Lakeva+Barnes





Digital Storytelling in the Content Area

Lakeva S. Barnes

__Walden University__

Suzanne LeBeau Integrating Technology Across the Content (EDUC – 6713I – 4)

April 11, 2012

SPI 0801.8.2 Identify and analyze the author’s point of view (i.e., first person, third-person objective, third-person limited, third-person omniscient). SPI 0801.1.24 identify how the author reveals character (e.g., physical characteristics, dialog, what others say about him, what he does). ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: The Diary of Anne Frank |||| Related Lessons: The Devil’s Arithmetic ||
 * Grade Level: 8th |||| Unit: The Holocaust ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S

Instructional Objectives: Day 1
 * Facilitate and Inspire Student __Learning__ and Creativity**
 * 1) Promote, support, and model creative and innovative thinking and inventiveness
 * 2) Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
 * Design and Develop Digital-Age Learning Experiences and Assessments**
 * 1) design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity ||
 * ==ACTION== ||
 * Before-Class Preparation: Students will learn how to use Garageband to add audio to their digital stories.Prior to this lesson the students have learned to identify the author’s point of view in various text, completed a character analysis for numerous characters from various text, completed the reading of //The Diary of Anne Frank//, created at least one digital story, and watched several documentaries about the holocaust and Anne Frank. ||
 * During Class ||
 * Time

Day 2

Day 3

Day 4

Day 5 |||| Instructional Activities The students will select a character from //The Diary of Anne Frank// for which they will write an __account__ of the events of the story from that character’s point of view. This will be written as a storyboard draft.

The students will continue creating their storyboards and begin organizing the information for a digital story. Because pace may vary among students, many of them may be able to begin searching the web for resources to be used for their digital stories.

All students should be completing research to find resources for their digital story about //The Diary of Anne Frank//. Most of them should be in the creating phase, where they are adding images, audio, and text to each page of their story.

Students are working to perfect their stories and run them to made edits and revisions.

Publish || Materials and Resources

__Mac laptop__ computers

Storybird.com

Photographs

Artwork

Pencils/pens

Sketch paper

Holt __Elements of__ ­ __Literature__

Digital camera

Music

video || I will monitor students as they search for resources to use for their digital story. This is serve as a time to collaborate with students and make suggestions of creative ways to convey their message digitally.
 * Note student groupings, environmental modifications needed, etc: students who have selected the same character will be grouped together to prevent too many similarities between the projects. They will also serve as support to one another as they work to convey the voice of the characters they selected. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): I will have the students to complete a character analysis of the character they chose to __insure__ that they have an understanding of who that person was and what their thought process was about the events surrounding Anne Frank’s family and the holocaust.
 * Ongoing Assessment(s): I will have the students to complete a character analysis of the character they chose to __insure__ that they have an understanding of who that person was and what their thought process was about the events surrounding Anne Frank’s family and the holocaust.

Accommodations and Extensions: students will be allowed to bring electronic devices that will be used for their project. In the event that many of the students are unable to complete this task in 5 days, I will extend their time by one day.

Back-Up Plan: In the event that the computers are not available, the students will write monologues from the perspective of their chosen character. They will perform them in front of the class. || Lakeva,   I have asked a few other people this now, but are you instilling a time limit that students must adhere to? I know for your project that it could get pretty lengthy if students are creating an account of all events from the story. Are you going to have them focus on one of the "major" events (their first night there, the night they were caught, a "day in the life")? I am struggling with how to keep students focused within their digital storytelling and not to present every single aspect of their research within the video since they are researching a country. I am allowing them to choose the topic for their digital storytelling and am wondering if setting a time limit will help them or limit their creativity. What are your thoughts? Caitlin Caitlin, Because I know my students will procrastiante I have set a time limit. This is to help them to pace themselves and take responsibility for their grade. At this point in the school year they know that if I say something is due, it is due and they really don't want to miss my deadline. However, if I find that I have set an unrealistic goal for them, I will extend the deadline and communicate that to the students in advance. As far as the focus of the storyboard, the main focus will be the daily life in the annex. That is really the heart and soul of the story of Anne Frank, because those are the events to recorded in her diary. LESSON REFLECTIONS AND NOTES: ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: rubric (for some reason my scale for the rubric would not save on the top row.) || ** CATEGORY ** || ** 4 Points ** || ** 3 Points ** || ** 2 Points ** || ** 1 Point ** ||
 * Purpose of Story || Establishes a purpose early on and maintains a clear focus throughout. || Establishes a purpose early on and maintains focus for most of the presentation. || There are a few lapses in focus, but the purpose is fairly clear. || It is difficult to figure out the purpose of the presentation. ||
 * Point of View || The point of view is well developed and contributes to the overall meaning of the story. || The point of view is stated but does not connect with each part of the story, although an attempt is made to connect it to the overall meaning of the story. || The point of view is stated but no attempt is made to connect it to the overall meaning of the story. || The point of view is only hinted at, or is difficult to discern. ||
 * Choice of Content || Contents create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. || Contents create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. || An attempt was made to use contents to create an atmosphere/tone but it needed more work. Image choice is logical. || Little or no attempt to use contents to create an appropriate atmosphere/tone. ||
 * Clarity of Voice || Voice quality is clear and consistently audible throughout the presentation. || Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation. || Voice quality is clear and consistently audible through some (70-84%)of the presentation. || Voice quality needs more attention. ||
 * Pacing of Narrative || The pace (rhythm and voice punctuation) fits the story line and helps the audience really "get into" the story. || Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience. || Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged. || No attempt to match the pace of the storytelling to the story line or the audience. ||
 * Meaningful Audio Soundtrack || Music stirs a rich emotional response that matches the story line well. Images coordinated with the music. || Music stirs a rich emotional response that somewhat matches the story line. Images mostly coordinated with the music. || Music is ok, and not distracting, but it does not add much to the story. Not coordinated with images. || Music is distracting, inappropriate, OR was not used. ||
 * Quality of Images || Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. || Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. || An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. || Little or no attempt to use images to create an appropriate atmosphere/tone. ||

