L5+Clark,+Nicole

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * Teacher’s Name: ** **Ms. Clark** **__Lesson #:__** 5 **__Facet:__** Interpret
 * Grade Level: ** 9-10 **__Numbers of__** **Days:** 5
 * Topic: ** **Personal Narratives**


 * PART I: **

Student will understand that narratives “show” – not “tell.”
 * Objectives **

Student will dialogue, imagery, setting, sensory language, metaphor, symbolism, simile, adjective, verb, noun, adverb, preposition, personification, pronoun, style, tone, voice, summary (see notes)

Student will be able to represent narrative events through sensory language to convey a vivid picture of the events, setting, and/or characters.


 * Product: iMovie **

Common Core State Standards Content Area: English Language Arts Standard Label: Writing Grade Level: 9-10 Cluster: Text Types and Purposes Standard Number Three: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. b) Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c) Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d) Use precise words and phrases, telling details, and sensory language to convey a vivid picture or the experiences, events, setting, and/or characters. e) Provide a conclusion that follows from and reflects on what is experiences, observed, or resolved over the course of the narrative.
 * Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment **


 * Rationale: ** I will meet this standard by preparing students to write well-structured event sequences by instructing them as to what the major components of each part of the "beginning, middle, end" sequence are.


 * Assessments **


 * Formative (Assessment for Learning) **

The checking for understanding strategy used will be 3-2-1. As students work on their movies in class, I will periodically ask them how they're feeling. 3 will represent "awesome, I don't need any help at the moment." 2 will represent "I have a question." 1 will represent "I am really not getting this, please help!" Students will hold up the amount of fingers regarding what they are feeling when I ask.
 * Section I – checking for understanding during instruction **

Students will self-assess by completing a product rubric themselves. Teacher feedback will be given in the form of two rubrics: one for the iMovie product, and one for the presentation of it to the class.
 * Section II – timely feedback for products (self, peer, teacher) **


 * Summative (Assessment of Learning): **
 * iMovie: ** Students will create and tell thier story digitally, using real-life photos and/or videos when they can. The movie should have smooth transitions, be 4-5 minutes long, and show the major events of the introduction, body, and conclusion of their personal narrative. Movies will be presented to the class at the end of the unit. **Total Points:** 150


 * Integration **
 * Technology: ** Students will be using iMovie to make a movie that tells the story of their personal narratives digitally. This is a Type II technology that allows students to create a movie using images, video, and audio, as well as to easily share it online via YouTube with the Share feature.
 * Art: ** This ties into art because it allows students to create something visually using creative tools involving color, text, graphics, and digital media.
 * Social Studies: ** This ties into history because it is a digital telling of the students’ own persona history. It is just one story, but as any history teacher knows, even a single story can change the world.


 * Groupings **

The "Filmstrip" graphic organizer will be used to create storyboards for the videos. Students will work in groups under the "Williams" model: They will collaborate together to discuss their narratives, and each group will answer different questions about how to successfully translate the narrative into a movie form. All groups will report out at the end.
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work individually to create their digital stories, but in small groups while they are in the brainstorming process. During this time, students will be put into groups in the following way: I will pass around a hat with pieces of paper in it. Each piece of paper will have the name of an animal written on it (Dog, Cow, Pig, and Cat). Once each student has picked a piece of paper out of the hat, I will have them get up and move around the room, making the noise of whatever animal it is they were given. People making the same noise will find each other and work together. Once everyone is in their groups, I will have them all discuss their narratives with each other. Each group will be given a separate question to answer about how to successfully translate narratives into movie form. Groups will report out at the end (everyone will be expected to say something, even if it is very brief).
 * Section II - Groups and Roles for Product **

­­**Differentiated Instruction**


 * MI Strategies **
 * Linguistic ** : Students will write a rough "script" for their movie before they create it.
 * Bodily/Kinesthetic: ** Students have the option of acting in their own movie (or in a friend's movie). Role playing definitely keeps kids active.
 * Musical: ** Students have the option of adding music to their movie.
 * Naturalist: ** If students are video-taping part of their movie, they can certainly film it outside.
 * Logical/Mathematical: ** Students will create a step-by-step storyboard to outline what the major components of their movie will be.
 * Interpersonal: ** Students will share their movies with the class. They can also choose to involve other people as actors or photographers in the creation of their movie.
 * Intrapersonal: ** Students will be creating a movie out of their own personal narrative. They can choose what they want to highlight, and can even put in personal pictures/videos that correspond with the narration so long as they are appropriate.
 * Visual: ** Students will make an iMovie to visually represent their narratives.


