Title of Unit Grade Level Name: Amy Walker

Digital Storytelling 6-8 School: DCMS

Curriculum Time Frame
Area Language Arts/ Reading Three weeks, depending on school scheduling
Identify Desired Results (Stage 1)
Content Standards
ELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves
the appropriate application of conventions and grammar in both written and spoken formats. The student

a. Identifies and writes simple, compound, complex, and compound-complex sentences correctly, punctuating properly, avoiding fragments and run-ons,
adding or deleting modifiers, combining or revising sentences.
b. Identifies and writes correctly punctuated adjective and adverb clauses.
c. Uses standard subject-verb and pronoun-antecedent agreement.
d. Identifies and uses verb tenses consistently (simple and perfect).
f. Demonstrates appropriate comma and semicolon usage (compound, complex, and compound-complex sentences, and split dialogue).
h. Produces final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation and capitalization.

ELA7LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade
others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment
tools.

Critical Component: When delivering and responding to presentations, the student:

b. Organizes information to achieve particular purposes and to appeal to the background and interests of the audience.
e. Uses rubrics as assessment tools.
g. Uses multimedia in presentations.
ELA7W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the
reader, maintains a coherent focus throughout, and provides a satisfying closure. The student

a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a
question).
d. Uses appropriate structures to ensure coherence (e.g., transition elements).
e. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.

ELA7W3 The student uses research and technology to support writing. The student

a. Identifies topics, asks and evaluates questions, and develops ideas leading to inquiry, investigation, and research.
d. Documents sources
e. Uses electronic media to locate relevant information.

Information Literacy Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new
knowledge.

2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve pro
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express
new understandings.

Understandings Essential Questions

Overarching Understanding
• Authors help develop their craft by examining
the works of other authors.
• When choosing an organizational structure for
expository text, good authors consider the
audience and purpose for the text.
Related Misconceptions:
• Technology is only used for fun; it isn’t a
reliable educational source.
• Authors don’t rely on good writing or reading
skills, they can naturally read and write well.
Overarching
• What does the author of a piece of
literature intend for me to know or
want me to understand?
• How do writers decide which
organizational structure would best
communicate information?
• How can an author’s use of words
influence how the reader interprets
the reading selection?
Topical
• How do I write a personal
narrative?
• What is a rubric and why should
I refer to it when completing a
project?
• What is the author’s purpose in
my reading selection?
Knowledge
Students will know…
1. Different reasons that author’s write (author’s
purpose).
2. Expository writing is writing to explain or
inform the reader.
3. Narrative writing is writing that tells a story.
4. Terms for the different genres of literature
(vocabulary).
5. How figurative language is used in writing.
6. How to apply conventions and grammar
correctly in writing.
Skills
Students will be able to…
1. Use technology to research information and create different types of products
(compositions, digital stories).
2. Analyze examples of narrative writing.
3. Select purpose and structure for writing tasks.
4. Plan, draft, and revise a personal narrative.
5. Create a digital story.
6. Produce a final draft/presentation that demonstrates accurate spelling and the
correct use of punctuation and capitalization.
Stage 2: Evidence of Desired Results

Performance Tasks:
Performance Task Assessment
What story can I share that others will want to hear? Students will create a personal
narrative that they would like to share with others. After revising the narrative, they will
create a storyboard of images for the narrative. Students will use Audacity to create a
voice recording and PhotoStory to create a digital story of their personal narrative.

Other Evidence:
(e.g., tests, quizzes, prompts, work samples, observation)
Quiz
• How can I improve my personal narrative?
• What problems do I still face when creating a digital story?
• How is a digital story similar to and different from reading your personal narrative
aloud to the class?
• Do you consider creating and using a Digital Story to be a technological
advancement? Why or why not?
Observation
The teacher will observe class discussion and student participation for comprehension on
a daily basis. The teacher will address all questions and concerns that students may have
by placing a “mailbox” in the room that encourages students to write their comments and
questions about the assignment for clarification.

Student Self-Assessment and Reflection:

Student self reflection of assignment (using self-reflection rubric to be completed by the
student)
Performance Task Assessment
What story can I share that others will want to hear? Students will create a personal
narrative that they would like to share with others. After revising the narrative, they will
create a storyboard of images for the narrative. Students will use Audacity to create a
voice recording and PhotoStory to create a digital story of their personal narrative.

