Kim+Huston+Lesson+7

1. Creativity and innovation 4. Critical thinking, problem solving, and decision making 2. Communication and collaboration 5. Digitial citizenship 3. Research and information fluency 6. Technology operations and concepts
 * Daily Lesson GAME Plan ||
 * **Lesson Title: Digital storytelling through blogging** |||| **Related Lessons: writing, grammar, technology** ||
 * **Grade Level: 5** |||| **Unit: technology/writing** ||
 * GOALS ||
 * **Content Standards:** Students will create original stories based on any topic in which they have an interest. Stories need to be at least 2 handwritten pages long. The audience includes kindergarten reading buddies. After writing the stories, the students will create 10-15 illustrations that tell their story. (If preferred, the teacher can allow the students to create electronic images using software owned/licensed by the school, or the teacher can allow the students to use digital cameras to capture original images.) ||
 * **ISTE NETS-S**
 * Instructional Objective(s):** The students will use Digital Recorders to create an audio file of their story. Students will use nonlinguistic representations of their stories through their illustrations. The illustrations will serve as a way for the students to summarize the written stories. Students will work together to create audio/wave files and jpegs of illustrations. Peer instruction will further enhance the learning of the use of the technology needed for this lesson. ||
 * ACTION ||
 * **Before-Class Preparation:** There should be a number of minor writing lessons used prior to this lesson before these are published on the class blog. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 1-2 days

1-2 days

1 day |||| 1. Student will write a creative story. The story should include an understanding of setting, plot development, and character development. The story should be at least two pages long (but there should not be a maximum length). 2. The story should be edited using Peer editing. Student will illustrate the creative story using paper and basic art supplies. Students can work on illustrations as soon as the story is written. The student should create 10-15 illustrations to depict the story

The student will scan illustrations and convert all images to JPEG’s. The teacher should explain the different extensions for image files. The student will use Movie Maker to create a movie version of the story. The teacher will demonstrate Movie Maker using the ITS system using student files as an example. After modeling, the teacher will have the students use the tablet to import images into Movie Maker and to import audio files. The lesson should include a step-by-step lesson having the students complete the same tasks after the teacher models. An open discussion to guide each student will serve as teaching tool for the software as well. Students should create a title slide and a credit slide. Teacher will model how the students can animate the information included on those sides. Teacher will then model how to import audio file into the timeline. Teacher should then use the system and the speakers (sound emphasis) to move illustration files and sound file to match the movie. The teacher will then show the students how to download the files to their blog for them to preview and allow their kindergarten friends to watch. || laptops, word processing programs,

art supplies and paper

Laptops, Scanners, Overhead projector, head phones ||
 * **Notes:** This lesson engages the students. Students won't want to stop editing their stories, improving their artwork/images, or editing their Movie Maker file. This lesson exceeds teacher's expectations for student's writing quality and student's effort. I have had students write their stories for their "reading buddies" in Kindergarten and then present their stories to those students including the reading buddies' name in the credits. This promotes this project and its benefits beyond the student creator. This also brings the blogging into the classroom at a more personal level. This could also be used to copy the pictures the students drew/printed and make a book as discussed in previous lessons. ||
 * MONITOR ||
 * **Ongoing Assessment(s):** Stories will be read, edited, and graded by teacher prior to technology component. Additionally, peer editing, and self-assessment will be used prior to recording stories.


 * Accommodations and Extensions:** Having the students create a "movie premier" encourages further creativity and promotes oral skills. Students present their stories to the class, parents, and students from other classes. Presentation skills are enhanced and the stories have even more meaning.


 * Back-up Plan:** If the computers or internet are not available, then the students would be able to review what they have written and the pictures that they have drawn. This is important for checking and rechecking their work. ||
 * EVALUATION ||
 * **Lesson Reflection and Notes:** This lesson can easily be used by teachers in both social studies and language arts. Students can write a story about a specific time period or event in history and create the electronic story. Likewise, students can use this same lesson with many subject areas, but collaborative work with the language arts teacher promotes stronger writing assignments and therefore better blogging skills that will prepare them for future lessons. ||

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