 * Modifications/Accommodations **
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

It is very important that students attend class. However, I understand that sometimes things happen and you can't be here. If you are absent, you will miss lots of information, conversations, and class time to work on things. Missing class means YOU are responsible for finding out what was done and what is due. E-mail me or check my website. Usually, my policy is the next day you come to school (even if you don't have my class on that day), you will be expected to come and see me so I can give you work you missed and have a conversation with you about what went on in class. For this lesson, this is imperative. You need to have a conversation with me before embarking on this project. If you know you will be out of school for quite some time, we can arrange an email correspondence or a Skype conversation. I can also send you links to iMovie tutorials and copies of the product and presentation rubrics. If you know you are going to be absent ahead of time, save yourself the trouble and see me to get the work beforehand. It's better for the both of us!
 * Plan for accommodating absent students: **


 * Extensions **


 * Type II technology: ** Students will be using iMovie to make a movie that tells the story of their personal narratives digitally. This is a Type II technology that allows students to create a movie using images, video, and audio, as well as to easily share it online via YouTube with the Share feature. This is what makes it a Type II.

The gifted students will be my designated “helpers” during work time. If someone in the class needs help using iMovie or wants to clarify how to successfully cite pictures/audio/video, the gifted students will help them out. If a bigger problem arises, they can call me over instead.
 * Gifted Students: **

// List all the items you need for the lesson. //
 * Materials, Resources and Technology **
 * Laptops
 * iMovie
 * YouTube accounts for all students
 * Access to video/audio recording devices for all students who need them
 * Projector
 * Filmstrip Graphic Organizer
 * Student Sample video
 * “The Art of Storytelling” WebQuest

// List all URL and describe. //
 * Source for Lesson Plan and Research **
 * [] - **Filmstrip graphic organizer**
 * http://edu221fall2012class.wikispaces.com/S+Clark%2C+Nicole - **Link to unit syllabus for further clarification**
 * [] - **Link to “The Art of Storytelling” WebQuest, which describes the entire process, task, etc. for students to follow AND has a copy of the Student Sample video on it**


 * PART II: **
 * Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

Day 1:
 * Attendance (5 minutes)
 * Hook: I will begin the class by showing a [|student sample of a digital story] (“Kindness and Cookie Dough”, found on the WebQuest). I will then explain that students are going to be making one of their own. (10 minutes)
 * Getting Into Groups: I will get my students into groups using the “Animal Sounds” method described earlier. I will explain each group’s role to them. (10 minutes)
 * Williams Model Group Brainstorming: Groups will brainstorm the answer to the question I provide them with about how to successfully translate personal narratives into digital stories. They will also brainstorm ways this could help each of them specifically with their own individual projects. (25 minutes)
 * Groups Report Out: Each group will report out a summary of what they talked about. Each group member will be expected to contribute at least one thing to the discussion. After each group as reported out, we will discuss these findings as a class and clear up any further questions on the project. I will give each student a copy of the product rubric so they can start thinking about what all of this means in terms of their own project. (30 minutes)

Day 2:
 * Attendance (5 minutes)
 * Hook: I will have the projector on and the [|“Art of Storytelling” WebQuest] projected onto the board when the students come into class. (0 class time minutes)
 * “Any Questions?”: I will ask the class if they have any questions over the rubrics I gave them last time. I will answer anything they might have at this time. (5 minutes)
 * WebQuest Overview: I will have students get out their laptops and go to the WebQuest I have projected up on the board. I will let them know that this is the process for their project, and show them the basic overview of what is on each page. These are their directions, and they are expected to keep looking to this WebQuest as they work. (10 minutes)
 * Highlighting: Students will bring up the copy of their personal narrative they have on their Google Drive. I will ask them to use a specific colored highlighting tool to highlight key parts of their narrative they wish to include in their video. (15 minutes)
 * Storyboards: I will have students go to the process section of the WebQuest. I will show them the section on storyboards that has directions and links to help them create a storyboard of their own. I will then hand out the Filmstrip graphic organizer and give them time to work on those. When students are done, I will have them raise their hand and I can come over and check out what they have so far (oral feedback). (45 minutes)
 * Homework: If a students’ storyboard is not completed by the end of class, they will be expected to bring in their completed storyboard at the beginning of next class.