Goal
• The problem is to that you must write your own personal narrative that will help
others in learning more about you. Your teacher and peers should be able to learn
a valuable lesson after listening to your narrative.

Role
• You are a 13-year-old guidance counselor at an inspirational youth training camp.

Audience
• Your peers are unmotivated and need help moving in the right direction in their
lives. They are at camp because they need to be inspired to finish school and
serve their purpose in life.
Situation
• You must help your peers by sharing a personal story about yourself. This story
can be sad, humorous, inspiring, loving, or daring. You must share your story
with everyone present at camp. Since you have a fear of speaking in front of
others, you have decided to create a digital story that you will present to everyone
at camp.

Product, Performance, and Purpose

• You must create a digital story that your peers can relate to. They should know
the point of the story after viewing your digital story.

Standards and Criteria for Success

• Your boss will evaluate your presentation using a rubric as a yearly observation
tool to decide if you will be asked to return to motivate others at next year’s camp.
Your peers will also evaluate their experience with the digital story by grading
you through the use of the same rubric.
 Checklist for Creating your Digital Story

Name:________________________________________
Directions: Place a check beside each category that you have completed. Write
comments in each area that lists ways that you could improve your work before turning it
in as a grade.

I made excellent use of font, color, graphics, effects, etc. to enhance the presentation and illustrate
the main points.

COMMENTS:

I have checked over my work to ensure that I have no misspellings or grammatical errors.

COMMENTS:

I have provided appropriate content that attracts the attention of the audience. Others will benefit
from and easily understand the presentation of the digital story.

COMMENTS:

The content is well organized and flows well as I am telling my story.

COMMENTS:

All information collected for all graphics/ images, facts and quotes have been sourced. All sources
are documented in the desired format.

COMMENTS:

My storyboard is complete and I have checked the script to ensure that I am reading what I
intended to say for each image that I present.

COMMENTS:
 Creating a Digital Story

CATEGORY 4 3 2 1
Attractiveness Makes excellent use Makes good use of Makes use of font, Overall the use of
of font, color, font, color, graphics, color, graphics, font, color, graphics,
graphics, effects, etc. effects, etc. to effects, etc. but effects etc. distract
to enhance the enhance to digital occasionally these from the content of
digital story and story. detract from the the digital story.
illustrate the main content of the digital
points. story.
Mechanics No misspellings or Two or fewer Five or fewer More than 5 errors in
grammatical errors in misspellings and/or misspellings and/or spelling or grammar.
my storyboard script. mechanical errors in grammatical errors in
my storyboard script. my storyboard script.

Organization Content is well The overall There is little logical There was no clear or
organized and my organization does organization to the logical organizational
speech produces a not produce a digital story and I structure, just lots of
smooth flowing smooth flowing “jump” from idea to ideas.
digital story. digital story. idea.

Sources Source information Source information Only part of the Very little or no source
collected for all was collected but not source information information was
graphics, facts, in the desired format. was documented. collected.
information, and
websites. All
documented in
desired format.
Requirements Much thought was Although completed The project was not The project was late
put into my personal on time, the project completed on time and incomplete.
narrative. The did not appear but was complete.
storyboard contained completed or did not
all images and script contain all images
for the digital story. and script in my
The project was storyboard.
completed on time.

Quiz
Name:______________________________________________________

Directions: Answer each open-ended question as you reflect upon your experiences in
writing your personal narrative and creating a digital story. Be sure that your answers are
thoughtful and thorough.

1. Do you consider creating and using a Digital Story to be a technological

advancement? Why or why not?

2. What problems do I still face when creating a digital story?

3. How can I improve my personal narrative?

4. How is a digital story similar to and different from reading your personal narrative
aloud to the class?

5. If I could go back and change one thing about my digital story, what would I change
and why?

Self Evaluation Rubric

 Name_________________________________________________

CATEGORY 4 3 2 1
Effort I worked very hard to I worked long enough I worked on occasion I rarely worked on the
find everything I to get the information and got most of the project, which led to
needed for creating required for creating information required me having very little
the Digital Story. the Digital Story. for creating the information for
Digital Story. creating the Digital
Story.

Working with a I worked very well I worked fairly well I did not work that I wasn’t prepared to
partner (revising with my partner and I with my partner and I well with my partner share my story and I
did my share of the completed the work I and I did not did not work with my
the rough draft and work with great was assigned. complete my partner.
conferencing) results. assigned work.

