Final Project Puppet Pals App By Susan Beazley http://screencast.

com/t/jUmlswebf5kn Technology: My project involves utilizing the Puppet Pals iPad app in a 4th grade ELA class. This app enables students to create a puppet play with characters, scenery, animation, and audio through the use of an iPad. Students actually pick out or download characters, choose from available or download own scenery, and tap to record movement and their own voices for the characters. Students simply use their fingers to manipulate the characters around the stage to create a live-action type play. By tapping pause, students can change scenery and characters, and simply tap play to continue the story. When complete, Puppet Pals will put it all together in movie format. All it takes is an iPad and student creativity. There is a regular Puppet Pals HD, which is free but only comes with a limiting 8 characters and 3 scenery choices. This app is great for trying the program out and for initial, limited storytelling capabilities. I started with this version since it came with fairy tale characters and scenery, but ended up adding the directors pass for $2.99 in order to be able to download my own pictures for characters and scenery, thus gaining more flexibility in storytelling. This app can be utilized on iPad, iPod, and iPhone. Learning Theories/Instructional Design Models: I utilized both Universal Design for Learning (UDL) and Gagnes Instructional Design Theory in the preparation of this lesson. UDL asks the instructor to vary the means of presentation of materials in order to meet the learning needs of all students in the class, so I tried offer different modes of instruction including auditory, visual, and tactile/kinesthetic through both the showing of examples in book and video format (YouTube) and the partner discussions. I chose Gagne because it gave a logical order to the lesson by incorporating 9 specific steps in lesson generation. 1. Gain attentionRead The True Story of the Three Little Pigs and explain that the sheriff feels there is enough information to reopen the case and other cases similar to it. Show YouTube video of villains perspective of Jack and the Beanstalk. http://www.youtube.com/watch?v=19HiU8qjaJI 2. Inform learner of objectivesManipulate character perspective to create plays utilizing new technology, Puppet Pals HD, to tell the villains side of a piece of traditional literature. 3. Stimulate recall of prior learningReview traditional literature recently studied and the point of view of those stories. Discuss how point of view affects the outcome of the story. Ask, Havent you ever wanted desperately to tell your side of a story, especially if someone thinks you were at fault?

4. Presenting the stimulusOn the SmartBoard attached to the iPad, show students the basics of the Puppet Pals appwhere to locate characters and settings and how to access the help/instructions by tapping the I in the top right corner of the main screen. Show how to select characters and scenery and how to import pictures or backgrounds of their own. Then show how to manipulate characters (move, shrink, switch directions) and scenery while pausing and then repressing record button. Show how to preview, save, and send to chosen destination. Let students manipulate as teacher shows. http://www.youtube.com/watch?v=RMOinX6rWCA (Puppet Pals 2)(Maybe different example vid) 5. Providing learner guidanceHave students repeat with partner group steps of using Puppet Pals app with each other to verify understanding of the process and then give student partner groups time to play with the app and choose characters/scenes and practice recording. http://www.youtube.com/watch?v=2sQ3V1UV8g0 (Puppet Pals HD) 6. Eliciting performanceCreate a play showing the point of view of a villain/antagonist in a traditional piece of literature. Watch monologue of Cinderellas stepsister. http://www.youtube.com/watch?v=JvYCwlvwEKE 7. Giving feedbackLet share with another partner group for feedback. Teacher also views and verbally responds. 8. Assessing performanceHave students make changes to project based on questions and suggestions from peers and teacher. Present final project on SmartBoard to entire class. 9. Enhancing retention and transfer-- Share with lower grade levels to use in their discussions on point of view and traditional literature. Allow students to create book reviews utilizing Puppet Pals. Instructional Objectives: Presentation TechnologyPuppet Pals app Point of Viewreader/writer

Students will demonstrate understanding of fairy tales and the importance of point of view in swaying the direction a story takes and how text evidence builds to play a part in the overall storyline through the creation of a play presented through the iPad app Puppet Pals HD.
110.15(b) (3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature. (6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (B) describe the interaction of characters including their relationships and the changes they undergo;

(10) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the difference between a stated and an implied purpose for an expository text. (16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write imaginative stories that build the plot to a climax and contain details about the characters and setting; and (29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others

Intended Audience: 4th grade English Language Arts class focusing on the reading/writing connection. Time: 3-5 days (depending on time taken to present to class) Detailed Lesson Plan: Preparation iPad or iPad mini Puppet Pals HD app with Directors Pass YouTube Paper Pencil

Scenario: After hearing the wolfs point of view and finding corroborating evidence for his story, the sheriff starts to wonder about some of his other recent cases. So, he is reopening several of these questionable cases. Your job is to be the sheriffs court reporter. You are to choose a piece of traditional literature and tell it from the villains point of view. What pieces of key evidence might have been left out of the initial tale? Build a believable story following the guidelines of fairy tales we previously discussed. Make sure you produce a complete storyline with enough evidence to make this point of view believable. Procedures: 1. Read The True Story of the Three Little Pigs (maybe on SmartBoard).

2. Students will pair into partner groups for the assignment and choose a piece of traditional literature previously studied to rewrite from the antagonists perspective, giving appropriate evidence to corroborate their version of the story and so clear them of the crime/misdeed they are known for. Review evidence given by the wolf in The True Story of the Three Little Pigs and the giant in the Jack and the Beanstalk video. Watch YouTube video of a monolog by Cinderellas stepsisters perspective for inspiration. http://www.youtube.com/watch?v=JvYCwlvwEKE 3. Students will pair up with another partner group to discuss evidence given by Cinderellas stepsister and then brainstorm possible evidence to be used in their own new story. 4. Students will work with a partner to storyboard at least six slides and write out their dramatic dialogue, including important details from their chosen piece of traditional literature and new evidence supporting the antagonists perspective. A complete storyline must be presented. Turn storyboard in to teacher for precheck of evidence. 5. In the Puppet Pals HD app, students will choose at least 2 different pieces of scenery and at least 2 different characters. Demonstrate Puppet Pals HD via Smart Board. Tutorial video: http://www.youtube.com/watch?v=2sQ3V1UV8g0 6. Final presentation must include varied voices, movement of characters, complete storyline, and evidence supporting antagonists side of the story. 7. Each partner pair will trade work with another pair (different from the brainstorming phase) and watch each others production and give feedback and suggestions for enhancements to the storyline and the presentation itself. 8. Assessment choices: a. Email presentation to the teacher b. Connect iPad to the Smart Board via a VGA adapter to present to class. i. Class can record vital new evidence in favor of antagonist ii. Class can vote on whether or not the antagonist is guilty or not guilty.