Day 3:
 * Attendance (5 minutes)
 * Storyboard Status: I will double-check to make sure everyone has a well-done, completed storyboard for his or her digital story. (5 minutes)
 * iMovie Sandbox Time: Students will be given time to play around with iMovie. Directions and helpful tutorials are on the WebQuest. (15 minutes)
 * iMovie Clarification: As a class, we will discuss our iMovie experience – what did you learn? What cool tools did you find? What are some problems you encountered? How do we fix those problems? (10 minutes)
 * Work Time: Students will be given the rest of class to work on their movies. Directions are on the WebQuest. I will use the “3-2-1” method to check for understanding at intervals during this time. Students are expected to work independently, but other students can be involved in the filming/acting process if they wish. (45 minutes)
 * Homework: Use time outside of school to really make your digital story outstanding. The entirety of next class will be devoted to work time, but be aware that the final product is due the class after that.

Day 4:
 * Attendance (5 minutes)
 * “3-2-1”: I will ask students how comfortable they are feeling about their digital stories and where they are at using the “3-2-1” method. I will address any concerns that come up (10 minutes).
 * Work Time: Students will be given the rest of class to work on their movies. Directions are on the WebQuest. I will use the “3-2-1” method to check for understanding at intervals during this time. Students are expected to work independently, but other students can be involved in the filming/acting process if they wish. (55 minutes)
 * Discussing the Presentation: I will hand out the presentation rubrics (and direct students to where extras can be downloaded on the WebQuest). We will discuss these as a class. (10 minutes)
 * Homework: Finish your digital story and share it to YouTube. Post a link to the YouTube video in a designated area on the class website. We will be presenting next time.

Day 5:
 * Attendance (5 minutes)
 * Hook: Desks will be arranged in a half circle facing the front, and the projector will be up. (0 class time minutes)
 * Self-Assessment: Students will be asked to take out their product rubric and their presentation rubric. On the product rubric, they will take this time to self-assess their digital stories. Any comments they wish me to know can be written in the blank space at the bottom of the page. (5 minutes)
 * Overview of the Presentation Process: I will go over the process for the presentations. (5 minutes)
 * Presentations: Students will present their digital stories! Order will be on a volunteer basis. Students will come up, hand over their self-assessed product rubric, Storyboard, and any other pieces of the process they used to me, as well as their blank presentation rubric. I will set the first things aside, but as they present their movies, I will fill out the presentation rubric. Students listening to the presentations will be expected to watch, pay attention, and write down one sentence of positive-specific feedback for each presenter on a piece of paper. This feedback will be collected between each presentation, and given out to everyone at the end of class (once I have looked them over, just in case). If another day is necessary for presenting, it will be given. (65 minutes).

The classroom will be arranged into clusters of four for this lesson. This inspires collaboration. On presentation day, the desks will be arranged into a semi-circle facing front. This encourages group attention and discussion.

Students will understand that narratives “show” – not tell. //They will write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.// This is important because it shows students how to convey meaning through images and sound in a technological way. Since technology is such an important part of our 21st-century world, there is no doubt that this will be useful in a variety of settings. For my hook, I will begin the class by showing a student sample of a digital story (“Kindness and Cookie Dough”, found on the WebQuest). I will then explain that students are going to be making one of their own.
 * Where, What, Hook Tailors: **// visual, musical, linguistic //