WebQuest I learned everything I learned a lot from I learned very little I could have learned a
learning this project had to this project which led from this project lot more from this
offer which led to a to a good which led to a weak project and gained a
experience stronger understanding of understanding of better understanding
understanding of creating a digital creating a digital of creating a digital
creating a digital story. story. story.
story.

Points_____________________ Percentage___________________

Comments:

Essay: What were my strengths and weaknesses in the project? How can I improve in
the future? (complete the essay on the back of this paper)
 Learning Plan (Stage 3)
Where, Why, & What

Goals:
To have students use technology to tell about a personal event in order to create a digital story.
To understand essential ideas/questions in terms of the unit:
• What does the author of a piece of literature intend for me to know or want me to understand?
• How do writers decide which organizational structure would best communicate information?
• How can an author’s use of words influence how the reader interprets the reading selection?
• How do I write a personal narrative?
• What is a rubric and why should I refer to it when completing a project?
• What is the author’s purpose in my reading selection?
Students will be given a schedule of the requirements of the unit. (calendar)

Expectations:
Students will create a personal narrative that they would like to share with others. After revising the narrative,
they will create a storyboard of images for the narrative. Students will use Audacity to create a voice recording
and PhotoStory to create a digital story of their personal narrative.

At the completion of the unit, students will complete a quiz and a self-assessment of the project.
The teacher and students will review the rubric for the assignment (digital story).

Relevance and Value:

The teacher will lead the class in a discussion of the use and importance of technology and how it is applied in
our everyday lives. Students will give examples of how technology is used. The class will discuss why
storytelling is important to them and share how some stories that they have been told have been significant to
them.
To have students use technology:
 Students will write a personal narrative, edit the work of a peer and revise their own writings, create a
final draft, and transfer the final draft to an audio recording that will be used when creating their own
digital stories.
Students will also complete the following:

 Evaluate a peer and complete a self-evaluation using a rubric as an assessment tool.

 Apply peer-editing processes.

Diagnosis:
Prerequisite skills:
1. Different reasons that author’s write (author’s purpose).
2. Expository writing is writing to explain or inform the reader.
3. Narrative writing is writing that tells a story.
4. How to apply storytelling skills (prosody) when telling or reading a story aloud.
5. How figurative language is used in writing.
6. How to apply conventions and grammar correctly in writing.
 Hook & Hold

Begin class by asking students to raise their hands if they would like to share a personal story about a
significant event that has happened to them. The story must be told in first person point of view. If a student
volunteers, allow him or her to come to the front of the room and share their story (if no one volunteers, ask
why and discuss reasons why it would be hard to do this in front of others).
After a student shares their story with the class, ask the student (and class members) how the story could be
improved (images/ photos, organization, planning…). Tell students that we are all going to share a personal
experience with the class. However, we will not stand up and read the story aloud BUT we will tell our own
stories to everyone in the class. Ask students if they know how we can do this without dealing with a fear of
speaking in front of others or “stage fright”. This will transition into a discussion about digital storytelling.

Explore & Equip

Introduce learning (information found on wiki—see below).

Components:
 Storytelling
 Writing a personal narrative that answers the question, “What can I learn from this?”
 Rubric
 Set up and organization of folders when saving work.
 How to create a storyboard.
 Putting it all together.
The following wiki was created as a pathfinder/ resource to utilize in teaching this unit. The teacher and
students will refer to this regularly.

http://digitalstorytellingdodge.pbworks.com/w/page/32452115/FrontPage

The teacher will share her own personal story with the class (read final draft). Next, the teacher will share her
digital story with the class as a model of the final product.
The smart board will be utilized to play the digital story. Utilizing the smart board, students will also share
their final products (digital stories) with the class.

Using the smart board, model how to create folders for this assignment and the importance of creating and
saving information in the correct folders.

Rethinking , Reflection, & Revision

 Students will work with a partner to conduct a peer editing of the rough draft. Students should be able
to take something away from the personal narrative. For example, after reading the rough draft, each
student should be able to answer the question, “why is this story important? what lesson was learned?”.
If not, students will go back to the drawing board and start over.
 Students will complete a think-pair-share with their partner. They will be asked to explain what lesson
or idea can be learned after reading their partner’s story. Why did he or she chose to write about that
event or idea?
  After the final draft, students will create a storyboard of their personal narratives. Students will bring
personal items and pictures to add meaning to the story and will use a scanner to scan the items in order
to upload them to the document.
 Once the storyboard is complete, students will use Audacity to conduct a voice recording of their
stories.
 Students will use PhotoStory to put all of their work together.
 Students will complete a self-assessment using the self-assessment rubric after the project has been
completed.