Social Networking and Online Collaboration in the Content Area

Lakeva S. Barnes

Walden University

Suzanne LeBeau

Integrating Technology Across the Content (EDUC – 6713I – 4) April 7, 2012


 * = Daily Lesson GAME Plan = ||
 * Lesson Title: The Devil’s Arithmetic |||| Related Lessons: The Diary of Anne Frank ||
 * Grade Level: 8th |||| Unit: The Holocaust ||
 * ==GOALS== ||
 * Content Standards:

SPI 0801.1.22 recognize and identify words within context that reveal particular time periods and cultures. SPI 0801.1.23 determine the influence of culture and ethnicity on the themes and issues of literary texts. SPI 0801.1.24 identify how the author reveals character (e.g., physical characteristics, dialog, what others say about him, what he does). . ||
 * ISTE NETS-S

Instructional Objectives: Day 1-2
 * 1) Facilitate and Inspire Student Learning and Creativity
 * 2) b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
 * 3) Model Digital-Age Work and Learning
 * 4) b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
 * 5) Promote and Model Digital Citizenship and Responsibility
 * 6) c. promote and model digital etiquette and responsible social interactions related to the use of technology and information. ||
 * ==ACTION== ||
 * Before-Class Preparation: Get permisson from administration to create a class blog, get another teacher from another school to collaborate with my class during this unit, create a class blog, record the URL, reserve a laptop cart ||
 * During Class ||
 * Time

Day 3-4 |||| Instructional Activities Students will watch a film titled “The Devil’s Arithmetic” and respond in writing to various questions throughout the film.

I will instruct and model for students how to use a blog. I will have the students to get online through Safari, type in the URL for the class blog and respond to the statement posted. I will model for students the appropriate way to communicate online. I will inform students that they will be blogging in response to several statements regarding the film and events surrounding the holocaust. I will also inform them that students from another local middle school will be completing the same task and that they will not only correspond with their classmates, but other 8th grade students from the other school. || Materials and Resources

Epson Projector Mac laptop Pencil/pen Guided questions ||
 * Note student groupings, environmental modifications needed, etc: None ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): As students watch the film and complete the guided questions, I will pause throughout the movie to have students respond verbally to questions from the guide.
 * Ongoing Assessment(s): As students watch the film and complete the guided questions, I will pause throughout the movie to have students respond verbally to questions from the guide.

I will monitor students’ blog to see how well they responded to the statements posted and how they responded to one another.

Accommodations and Extensions:

Back-Up Plan: If for some reason students are unable to blog their responses, they will complete a dialogue on paper. I will print the statements on paper and split the students into groups of 4-5 and have them to respond to one another in writing. They will not be allowed to speak at all. They will have to communicate their thoughts and opinions on paper. They will be allowed to respond as many times and to as many people as they want to. I will provide plenty of paper. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: We will do a post-reading activity called “The Hot Seat.” Students will volunteer to play the roles of characters from the film and sit or stand in front of the classroom as each of their peers interview or question them as if they are the real person from the film. As students are asking and answering questions, I will be listening for the depth of their questions and answers. I will be especially listening for questions relative to the Jews and the Nazi’s perspective of the events surrounding the story.