Students will know dialogue, imagery, setting, sensory language, metaphor, symbolism, simile, adjective, verb, noun, adverb, preposition, personification, pronoun, style, tone, voice, and summary (See Content Notes). The "Filmstrip" graphic organizer will be used to create storyboards for the videos. I will get my students into groups using the “Animal Sounds” method described earlier. I will explain each group’s role to them. Groups will brainstorm the answer to the question I provide them with about how to successfully translate personal narratives into digital stories. They will also brainstorm ways this could help each of them specifically with their own individual projects. Each group will then report out a summary of what they talked about. Each group member will be expected to contribute at least one thing to the discussion. After each group as reported out, we will discuss these findings as a class and clear up any further questions on the project. I will give each student a copy of the product rubric so they can start thinking about what all of this means in terms of their own project.
 * Equip, Explore, Rethink, Revise, Tailors: **// interpersonal, visual, kinesthetic, linguistic, musical, logical //

Students will be able to represent narrative events through sensory language to convey a vivid picture of the events, setting, and/or characters. Students will work individually to create their digital stories, but in small groups while they are in the brainstorming process. During this time, students will be put into groups in the following way: I will pass around a hat with pieces of paper in it. Each piece of paper will have the name of an animal written on it (Dog, Cow, Pig, and Cat). Once each student has picked a piece of paper out of the hat, I will have them get up and move around the room, making the noise of whatever animal it is they were given. People making the same noise will find each other and work together. Once everyone is in their groups, I will have them all discuss their narratives with each other. Each group will be given a separate question to answer about how to successfully translate narratives into movie form. Groups will report out at the end (everyone will be expected to say something, even if it is very brief). On the second day, we will go over how to get to and use the WebQuest, and students will have time to work individually on storyboards for their digital stories. On the third day, we will play around with iMovie and make sure every student knows how to use it. The rest of that class (and the entirety of the next class) will be used for work time on their digital stories. For a more detailed explanation of this experience, check out the WebQuest [|here.] On the final day, students will present their movies. Order will be on a volunteer basis. Students will come up, hand over their self-assessed product rubric, Storyboard, and any other pieces of the process they used to me, as well as their blank presentation rubric. I will set the first things aside, but as they present their movies, I will fill out the presentation rubric. Students listening to the presentations will be expected to watch, pay attention, and write down one sentence of positive-specific feedback for each presenter on a piece of paper. This feedback will be collected between each presentation, and given out to everyone at the end of class (once I have looked them over, just in case). If another day is necessary for presenting, it will be given.
 * Explore, Experience, Revise, Refine, Tailors: **// naturalist (during work time, students can go outside for filming purposes), visual, logical, intrapersonal, interpersonal, musical, kinesthetic, linguistic //

Students will self-assess by completing a rubric themselves. Peer feedback will be given in the form of one-sentence positive-specific feedback during presentations. Teacher feedback will be given in the form of two rubrics: one for the iMovie product, and one for the presentation of it to the class. If any problems seem to have arisen, I will address that in my comments on the rubrics to make sure students truly understand before we move on. I will most likely ask any student who had a problem to come in and see me in person so we could discuss the best way to make sure they understand the information.
 * Evaluate, Tailors: **// intrapersonal, interpersonal, visual, musical, logical, naturalist (rubrics on “green” paper) //