Evaluation & Self-Evaluation

Student edited rough draft before typing the final draft.
Student completed checklist over assignment before turning in assignment.
Students will grade peers by using the rubric and providing constructive criticism, as well as positive feedback
when appropriate.
Students will complete a self-assessment of the project using the self-evaluation rubric.
Students will complete a quiz over concepts taught during the unit (see quiz).
In a class discussion students will evaluate the following questions:
 What tools were most effective when creating your digital story?
 What was least effective when creating your digital story?
 What would I do differently the next time?
 What did I learn about storytelling?
 What am I most proud of and why?
 If I had the choice to do this again, would I create a digital story or would I simply tell others my
story? Why? Which would I prefer listening to and why?

Tailor to student needs

ESL learners:
Students will receive teacher notes and written instructions of all assignments and discussion items. Work will
be provided in Spanish, as well as English when available. A translator will be available once a week and will
work with these students in all of their assignments. Graphic organizers will also be given to the student as a
way to organize information more effectively. Students with very limited English speaking skills will complete
a Dolch Word List as an alternate assignment. (see Dolch Word List)

Slow readers:
Slow readers will be given extended time on assignments. Students will receive oral, as well as written
instruction on assignments. The inclusion teacher will also be available to assist these students and may read
material to them when necessary.

Attention deficit disorder:

Students with ADD will be asked to repeat directions to ensure that the directions are understood. All students
will be provided with written, as well as oral instructions. Students will also have their assignments broken
down into smaller assignments in order to meet goals more effectively and to prevent becoming overwhelmed
with such a large assignment. A calendar with due dates and activities will be given to all students.
Gifted learners:
Gifted learners may use the “buddy-system” to allow them to guide others through complex learning tasks.
Gifted students will be given the enrichment activity to further their writing and technology skills.

Slow Learners:
Slow learners will work with the inclusion teacher as a group when appropriate. They will use the “buddy
system” to allow students of higher ability levels guide them through more complex learning tasks. Students
may also work one-on-one with the teacher if additional help is needed.
Organize Learning: Calendar
Week One:
Monday
Classroom Activity
Present the unit, course goals,
and calendar.
Discuss the essential questions
using a K-W-L chart and invite
students to generate questions.
Introduce content vocabulary.
Think-pair-share: Ask
students to identify personal
goals for the unit.
ActivityComputer lab
Tuesday
Complete the “Hook and
Hold” procedures to introduce
technology and storytelling.
Present the task requirements
and review rubrics for
assignments.
Review a model of the writing
assignment and post the
model, as well as the rubric, in
the classroom.
Have students begin writing
their personal narratives.
Wednesday
Activate prior knowledge by
reviewing author’s purpose
and storytelling.
Discuss the EQ: What does
the author of a piece of
literature intend for me to
know or want me to
understand?
Discuss how technology can
be used to support writing.
Continue writing your
personal narrative.
Thursday
Through a Think-Pair-Share,
work with a partner to edit and
begin revising your rough
draft. Make sure that you can
answer the question, “So
what… why is this
important?”
Friday
REVISE, REVISE,
REVISE!!
EDIT, EDIT, EDIT!!
REVISE SOME MORE!
Work with a different
partner to check/ edit your
work. Make revisions and
begin creating your final
draft!
Note: ESL students may have modifications to this plan. Some ESL students may work best with the Dolch word list assignment.
Week Two:
Monday
Computer lab Activity ActivityClassroom
Finish the final draft, TYPE
the final draft, and save it on
your passport under “Final
Script”.
Begin your storyboard! The
teacher will demonstrate the
easiest way to do this. Watch
her!
Tuesday
Locate your images online and
begin scanning your images
with the scanner. Make sure
you save all images in your
“Images” folder.
Wednesday
Continue working on
storyboards and locating
images for your stories. This
will be your last day locating
images and finishing your
storyboard. Come prepared to
move on!
The teacher will scaffold
students as needed as they
work on their projects.
Thursday
Demonstrate the use of
Audacity and explore the tools
that can be found using
Audacity.
Allow students to begin using
this software and to become
familiar with the software.
The teacher will scaffold
students as needed as they
work on their projects.
Friday
Conduct the final
recording of your voice
over for the digital story.
If you choice to use
music, upload this and
ensure that everything
runs smoothly.
Ensure that your voice is
heard! Do not make the
music too loud!
Week Three:
Monday
Computer lab Activity ActivityClassroom
Teach students how to bring
all of their work together using
the “Putting it all together”
powerpoint.
Tuesday
Begin putting the digital story
together!
The teacher will scaffold
students as needed.
Wednesday
Finish the digital story! This
is the last day bring everything
together! If you do not finish
in class, be prepared to stay
after school today to finish this
or you can finish at home (if
you have the software
necessary for the project).
Thursday
Upload stories/ save story to
files. Complete the quiz and a
self-evaluation of the project
using the rubric.
Friday
In a class discussion,
students will evaluate
their experiences when
working on the project
and creating the digital
story.
Begin viewing digital
stories! Students will be
allowed to bring drinks
and eat popcorn when
viewing the stories on the
smartboard.
 Dolch Word List
1.Cut out the list of words and write the definition as well as an example
sentence using the word on the back of the “card”. Use the flash cards as
a tool to help you study and learn the words.

