Jessica Young

Digital Video for Educators

Lesson Plan

Part 1-A: The Lesson Design

Title: ABC’s with Starfall

Author: Jessica Young, Special School District

Target Elementary students, special education, any student that needs

Audience: introduction to using a touch-activation screen.

Subject Area: Communication Arts - EE.L.K.1.a With guidance and support, distinguish
between letters and other symbols or shapes
Technology - 6.A.2. Student will demonstrate basic mouse skills (drag and
drop, highlight, click and double click)

Objectives: 1. Students will attend to the learning video, by looking at the EPSON
board screen for at least 30 seconds during the 1 minute and 27
second long video, given verbal prompts as needed as documented
on a teacher-made data sheet.
2. Students will attend to the learning video, by quieting to listen to
the video for at least 30 seconds during the 1 minute and 27
second long video, given verbal prompts as needed as documented
on a teacher-made data sheet.
3. After the video has been shown, students will use their personal
communication systems to request a turn, given verbal, visual, or
physical cues as needed.
4. Following the video: Students will attend to and interact with Starfall’s
ABC tab, by independently touch-activating a letter of their choice, in 1
out of 2 opportunities given verbal, visual, or physical cues as needed.
Materials and  Video: https://www.youtube.com/edit?o=U&video_id=q9RbvjPrLGo
Resources:  Other resources include: teacher-made data sheets, adapted
rubrics, personal communication systems, an EPSON board,
pointers, and verbal, visual, and physical cues.

Activity Teacher Students

Sequence:
1. Introduction: Teacher explains to 1. Listen to teacher
students that we are about to watch a video directives
showing us how to use a new game.
Teacher tells students that they need to
watch the video because they will be
playing the same game next.

2. Show video: Give verbal prompts to 2. Attend to video

look and listen as needed. Take data on
students’ individual attention to the video.
Replay video as many times as needed.

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Digital Video for Educators
Lesson Plan
3. Ask: “Who would like a turn to try.” Allow 3. Ask for a turn using
students to use their personal personal communication
communication systems to request a turn. system.
Model requests for students who may need
it. Keep data on how many times student
make a request.

4. Have students come up to the EPSON 4. Touch activate letters of

board individually after requesting a turn. their choice on the EPSON
Give the least restrictive prompt to see if board.
students realized how to work the program
from watching the video, but provide
physical assistance as needed. Take data
on how many times the students
independently touch-activate a letter of their
choice. Give verbal, visual, or physical cues
as needed.
Evaluation /  Assessment of the learner achievement will be evaluated using the
Assessment: following rubric. Data will be taken on the letter choices the students
make, their attention levels throughout the activity, and the prompting
level for each touch-activation throughout the letter activity. The goal
is to have independent (natural) activation of a letter choice for 1/2
activation opportunities.

Tips for This lesson was developed for students with significant cognitive disabilities

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Digital Video for Educators
Lesson Plan
Other who have not yet mastered touch-activation skills or the alphabet. The
Teachers curriculum technology standard requires that students demonstrate basic
Using This mouse skills, such as click activation, which this lesson is addressing, as well
Lesson: as giving review of letter sounds. This lesson could be modified to a higher-
level teaching video with higher objectives to meet a more rigorous standard.
Other Notes: The objectives in this lesson are appropriate for my student’s cognitive
levels and physical disabilities. This activity requires an EPSON board and
individualized communication systems.

Part 1-B Lesson Critique

Lesson: ABC’s with Starfall
Author: Jessica Young, Special School District
Instructional Principles: Did the lesson meet this principle?
1. Write learning outcomes / Yes  Yes. The 4 objectives focus on
objectives that are specific, or No attention, by looking and listening,
focused and achievable. using communication systems to ask for
a turn, and touch-activation, which are
all specific, measurable, achievable, and
appropriate for the student population.

2. Will the students: Yes  Yes. The students will view the
(a) view a teacher-produced or No teacher-produced video that is 1 minute
video clip (2 minutes or less); and 27 seconds long.
or
(b) view an previously
produced / published video
clip (2 minutes or less); or
(c) create a student-authored
video?

3. Is multi-sensory media Yes  Yes. The learning video includes

content used in the lesson? or No multiple images, short video clips, text,
(e.g. multiple video clips or and audio. The lesson includes use of a
other multimedia content website and adapted data sheets.
(photos, powerpoint, web
pages, text, audio, etc.) or
other reading resources (from
textbook, books, articles,
etc.).

4. Give students a personally Yes  Yes. The video includes an objective, to

meaningful objective or or No ask for a turn and touch-activate a
purpose for watching the letter of their choice, just as the video

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Digital Video for Educators
Lesson Plan
Part 1-B Lesson Critique
video clip. For example, was teaching. The objectives also allow
for students interests in technology and
 (a) pose a challenge question, give choice. The students are given a
 (b) present a puzzle or chance to control their learning by
problem to solve using the touching a letter of their choice.
information presented in the
video
 (c) relate the learning
objective or the video to the
student's personal experience
or interest.

