Pauline+Branker

Pauline Branker: Digital Storytelling Lesson Plan

Subject. English Language Arts Grade Level: Secondary Unit: The Environmental Awareness Topic: A Clean Up Day

__GOALS:__ Content Standards:
 * 8: Students use a variety of technological and information resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

NETS-S:
 * 1: Creativity and Innovation
 * 2: Communication and collaboration
 * 3: Research and information fluency
 * 4: Critical thinking, problem solving, and decision making

Learning Outcomes: Students will be able to do research on the significance of maintaining a clean environment, and then develop a digital story about the school´s environment and the need to keep it clean.

Materials: Laptop or desktop computers, newspapers, magazines, digital or video cameras, microphones, writing paper, pens, whiteboard and markers.

__ACTION__ Before-class preparation: Students will discuss and research in groups about the effects of abuse of the environment using online or other resources.

During-class: Instructional Activities. 1. Students will be grouped to begin putting the information that was researched into a file. 2. Students will then begin to film areas in the school that are being kept in a clean manner, and areas that are not. 3. Students will make comparisons and document their findings. 4. Students will then edit their film clips or pictures using a power point application. 5. Students will next add appropriate music or special effects to their presentation to make it effective. 6. Students will write on paper what they will say for their narration of the story. 7. A student from each group will narrate the story. 8. Students will review their presentation and make adjustments. 9. They will then make their presentations and evaluate each group´s final products using rubrics.

__MONITOR:__ The teacher will assign each segment of the activity an allotted time frame to ensure that the students stay on course. Also, the teacher will scaffold the,students with questions to assist those who are having difficulty with the project, and also on how to use the technology. As they work through the process, students will monitor their progress with checklists to ensure they have not omitted anything, and rubrics to guide them on the requirements of a successful digital story. Students will also be assessed by writing reflective journals, expressing how they felt about the experience and what they have learned.

__EVALUATION__ Formative assessments will be used where students will be evaluated by the teacher through observation on how they use the technology, their collaboration in groups, understanding the content, and the presentation of the final products. Rubrics will also be used by both the teacher and the students as self-evaluation. Summative assessments will be given at the completion of the project and the unit using quizzes, short answer questions, or essays.

References:

Cennamo, K., Ross, J., & Ertmer, P. (2009). //Technology integration for meaningful classroom use: A standards-based approach.// Belmont, CA: Wadsworth, Cengage Learning.

International Reading Association and National Council of Teachers of English. (1996). //Standards for the English language arts.// United States: Author.

National Education Standards for Students (NETS-S) located at http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2008Standards