Lesson Planning

Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

3.4.4.B1. Describe how technology affects humans in various ways.

3.4.4.A3. Describe how various relationships exist between technology and other fields.

Lesson Objective(s)
(Stated in observable and measurable terms)

Given a student selected hobby, the students will construct a story using a
program called Photo Story in 4 out of 5 points on a rubric criteria.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)

The students will present their Photo Story in the computer lab and 3 students will
use a rubric to grade it. The grade will be completed with the 3 peer feedbacks and the
teacher's rubric by the teacher.

Materials:

- 20 computers
- Photo Story software installation (prior to student lesson)
- A list of sites that can be used for photos/information
- A tutorial guide for the students to use to reference
- A rubric with criteria for success (one for student use and one for teacher use)
- Signed acceptable use policies for each student (prior to the lesson)

Inclusion Techniques for Students with Special Needs:

For the student with special needs, the teacher will sit down with the
student prior to the lesson, discuss a hobby, choose a hobby, and then choose
and save pictures on a USB for the project for the student.

The teachers (regular education and special education) will also stay in
close proximity to the student for extra support to guide through the program.

Enrichment Techniques:
For students who are advanced learners, they will be expected to add 5-7 more
photos with text into their photo story. If there is extra time, they will act as monitors and
helpers to the other students in the classroom.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and
are able to participate in the lesson):

The students will all have access to the tutorial guide, video tutorials, and
teachers for support. The students will receive necessary assignment details prior to the
lesson and will have the opportunity to search for images prior to the lesson. The
hobbies will already be recorded prior to the lesson as well as the list of website that the
students can use images from.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:

The introduction would include greetings, questions about previous lesson, and
review of assignment details. A teacher provided example of a photo story would be
shared with feedback from the students.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are
preferred)

** THIS LESSON WOULD BE A 2 DAY LESSON, WITH THE FIRST DAY

DESIGNATED TO CHOOSE TOPIC, SEARCH FOR PHOTOS, AND BRAINSTORM
AND PRE-PLAN FOR PHOTO STORY.**
• First, the students would be given the tutorial guide to take with them to the
computer lab (Tutorial guide can be found at :
http://blackboard.waynesburg.edu/@@/E529D1EBD8882DD5E191B7716D9E83B9/cou
rses/1/EDU505_10_FA_05_01/content/_89464_1/Microsoft_Photostory_3_Tutorial.pdf)
• Upon arrival at the lab, the students and teacher would show the video tutorial of
each component of the Photo story. The computers should already have the screen
necessary for students to begin. (Video tutorials can be found at:
http://blackboard.waynesburg.edu/webapps/blackboard/content/contentWrapper.jsp
?content_id=_89465_1&displayName=Creating+a+Digital+Story+in+Photo+Story+3+
%28Video+Tutorial%29&course_id=_5768_1&navItem=content&href=http%3A%2F
%2Fwww.youtube.com%2Fwatch%3Fv%3DhEipKnL3DAE%26feature%3Drelated)
• After the video tutorials are viewed, the teacher will walk the students step by step
 into the program to upload their pictures (15 minutes).
• After uploading the pictures, the teacher will show the students how to put text into
each picture. Then the students will take time to write on their pictures. The teacher
will review sequencing and remind the students that they are making a story out of
photos (15-20 minutes).
• After style of photos, the teacher will first demonstrate how to change the style of
the picture, then the students will take time changing the style of their pictures (15
minutes).
• After text on the photos, the teacher will demonstrate how to browse music and
input music onto their photo story. Then the students will put music on their story
(10 minutes).
• All students will be shown how to get to the save page on their photo story. At this
point, one of the teachers will walk around to each student and save their photo
story onto a teacher USB for review and easy access to presentations.

Guided Practice/Independent Practice/Assessment Activities

The guided practice and independent practice will happen simultaneously

because the teacher will first model the expectation, then guide the students through the
process to completion, and finally the students will be alloted time to explore and
complete each step independently.
The assessment will occur on the following 1-2 sessions where the teachers will
set their photo stories up for a final review/edit session and then the final version will be
up on the computer screen. Prior to the class, the students will have a dicsussion about
the rules for scoring a peer and, together, will make a list of rules for grading peers.
Each student will be assigned a first rotation schedule (a second rotation schedule will
be given to students after the first rotation steps are completed). The students will move
to the peer selected for scoring, put headphones on, and watch their peer's photo story.
They will each be given a scoring rubric that they will use to help score each story. The
students will be given 5-7 minutes to score the first peer. The same steps will be
repeated for the second rotation. After the peer evaluations, in a prep period, the
teachers will get together to score each photo story based on their teacher made rubrics.
If necessary, the students will have an opportunity to go back and edit their photo
story with the suggestions from the teacher and resubmit for a second score.
Closure:

After the evaluation process is over, the students will complete an exit ticket
(made by teacher) on what they learned and how they felt about the project with a
possible discussion about the project at the beginning of the next class. Some
questions that might be on the exit slip include:
• "What was your favorite part of this activity?"
• "What was your least favorite part of this activity? How could we make it better for the next
time?"
• "Which part of photo story did you find difficult to use?"
• "Which part of photo story was easy to use?"