Lindsay Burns (Saylor)

LITR 630

Digital Story Lesson Plan

June 28, 2017

Standards

CCSS: W.K.2 - Use a combination of drawing, dictating, and writing to compose

informative/explanatory texts in which they name what they are writing about and supply some
information about the topic.
CCSS: W.K.6 - With guidance and support from adults, explore a variety of digital tools to
produce and publish writing, including in collaboration with peers.
CCSS: W.K.7 - Participate in shared research and writing projects (e.g., explore a number of
books by a favorite author and express opinions about them).
CCSS: RI.K.1 - With prompting and support, ask and answer questions about key details in a
text.
CCSS: SL.K.2 - Confirm understanding of a text read aloud or information presented orally or
through other media by asking and answering questions about key details and requesting
clarification if something is not understood.
CCSS: SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide
additional detail.
CCSS: SL.K.6 - Speak audibly and express thoughts, feelings, and ideas clearly.

ISTE 1: Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
ISTE 2: Communication and Collaboration - Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual learning
and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety
of media and formats
d. Contribute to project teams to produce original works or solve problems
ISTE 3: Research and Information Fluency - Students apply digital tools to gather, evaluate, and
use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness
to specific tasks
ISTE 4: Critical Thinking, Problem Solving, and Decision Making - Students use critical
thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources.
b. Plan and manage activities to develop a solution or complete a project
ILA Standard 1.2: Candidates understand the historically shared knowledge of the profession
and changes over time in the perceptions of reading and writing development, processes, and
components.
ILA Standard: 2.2 Candidates use appropriate and varied instructional approaches, including
those that develop word recognition, language comprehension, strategic knowledge, and reading-
writing connections.
ILA Standard: 2.3 Candidates use a wide range of texts (e.g., narrative, expository, and poetry)
from traditional print, digital, and online resources.
ILA Standard: 4.2 Candidates use a literacy curriculum and engage in instructional practices
that positively impact students knowledge, beliefs, and engagement with the features of
diversity.
ILA Standard: 5.1 Candidates design the physical environment to optimize students use of
traditional print, digital, and online resources in reading and writing instruction.

KTS: 6 The teacher demonstrates the implementation of technology.

a. 6.1: Uses available technology to design and plan instruction
b. 6.2: Uses available technology to implement instruction that facilitates student learning
e. 6.5: Demonstrates ethical and legal use of technology
Grade Level: Kindergarten
Time Needed to Complete the Assignment: 60 minutes

Materials:

Teacher Computer
Student Desktop Computers (3)
iPads (2)
A Zebras World Non-Fiction Book
Photo Story 3 Program on all devices
Microphones

Learning Targets of the Lesson:

Students will be able to communicate information found during Shared Research

Students will be able to communicate information using a digital story tool
Students will be able to interact and collaborate with peers using digital tools in order to
communicate research findings.

Procedures:
Students have been working on locating information from the Internet through the Online
Literacy Assignment, synthesizing the information found through the Wiki Assignment, and are
now ready to communicate the information with others through the Digital Story Assignment.
The goal for this lesson was that students would be able to communicate the information already
gathered from the Internet to help students collaboratively publish an Informative Writing Piece
through creating a Digital Story.
I Do Activity (Teacher Computer, Photo Story 3, SMARTBoard) (15 minutes)

Overall, teacher will be showing students what the finished product of their Digital
Stories will look like.
Students will first be introduced to Learning Targets for the lesson.
Students will build upon their background knowledge of the Online Literacy lesson
where they searched for and located information, then the Wiki lesson where they
synthesized the information in their Animal Research Graphic Organizers and turned
them into simple Informational Writing Pieces and added them to the class Wikispaces
page. Lastly, previewing this lesson where they will be communicating the information
theyve gathered about their groups animal through a Digital Story using Photostory 3.
Teacher will explain that we are going through the I Do Activity now.
Teacher will model and explain her Animal Story Map and the process of how she used it
to make her Digital Story.
o Completed Animal Story Map on Zebras
o Used that information to talk about Zebras in her Digital Story
Teacher will model and explain her Story Board with Script.
o Use this to plan out her Digital Story
o Draw/fill in with a picture.
o Write/type a caption below the picture that explains the picture (short/brief).
o Write/type a script of what she wanted to say for each slide in her Digital Story
below the caption.