LESSON REFLECTIONS AND NOTES: ||

Jennifer Robichaux to Lakeva Hi Lakeva, I wanted to say, I was so excited to read your post as you mentioned the game called "The Hot Seat." I had totally forgotten about that game, somehow amidst the chaos of daily school life and I am so thankful that you reminded me of it. Hurray for reading other people's lessons. I love this game because the students really have to know and understand the characters in order to answer questions. Just a thought, I have students create questions using higher levels of Bloom's Taxonomy in order to target upper levels of critical thinking. I usually create a question stem sheet that assists students with this process. What is cool though is the students often come up with questions that would have never even crossed my mind but are quintessential to understanding the character. Students never cease to amaze me. I think your lesson is shaping up quite nicely. Concerning your digital story-telling unit, have you thought about having your students tell a digital story from the perspective on a Holocaust victim, survivor, or Nazi Soldier? Digital storytelling might prove to offer unique insights into dramatically diverse perspectives, which would then enrich the teaching of content and subject matter. Thanks for letting me offer my humble opinion. Jennifer

Jennifer,

As a person who grew up doing theatre, I enjoy anything that incorporates looking into the lives of characters. I love the idea of having the students to create digital stories from the point of view of a victim, survivor, or Nazi solider. I think that would be an effective way for students to demonstrate their understanding of point of view and characterization. It will also require some research, but I believe the students will throughly enjoy that. This is why educational networking is so valuable. Thanks!

Lakeva

Problem-Based Learning Lesson Lakeva S. Barnes Walden University Suzanne LeBeau Integrating Technology Across the Content (EDUC – 6713I – 4) April 1, 2012


 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Digital Storytelling |||| Related Lessons: Storymapping ||
 * Grade Level: 8th |||| Unit: The Holocaust ||
 * ==GOALS== ||
 * Content Standards:

SPI 0801.3.1 Identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade, to entertain). SPI 0801.3.2 Identify the targeted audience for a selected passage. SPI 0801.3.12 Complete a graphic organizer (e.g., clustering, listing, mapping, and webbing) with information from notes for a writing selection. SPI 0801.3.9 Select illustrations, explanations, anecdotes, descriptions and/or facts to support key ideas. SPI 0801.8.1 Demonstrate an understanding of the basic elements of plot: exposition, raising action, climax, falling action, resolution /denouement.

Grade Level Expectations:

GLE 0801.7.3 Recognize how visual and sound techniques and design element (e.g., special effects, camera angles, music) carry or influence messages in various media, evaluation, problem solving, and task completion. ||
 * ISTE NETS-S

Instructional Objectives:

Promote, support, and model creative and innovative thinking and inventiveness.

Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. || One of the first steps I took was to research storyboards so that I could understand the process of creating digital stories. I collaborated with the computer teacher at my local school, and she gave me a helpful site storybirds.com. This is a digital tool that students can use to create storyboards. It also serves as a tool for teachers to assess and monitor students’ work. I also reviewed several storyboards online as well as tutorials that demonstrated how this type of project should be done. ||
 * ==ACTION== ||
 * Before-Class Preparation: I searched for a lesson that I had previously taught that could be enhanced using technology. I decided to have my students to create digital stories about bullying in preparation for a unit on the Holocaust.
 * During Class ||
 * Time

Day 1

Day 2

Days 3-4

Day 5-6 |||| Instructional Activities

Students will be instructed to respond in writing to the following prompt: All over this country students are being intimidated and bullied on the playground, in the hallways, classrooms, and the school buses. This tragic fact has caused many of America's youth to commit acts of violence against themselves and others. Because of these horrifying facts students no longer feel safe at school. If you were a government official and had the opportunity to change the lives of the students in this nation and eliminate bullying, how would you do it?

Working in groups of 3-4, students will collaborate as if they are elected officials and decide what needs to be done about bullying in America's schools.

Students will create a storyboard for a narrative that will be used to end bullying in schools. They will revise and edit.

Students will learn how to create a digital story on storybirds.com. They will begin creating their digital stories online. They will complete their digital stories. || Materials and Resources

Sketch paper Pencils Markers Crayons Laptop computers Flashdrives Epson Projector ||
 * Note student groupings, environmental modifications needed, etc: Groups of 3-4, with one artist in each group ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * Ongoing Assessment(s):

A rough draft & sketch of the story

Accommodations and Extensions: Students that are placed in ISS for the day will have a laptop & flasdrive to work on their digital stories.

Back-Up Plan: In the event that there are any technical issues, the stories will be presented orally in class using the final drafts or students will write skits to present in class. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: Rubric

LESSON REFLECTIONS AND NOTES: || April 3, 2012 Jennifer Robichaux to Lakeva -Hi Lakeva, I am intrigued by your lesson. I am a little confused as to your correlation between harassment/intimidation/bullying to the Holocaust. Might I ask what your line of thinking is? I know you said you would do this lesson before you taught a unit on the Holocaust, how do you plan on connecting it? I think this is a great idea; however, how will you assess it? Just curious. I have never done digital storytelling, so I am curious to know how it works. I am going to check out storybirds. Thanks for the link. Sorry, for all the questions. Jennifer