Content Notes // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages**)** //
 * Students will know the definitions of the following words/ideas: **
 * Dialogue: ** The lines which are spoken by, or between, the characters in a narrative. The dialogue is important to reveal their characterization and/or advance the plot.
 * Imagery: ** The use of words to create pictures. An author can use lively description to create vivid pictures in the mind or appeal to other sensory experience. For example: Shakespeare's description of incessant ocean waves to convey the inevitability of death: "Like as the waves make towards the pebbled shore, So do our minutes hasten to their end" (Sonnet 60). Imagery may involve all the senses, but usually involves the sense of sight.
 * Sensory language: ** Sensory language is when the author uses words and details that appeal to a reader's senses (sight, touch, taste, hearing, smell, emotion).
 * Voice: ** An author’s distinctive literary style, basic vision and general attitude toward the world. This “voice” is revealed through an author’s use of SYNTAX (sentence construction); DICTION (distinctive vocabulary); PUNCTUATION; CHARACTERIZATION and DIALOGUE.
 * Metaphor: ** A figure of speech in which one thing is equated with something else. A comparison of different things by speaking of them directly, as if they were the same. One of the most famous metaphors is Shakespeare’s, “All the world’s a stage,” a line from As You Like It, 2.7. It is one of the most common and powerful of all literary devices.
 * Personification: ** Attributing human qualities to inanimate objects, to animals, things or ideas; e.g. “the man in the moon.”
 * Pronoun: ** Words used as replacements or substitutes for nouns and noun phrases, and that have very general reference, such as //I, you, he, this, who, what.//
 * Style: ** The way you write.
 * Tone: ** The writer’s attitude, mood or moral outlook toward the subject and/or readers, e.g.: as angry, cynical, empathetic, critical, idealistic, ironic, optimistic, realistic, suspicious, comic, surprised, sarcastic or supportive
 * Symbolism: ** The use of words or objects to stand for or represent other things.
 * Simile: ** A comparison of different things by speaking of them as "like" or "as" the same. The simile "Oh, my love is like a red, red rose," for example, serves as the title and first line to a poem by Robert Burns.
 * Adjective: ** Words that describe nouns. (Ex: blue, sad, ephemeral…)
 * Verb: ** Action words used to describe what is happening/did happen/will happen (Ex: ran, running, run)
 * Adverb: ** Words used to describe verbs, usually ending in “-ly” (Ex: vividly, sadly, happily…)
 * Noun: ** A person, place, or thing.
 * Preposition: ** Words that link nouns, pronouns, and phrases to other words in a sentence. (Ex: on, above, into, like, off, past, throughout, to, with…)
 * Summary: ** A brief statement or account of the main points of something.
 * Setting: ** The setting includes the [|historical moment in time] and [|geographic location] in which a [|story] takes place, and helps initiate the main [|backdrop] and [|mood] for a story.

Handouts


 * // List the items that need to be printed out for the lesson. //**

// Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. //
 * Maine Standards for Initial Teacher Certification and Rationale **


 * // Learning Styles //**

// Clipboard: // This lessons targets Clipboard learners in that all activities will be clearly and logically structured, with directions written on the board as I go over them. Graphic organizers will be used. Students will understand the logic of the process and clear expectations.

// Microscope: // Cooperative learning encourages discovery learning. Explorations into narrative sequencing, definitions, interpretations of those definitions, and brainstorming will make this lessons particularly appealing to the Microscope learner.

// Puppy: // The use of groups and the support/encouragement of the whole class during discussions and project work time should make the Puppy learner feel very safe indeed.

// Beach Ball: // The iMovie allows a lot of freedom of expression, which is important to Beach Ball learners. There are also a variety of activities for them to jump around to - watching a video, brainstorming in groups, discussing as a class, filling out a graphic organizer, creating a digital story, presenting, and self-reflecting on a rubric. Many MI skills will be incorporated into this lesson, and so the Beach Ball learner should feel right at home.

// Rationale: // The variety of tasks and the total use of each MI show that each type of learner will gain understanding from this lesson - whether they are Clipboards, Microscopes, Puppies, Beach Balls, or somewhere in between!

// Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//

// Formative: // This lesson has a couple of different formative assessments. The first is the class discussion after the brainstorming activity on the first day. When I ask if any more questions arose, I can gauge whether or not students still need a lot of help with the idea of digital storytelling. The second is the Filmstrip graphic organizer. It will allow me to check students’ understandings of creating a storyboard. Throughout work time, I will be using the “3-2-1” method to check for understanding. It is visual/oral feedback assessment, but it helps a lot. The final two pieces of formative assessment are the self-assessment students will do on their own projects using the rubric, and the peer assessment everyone will do by giving positive-specific feedback during presentations.

// Summative: // ** iMovie: ** Students will create and tell thier story digitally, using real-life photos and/or videos when they can. The movie should have smooth transitions, be 4-5 minutes long, and show the major events of the introduction, body, and conclusion of their personal narrative. Movies will be presented to the class at the end of the unit. **Total Points:** 150

Students will upload their digital story to Youtube, share that link on the class website, and do a self-assessment of their movie using a product rubric. I will provide my feedback and my grade of the digital story on my own individual rubrics (one for product and one for presentation).

// Rationale: // Both types of assessment are used during this lesson and will give both the teacher and the student vital information. The formative assessments will check for understanding and monitor progress, and the summative assessment will accurately show what students have learned by the end of this lesson.

// Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//

// Content Knowledge: // Students will understand the vocabulary (see content notes) through a brainstorming activity, class discussions, prior knowledge, and a graphic organizer. Students will show the mastery of their understanding when they create iMovie projects showing the major components of each section of their narrative, sensory details, and a clear moral – all in a visual, digital form.

// MLR or CCSS: // Common Core State Standards Content Area: English Language Arts Standard Label: Writing Grade Level: 9-10 Cluster: Text Types and Purposes Standard Number Three: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

// Facet: // Students will be able to represent narrative events through sensory language to convey a vivid picture of the events, setting, and/or characters. (**Interpret)**

// Rationale: // This lesson and all of the activities in it were built around the standard. The students will have a thorough understanding of “showing not telling” by the end of this project, which will allow them to transform mere text into a digital story that vividly shows everything they have learned so far.

// Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//

// MI Strategies: //


 * Linguistic ** : Students will write a rough "script" for their movie before they create it.
 * Bodily/Kinesthetic: ** Students have the option of acting in their own movie (or in a friend's movie). Role playing definitely keeps kids active.
 * Musical: ** Students have the option of adding music to their movie.
 * Naturalist: ** If students are video-taping part of their movie, they can certainly film it outside.
 * Logical/Mathematical: ** Students will create a step-by-step storyboard to outline what the major components of their movie will be.
 * Interpersonal: ** Students will share their movies with the class. They can also choose to involve other people as actors or photographers in the creation of their movie.
 * Intrapersonal: ** Students will be creating a movie out of their own personal narrative. They can choose what they want to highlight, and can even put in personal pictures/videos that correspond with the narration so long as they are appropriate.
 * Visual: ** Students will make an iMovie to visually represent their narratives.

// Type II Technology: // Students will be using iMovie to make a movie that tells the story of their personal narratives digitally. This is a Type II technology that allows students to create a movie using images, video, and audio, as well as to easily share it online via YouTube with the Share feature. This is what makes it a Type II.

// Rationale: // The MI strategies are a very important part of this lesson. They help make this lesson more engaging and meaningful to the students. Each intelligence is expressed and a large majority of them are used in the iMovie project. The brainstorming activity and discussion piece make sure the leftover intelligences are incorporated just as strongly. There is no doubt that between the use of MI strategies and the Type II technology, learning is taking place in a variety of ways that will meet the needs of the diverse students in my class.

// NETS STANDARDS FOR TEACHERS //

1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

Rationale: Students will constantly be thinking about how to convey sensory details in a technological way. They will have to think about every component of the narratives they have written, and come up with a creative way to transform these narratives into digital stories that capture the major pieces in an engaging way.
 * a. Promote, support, and model creative and innovative thinking and inventiveness **

Rationale: Students will be exploring the real-world issue of storytelling. They will also be learning amazing ways to tell a story to someone who cannot just read it or listen to it because of language barriers or other limitations. Technology is infused in every piece of this because it is a digital story, and they will be sharing these digital stories with the world in uploading them to YouTube.
 * b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources **


 * c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes **

Rationale: Students are collaborating with partners to brainstorm their combined thoughts/ideas on digital storytelling, as well as with the whole class when it comes time for discussion. They will be interacting face-to-face in this way, and virtually when they share the movies they create on the class website so every student as well as the teacher can see, as well as on YouTube, so the whole world can see.
 * d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments **

2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativit ** y ** Rationale: Students will be using their laptops to create digital stories that reflect their learning. Creativity will certainly come into play as well, as the movies are expected to be creative and personalized to each student that creates it.


 * b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress **

Rationale: Students's learning styles and diversity will certainly be addressed, seeing as how each of the eight MIs are incorporated into the lesson, with many appearing in multiple areas of the lesson (interpersonal and linguistic, to name a couple.) Abilities using tools/resources will be accommodated for as I discover them using checking for understanding strategies such as “3-2-1”, which will inform me of their technological and learning needs.
 * c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources **

Rationale: Students will have multiple formative assessments – a brainstorming activity followed by teacher question/answer session, a Filmstrip graphic organizer, “3-2-1” as they work, and self-assessment using rubrics. The summative assessment will incorporate technology in that it involves iMovie and a corresponding YouTube upload, and the resulting data will allow me to give feedback and see if we can move on to the next part of the unit or if some students still need clarification. ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching ** **
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