2.Once you are familiar with the words, shuffle the cards and turn them
over to use them in another sentence. Turn this in to your teacher.

3.Write in a journal including as many Dolch words as you can!

*A list of the words can be found on the following website:

http://specialed.about.com/library/list5.pdf

http://specialed.about.com/library/list4.pdf

http://specialed.about.com/library/list3.pdf

The list of words used will be based on the student’s readability level and STAR test
results.

Students will also complete work on Rosetta Stone (depending on the individual language
learner).
Name______________________________

Enrichment Activity

Expand the use of the tools available on PhotoShop! Explore the software and utilize the
tools available on PhotoShop to enhance your photos! This is exceptional software… but
be forewarned, it is more complex than other tools!

Be prepared! You will present your findings to your classmates. Ensure that you are
familiar with the software enough to teach it to others and use your enhanced photos as a
model for other students. Get busy!
 Creating a Digital Story

CATEGORY 4 3 2 1
Story Elements The story contains The story contains 5 The story contains 4 The story contains
and uses all the out of the 6 story out of 6 story three or less story
story elements: elements: characters, elements: elements: characters,
characters, setting, setting, mood, theme, characters, setting, setting, mood, theme,
mood, theme, plot, plot, and conflict. mood, theme, plot, plot, and conflict.
and conflict. and conflict.

Sequencing Details are placed in Details are placed in a Some details are not Many details are not
(Organization) a logical order and logical order, but the in a logical or in a logical or
the way they are way in which they are expected order, and expected order.
presented effectively presented/introduced this distracts the There is little sense
keeps the interest of sometimes makes the reader. that the writing is
the reader. writing less interesting. organized.

Grammar & Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes more
Spelling errors in grammar or errors in grammar or errors in grammar or than 4 errors in
spelling that distract spelling that distract spelling that distract grammar or spelling
(Conventions) the reader from the the reader from the the reader from the that distract the
content. content. content. reader from the
content.

Word Choice Writer uses vivid Writer uses vivid Writer uses words Writer uses a limited
words and phrases words and phrases that communicate vocabulary that does
that linger or draw that linger or draw clearly, but the not communicate
pictures in the pictures in the reader's writing lacks variety, strongly or capture
reader's mind, and mind, but occasionally punch or flair. the reader's interest.
the choice and the words are used Jargon or cliches may
placement of the inaccurately or seem be present and
words seems overdone. detract from the
accurate, natural meaning.
and not forced.
Use of Digital Used all photos with Used most photos with Used a few photos Used no photos with
Photos great success- good success- with some success- no success-
character, mood, character, mood, character, mood, character, mood,
setting, plot-things. setting, plot-things. setting, plot-things. setting, plot-things.

References
“Dolch Word List”. About.com: Special Education. Retrieved July 10, 2009 from
http://specialed.about.com/od/literacty/a/dolch.htm

Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all

learners. Alexandria, VA: Association for Supervision and Curriculum

Development. ISBN 0-87120-342-1

Wiggins, G., & McTighe, J. (2005). Understanding by design, (2nd edition) Alexandria,

VA: Association for Supervision and Curriculum Development. ISBN 1-4166-

0035-0.

Wiggins, G., & McTighe, J. (2005). Understanding by Design: Professional development

workbook. Alexandria, VA: Association for Supervision and Curriculum

Development. ISBN 0-87120-855-5.