Teacher will explain that they will help me recreate my digital story for the We Do
Activity
Teacher will lastly explain that for time purposes, each group of students will work on
creating their own digital story using the Photo Story 3 Program for tomorrows lesson.
We Do Activity (Teacher Computer, Photo Story 3, SMARTBoard) (40 minutes)

Students will be on the carpet in a Whole Group Setting.

Teacher will model and explain again her Story Board with Script.
 o Use this to plan out her Digital Story
o Draw/fill in with a picture.
o Write/type a caption below the picture that explains the picture (short/brief).
o Write/type a script of what she wanted to say for each slide in her Digital Story
below the caption.

Teacher will have students help her recreate her digital story using the Photo Story 3
Program step-by-step using a blank template.
Teacher will go through Step 1: Begin a New Story
Teacher will go through Step 2: Import and Arrange your Pictures
o Click on Import Pictures
o Find the Images you want to use in your Digital Story
Students will take turns practicing Importing Pictures from teachers
desktop on her computer
o Click Next when done Importing Pictures
Teacher will go through Step 3: Add a Title to your Pictures
o Students will take turns typing previously written Informative Writing Piece onto
each picture slide for the teacher
Teacher will go through Step 4: Narrate Your Pictures
o Students will take turns using the microphone to read aloud what was typed out
on each slide for Oral Rehearsal Practice
Teacher will go through Step 5: Save Your Story
o Students will practice saving the Digital Story onto the Teachers Computer
Teacher will open up recreated Digital Story on Photo Story 3 Program to show students
what they just created.
Teacher and students will take a couple minutes to look at the digital story just made and
the Non-Fiction book, A Zebras World to compare and contrast information.
Teacher will lastly explain that for time purposes, each group of students will work on
creating their own digital story using the Photo Story 3 Program tomorrow, but they will
need to complete todays Exit Slip Assessment using ________.
You Do Activity (Tomorrow) (60 minutes)

Students will work in their groups to create a Digital Story using the Photo Story 3
Program to communicate their information about their groups animal that they did
Online Research on.
Students will take turns recording on each page of their groups story.
After each group creates their digital Photo Story, they will present them to the class on
the SMARTBoard for group presentations.
Each group will also take a couple minutes to discuss how they Non-Fiction book they
read/used and the digital story they just made are alike and different to communicate even
more information with the whole class.

Exit Slip Assessment

After completing the We Do Activity, students will complete their Digital Story Exit
Slip using Linoit
Students will use the Linoit website to:
o Type 1 thing they are excited about for creating their groups Digital Story using
the Photo Story 3 program
o Type your name at the end of your comment

How will students be assessed:

Students will be assessed on their Participation during the lesson

Students will be assessed through Observations throughout the lesson
Students will be assessed using Anecdotal Notes throughout the lesson
Students will assessed through their responses on the Linoit website

Accommodations and Modifications for students:

Using the I Do, We Do, You Do format and giving them that gradual release of
responsibility will help them become more engaged, more focused, and allow them to get
a solid understanding of what their expectations are.
Through not rushing into the You Do portion of the lesson, it will give students time to
think about what they just learned, plan out their Photo Story for tomorrow, and give
them enough time to complete the lesson tomorrow
ESL students will also receive extra assistance from me, my instructional assistant and
the ESL teacher if they are available at that time.
Through the Linoit Exit Slip, I will be able to determine whether this lesson was too easy,
too hard, see where I need to make adjustments, and see what next steps need to be taken
in the process of understanding new literacies for tomorrows lesson.