5. Ensure that including the Yes  Yes. The video gives a clear model of
digital video "adds value" to or No what the student is expected to do after
the lesson. the video is completed.

Part 3: CRITIQUE & EVAUATION OF THE VIDEO

If you created a “teacher-produced video” for your project, please critique your video using:
 3-A-1 Critique of Teacher-Produced Video and
 3-A-2 Evaluating “Best Practice" Methods for Scripting and
Storyboarding in Teacher-Produced Video

3-A-1 Critique of Teacher-Produced Video

Guideline / Criterion
1. Lesson Plan Context: The
lesson plan or lesson design defines:
1.1 the learning outcomes /
objectives; 1.2 learning activities
and methods; and 1.3 the
assessment method.
2. Rationale for using teacher-
authored video.
3. Make it Short : 2 Minutes or
Less
4. Lesson Objectives Guide the
Storyboard and Script
Your Teacher-Produced Video:
Yes, the lesson design names the 4 learning
objectives, the activity sequence, and the assessment
method, including the adapted data sheet that was
used.
A teacher-authored video was appropriate for the
student population, as they require models to learn
basic actions.
Yes. The teacher-produced video is 1 minute and 27
seconds long.
Yes. The video uses as least words as possible to
allow students with cognitive disabilities to focus on
the most important learning words. The video also
uses as few images as possible so the students with
Cortical Visual Impairments are able to focus on the
most vital images. The symbols used are BoardMaker

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Digital Video for Educators
Lesson Plan
3-A-1 Critique of Teacher-Produced Video
images which are the student’s primary
communication symbols.
5. Follow "Best Practice" See Table 3-A-2 below.
Methods for Scripting and
Storyboarding

3-A-2 Evaluating “Best Practice" Methods for Scripting and Storyboarding

in Teacher-Produced Video
Best Practice Criterion
Length of digital video is 2 minutes
1
or less.
Include text material (as
2 Powerpoint slide images, added title
screens, or subtitles).
Narration should complement
3 images, video and text on the
screen.
Keep text material brief. Avoid
4 screen clutter.
Think multi-sensory and multiple
media for communicating concepts.
5 Planning shown for each track (1)
images / video; (2) audio and (3)
text.
For clear communications and Yes. The video uses as least words as possible to
6 comprehension, use short allow students with cognitive disabilities to focus
sentences for the narration script. on the most important learning words.
Keep "scenes" short. Optimal
7
length of a scene is 6 seconds.
Identify what is the value added by
making a "digital video", as compared
with an (a) oral presentation; (b)
8
Powerpoint presentation, or (c)
written document (e.g. report in
Microsoft word).
Engage the viewer using techniques
such as questions to answer, problem
to solve, ideas to consider or reflect
9 upon, or request for action.
Your Teacher-Produced Video:
Yes. The teacher-produced video is 1 minute and
27 seconds long.
Yes, there is very little text included, as that is
what is most appropriate for the student
population. There is text on the first slide, and
text is shown on top of the images.
Yes. Narration follows along with the images on
the screen.
Yes. The video uses as few images as possible so
the students with Cortical Visual Impairments are
able to focus on the most vital images.
Yes. The learning video includes multiple images,
short video clips, text, and audio; including a
song.
All scenes, other than the image that is shown for
the ABC song, are shorter than 6 seconds.
A teacher-authored video was appropriate for the
student population, as they require models to
learn basic actions. The students that this video
was made for, do not respond to written
documents and need visuals if they are given an
oral presentation.
Yes. The video includes an objective, to ask for a
turn and touch-activate a letter of their choice,
just as the video was teaching. The objectives
also allow for students interests in technology and
give choice. The students are given a chance to
control their learning by touching a letter of their
choice.

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Digital Video for Educators
Lesson Plan

PART 2: SCRIPT, STORYBOARD & VIDEO

Script:

Starfall

ABC’s

SONG: ABC song

First, touch a letter

Look and

Listen to see what comes next

Lets watch again

Now you get to try

Who want’s a turn?

Video can be seen at: https://www.youtube.com/edit?o=U&video_id=q9RbvjPrLGo

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 Jessica Young
Digital Video for Educators
Lesson Plan

Author: Jessica Young Title: ABC’s with Starfall Date: 12/16/2017

A B Narration C Image, Animation, Video D Text or Notes

1 Starfall

2 ABCs

3 Song: ABC song

4
First, touch a letter Video Clip: Touch-activating a
letter

5 Look and

Listen to see what comes next

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Digital Video for Educators
Lesson Plan

Narration Scene Notes

7 Video Clip: activity that occurs

after the touch activation

8
Let’s watch again

9
Video Clip: The entire process of Use a different letter
touch activating a letter and than used before
viewing what came next

10

Now you get to try!

11
Who want’s a turn?

12 References / Credits Screen:

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