesson meets the needs of 21st century learners by incorporating
multimodality approaches, incorporating digital tools, and bringing in real-world issues that
students can begin to critically think about. Students begin by solving problems at six different
centers that each involve a large issue in our society today such as pollution, poverty, etc.. As
students move along these centers, they are building on personal experiences of these issues
while also using their problem solving skills to begin thinking of solutions. This lesson plan
adheres to a transmedia story because students are using multiple different modes to build upon
the same idea. Students begin by reading a book with the teacher, solve math problems with their
group members, think critically of a solution for a problem using creativity, build a solution with
miscellaneous materials, and then lastly, share their solution in a digital ebook. “Digital texts
have the potential to engage a wider range of senses than non-digital texts because their
multimodal features can stimulate visual auditory, kinaesthetic, and tactile senses” (Neumann,
Finger, & Neumann, 2017, pg. 473). By using an Ebook, we are adapting students funds of
knowledge with technology along with helping them become more proficient with technology
due to the constant advancement of technology. By using all of these different modes to continue
learning, students are able to adapt to different learning materials and styles to help them think
more critically about one idea.
This assessment is authentic to these children because these issues are a large part of our
society and many are impacted directly. By having students take a deeper approach into these
issues, students can begin to create ideas for change and apply their knowledge to possible
solution. Having students create their own how-to books helps students relate to how a book is
constructed and the importance of books. Students read books constantly so by allowing them to
have the control and create their own book, helps students think more critically about their
audience and creative tools they want to include. This lesson plan has a clear relationship
between the learning objectives and authentic assessment. By assessing students knowledge of
mathematical skills, it will be evident whether students have met the learning objective of being
able to use addition, subtraction, and comparison of numbers. Then by having students create
their own book allows for student autonomy and show their knowledge of books and findings.

Scaffolding:
There are many different variations of this basic outline of a project. While many of the ideas are
authentic, real-world problems, they could be altered to better fit students lives in a more specific
manner (i.e pollution relating to a river in their city, etc.). If there is time, students might be able
to help the teacher come up with ideas of problems that they could create solutions to. The story
problems could also be altered to better connect with the community’s social issues, SES, and
cultural customs/ideas. These ideas would be ways that teachers could scaffold this lesson plan
to be more authentic, student-centered, and inquiry-based.

Citations:
Ashley. (n.d). Class Coupon Seditable. Sharp in Second. ppt. Retrieved March 22, 2018 from
https://www.teacherspayteachers.com/Product/FREEBIE-Editable-Classroom-Coupons-1750335.
Neumann, M. M., Finger, G., & Neumann, D. L. (2017). A conceptual framework for emergent
digital literacy. Early Childhood Education Journal, 471-479. Retrieved March 27, 2018