Candidate’s Name: Gitel Itzkowitz
Grade Level: 3-5
Title of the lesson: Digital Storytelling Project
Length of the lesson: 6-7 class sessions
Central focus of the lesson:
Students will use essential
literacy skills such as the elements of the writing process (planning,
drafting, revising, editing, and publishing) to compose an original text.
Students will use technology to produce a digital storytelling project based
on their original creative writing, utilizing technology skills such as
voice/sound recorder. Students will present complete project to class as
culmination of the learning segment.
Key questions:
●
Can the student produce and present a complete
digital storytelling project based on own creative and original work?
●
Do students understand the procedurals involved in
the makings of a story board and production of a digital storytelling
project?
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Knowledge of students to inform teaching:
Students require background
knowledge on basic story writing and skills, including grade appropriate phonemic
and phonological awareness. Students had to have already practiced writing
personal narratives in previous lessons and will now adapt it to digital
form. Students should also have previous knowledge on how to work computers
and basic technology skills to be able to manipulate the digital storytelling
tools.
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Common Core State Standards
CCSS W.3.4 With guidance and support from adults,
produce writing in which the development and organization are appropriate to task
and purpose. (Grade-specific expectations for writing types are defined in
standards 1–3 above.)
CCSS W.3.5 With guidance and support from peers and
adults, develop and strengthen writing as needed by planning, revising, and editing.
CCSS W.3.6 With guidance and support from adults,
use technology to produce and publish writing (using keyboarding skills) as well
as to interact and collaborate with others.
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Support literacy development through language:
●
Students will use their language skills as they use
both recorded voice-overs and written words to produce their digital
storytelling projects and then present them to their class.
●
Students will produce and present their digital
storytelling projects.
Vocabulary
●
General academic terms: analyze, describe, explain,
interpret, retell, revise, draft , brainstorm,
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Content specific vocabulary : digital storytelling,
creativity, storyboarding, presentation
Sentence Level
●
Sentence structure, transitions/connectives, complex
verb tenses
Discourse
●
Text structure, message, conversation, discussion
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Learning objectives
1.
SWBAT utilize elements of the writing process to compose an original narrative
text/story.
2.
SWBAT research and produce a collection of images,
voice-overs, and music relating to their narratives to create a storyboard
that will serve as basis for digital storytelling project
3.
SWABT utilize technology to create a digital
storytelling project based on their storyboards
4.
SWBAT present their projects in a clear and
comprehensive manner to class
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Formal and informal assessment (including type[s] of assessment and
what is being assessed)
●
Students will be assessed on participation and
collaboration with peers throughout planning sessions.
●
Students will be assessed on completion of formal
assessment storyboard worksheet and correct application of their work to
digital storytelling project.
●
Digital storytelling project production and
presentation will be assessed on the following rubric: Digital
Storytelling Project Rubric
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Instructional procedure
·
Begin session by showing students sample of a
storybook on Interactive whiteboard and use Story Kit on board to display one
that is teacher-created. Ask students how the images and sound recordings
help enhance the actual text of the story.
·
Review writing process of a story which has
already been learned in previous lesson and refer to chart on wall listing
the writing process: prewriting, drafting, revising, editing, and publishing.
·
Student should compose a narrative using
graphic organizer to help construct the story and ensuring all elements of a
narrative are included. Students can work in pairs and teacher should walk
around to observe and assist when necessary.
·
Have students share writings with partners and
peer review their partners work as well. Revising and editing may take more
than one lesson . Provide ample time and meet with students in small groups
to revise accordingly.
·
Display on Interactive Whiteboard the chart on
how to create a great story to help with planning and organize storyboard.
Review chart and discuss what students like about their favorite books or movies
that caught their attention.
·
Model how to complete storyboard chart on
board. Review concept and explain that the storyboard will help take the text
they’ve written and transform into material ready to be produced via digital
storytelling tools. Hand out Storyboard sheets and have students work on creating
their storyboards. Walk around and assist when necessary and observe to
ensure students are on the right track.
·
Review the storyboards and make sure students
have included where they will put which music, images, and text on which
slides for their digital storytelling projects. Explain they will now spend
time on iPads and use their storyboards to create their digital story.
·
Make sure to have all the available hardware
(microphones, iPads) assembled before beginning. Also make sure to do trial
runs with the software before demonstrating the processes to students to
minimize the teaching time needed.
·
The next few sessions should be utilized for students
to create their digital storytelling projects. Have more teachers in class or
volunteers to assist with process so everyone’s needs will be met to the best
of teacher’s abilities. Provide positive reinforcement and assist when necessary
so students will be motivated to produce great work.
·
After the projects are complete, conclude
learning segment by having students present their projects on interactive
whiteboard in front of class. Parents can be invited as well to partake in
this activity and celebrate students’ success.
Accommodations and modifications:
ELLs/struggling readers: Visual and technology is used throughout lesson
making it interactive with supports. Assistance is provided and when necessary,
additional teachers will be in class to help cater to every student. Collaborative
learning is instituted as well so students can help each other produce
better work.
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Instructional resources and
materials
·
iPads with internet and recording capabilities
·
Digital storytelling software such as Story
Kit
·
Interactive Whiteboard
·
Writing utensils
·
Writing Process chart
·
Narrative graphic organizers
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Reflection
●
I feel instruction in this lesson supported students
learning by providing a lot of visual support such as using graphic organizers
for planning and constructing stages and using technology tools and apps to engage
students and motivate them to produce exemplary work. There is constant
support provided and collaborative learning so students can learn from and help each
other. Positive reinforcement is provide as well as research shows when
students are made to feel good about themselves and their writing, they will
be motivated to further produce greater work.
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Dr. Hui-Yin Hsu Spring 2014
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