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Margo McCallon
LITR 630
6/28/17

Digitial Storytelling Lesson Plan

Standards:
ISTE: 1a, 1c, 1d, 2a, 2b, 2c, 2d, 3a, 3b, 3c
ILA: 1.2, 2.2, 2.3, 4.2, 5.1
KTS: 6.1, 6.2, 6.3,
KCAS: RI.3.3, W.3.2, L.3.6, SL.3.5, SL.3.6

Grade Level:
3rd

Time Needed:
60 minutes

Materials:
Smartboard
Class wiki
Graphic organizer with all of their previous research information on this topic
Graphic organizer Storytelling (example and blank)
Storyboard (example and blank)
Journal

Learning Targets:
Students will learn how to organize and present their informative writing through Digital
Storytelling. (I can create a digital story to share information.)
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Procedures:
1. Introduction: Review the information I found about my Amazing American and the
written passage I provided on Wiki. I will introduce them to another way to share their
information by showing them a video of the steps student take to create a Digital Story:
https://youtu.be/rUZXBc6yRhU

2. Students will turn and talk about the video and share the steps they noticed. I will begin
an anchor chart with the steps to create a Digital Story.

3. Ask students how they think they could use their informational passage about their
Amazing American to create a Digital Story. Turn and talk, then discuss. Add
appropriate thoughts and points to the anchor chart.

4. Show students my digital story about Eleanor Roosevelt:

https://margomc.wikispaces.com/

5. Discuss observations they noticed with the video, adding more points to the anchor chart.
During this discussion, I will guide students to notice:

My Digital Story shares information from my informative writing, but I am not

reading that passage.
There is music in the background.
The pictures you see help relate to the words you hear which helps you
understand and remember the information.
The words are spoken clearly and with expression.
It builds interest in the topic for the audience.

6. Explain to the students that they are going to take the passage they have written and
become that person. I will explain that they will continue to work in groups when they
begin their graphic organizers. I will demonstrate and explain the purpose of the graphic
organizer: to determine the points to include, as well as the order of the information. I
will then show them my graphic organizer and how I continued to focus on the three
points from our initial graphic organizer to collect information: young, adult, important.

7. I will then describe the next step of creating the storyboard, pointing out to the students
that I knew I wanted to begin with a title to introduce the purpose, and decided to use an
adult picture of Eleanor. This will demonstrate how I turn a fact I have learned about the
person, to a statement I will make in first person as if I am that person.

8. As an overview, I will show my next step in which I use the search engine to find
pictures that go with each fact.
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9. I will model to my students how I found photos I liked and wanted to include, which led
me to reorganize some lines or change some of the words I used. I will also model how
there were some images I could not find (ie: Eleanor as a child with her grandmother) so
I used a picture of her as a child with her distant cousin.

10. I will point out the difference between the captions and the oral information. We will
brainstorm observations and the purpose of choices I made. (For example: I included a
picture of Eleanor as a child with Theodore Roosevelt, her cousin. I will explain to the
students that I think it is amazing that her cousin and her husband had both been a
President of the United States. I did not have time to include that in my oral story, but
did want to share that information so I included it in the caption.

11. I will then let students turn and talk about what they noticed. To focus on how effectively
they speak and listen, I will ask students to share interesting points that another student
made when they turned and talked.

12. I will then take time to answer questions and address concerns.

Assessment:
Formative Assessment: Students will be assessed with their journal page: I know, I wonder, I
learned, I want to remember.

Accommodations:
I have grouped students with peers that can guide and assist each other.