Nancy's+Lesson+Plan+3+-+Digital+Storytelling

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
= Daily Lesson GAME Plan Template  = In this three-part lesson, students will be asked to determine how a child during the Depression might be able to help his or her family. In the first part of the lesson, the students will examine Depression era photographs to discover what life was like for children at this time. Then they will look for similarities, if any, between their life and life for the children in the photographs to help them determine how these children might help their family. The photographs will be compiled in a class wiki. In the second section of the lesson, students will use Skype to interview senior adults who were children during the Depression. The students will also post some of their photographs from their class wiki on VoiceThread and ask for responses from people who experienced the Depression and other experts. Students will then revise their wiki pages based on what they learned from the experts and add new information. GOALS ||
 * A Standards-Based Approach **
 * Lesson Title: Stories from the Depression || Related Lessons: Introduction to Childhood During the Depression, Interviewing Depression Era Children ||
 * Grade Level: 5 || Unit: The Depression at Home and Abroad ||
 * Subject: Social Studies, Technology ||
 * SUMMARY
 * In this final part of the lesson, students will use the knowledge they have gained from the photographs and interviews as well as the information in their wikis to create digital stories of life during the depression. The students will tell the story from a child’s point of view. They will focus on the difficulties faced by many families and ways that children were able to help. The final products will be posted on the school website as well as on Teachertube for the community to view and comment.**
 * Content Standards: **
 * SC Social Studies Standard 5-4: The student will demonstrate an understanding of the economic boom-and-bust in America in the 1920s and 1930s, its resultant political instability, and the subsequent worldwide response. **
 * SC Social Studies Literacy Elements: **
 * O. Consider multiple perspectives of documents and stories. **
 * P. Locate, gather, and process, information from a variety of primary and secondary sources including maps. **
 * S. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews **
 * V. Use a variety of media to develop and organize integrated summaries of social studies information. **
 * **ISTE NETS-S **


 * x **<span style="font-family: 'Arial','sans-serif';"> Creativity and innovation
 * <span style="font-family: 'Arial','sans-serif';">x **<span style="font-family: 'Arial','sans-serif';"> Communication and collaboration
 * <span style="font-family: 'Arial','sans-serif';">x **<span style="font-family: 'Arial','sans-serif';"> Research and information fluency || **<span style="font-family: 'Arial','sans-serif';">

x **<span style="font-family: 'Arial','sans-serif';"> Critical thinking, problem-solving, & decision-making The teacher should set up a Teachertube account. Create a rubric for the digital storytelling projects on Rubistar. Obtain written permission for the children to use Teachertube, if it is not on file. This lesson will take five days. ||
 * <span style="font-family: 'Arial','sans-serif';">x **<span style="font-family: 'Arial','sans-serif';"> Digital citizenship
 * <span style="font-family: 'Arial','sans-serif';">x **<span style="font-family: 'Arial','sans-serif';"> Technology operations and concepts ||
 * <span style="font-family: 'Arial','sans-serif';">Instructional objective(s): **
 * <span style="font-family: 'Arial','sans-serif';">Students will use the knowledge they have gained from the last two lessons to create digital stories describing life for children during the Great Depression. **
 * <span style="font-family: 'Arial','sans-serif';">Students will create the digital stories in PhotoStory 3. **
 * ACTION ||
 * **<span style="font-family: 'Arial','sans-serif';">Before-class preparation: **<span style="font-family: 'Arial','sans-serif';">Students will have already created a class wiki page with photographs and descriptions of life for children during the Great Depression. This was done in the lesson, “Introduction to Childhood During the Depression” and revised during “Interviewing Depression Era Children”
 * **<span style="font-family: 'Arial','sans-serif';">During class ** ||
 * **//<span style="font-family: 'Arial','sans-serif';">Time //** || **//<span style="font-family: 'Arial','sans-serif';">Instructional Activities //** || **//<span style="font-family: 'Arial','sans-serif';">Materials & Resources //** ||
 * <span style="font-family: 'Arial','sans-serif';">10 minutes || <span style="font-family: 'Arial','sans-serif';">Show students an example of a digital storytelling project. Explain that this is the medium they will be using to tell their stories of the Great Depression. Explain the characteristics of a good digital story. Go over very quickly what they have learned about life during the Depression from the past two lessons. Distribute the rubric for this project. || <span style="font-family: 'Arial','sans-serif';">Digital Storytelling project (found online or teacher made) ||
 * <span style="font-family: 'Arial','sans-serif';">90 minutes || <span style="font-family: 'Arial','sans-serif';">Allow the students to decide how they want to tell their stories. They could tell them as a letter from or to a child during the Depression, a biographical sketch of one of the interviewees from the last lesson, or as historical fiction, or they might think of some other idea.

Once they have decided, the students will write their scripts in Word. They should have other students listen to their scripts and help with the revision. || <span style="font-family: 'Arial','sans-serif';">Computer lab or lap tops with Microsoft Word loaded ||
 * <span style="font-family: 'Arial','sans-serif';">50 minutes || <span style="font-family: 'Arial','sans-serif';">Have the students use their revised scripts to create a storyboard for their project. They should select images from their wiki pages to use as illustrations. Make sure they properly cite the images. The images should be roughly sketched onto their storyboards with any other graphics or titles that they wish to add. || <span style="font-family: 'Arial','sans-serif';">Computer lab / laptops with Word, PhotoStory 3 and Internet connections ||
 * <span style="font-family: 'Arial','sans-serif';">50 minutes || <span style="font-family: 'Arial','sans-serif';">Once this is organized, have the students upload these photographs into PhotoStory 3 and add the graphics. Students will record themselves reading the script as the narration for the project. Students should save their projects into their folders. || <span style="font-family: 'Arial','sans-serif';">Headsets or stand microphones ||
 * <span style="font-family: 'Arial','sans-serif';">50 minutes || <span style="font-family: 'Arial','sans-serif';">Final projects will be graded by Rubric. Several projects will be posted on the school website. (They could be rotated.) Post all projects on Teachertube and post the link or links on the teacher’s class page. This will allow parents and community members to view the projects and make comments. (Comments will be moderated.) || <span style="font-family: 'Arial','sans-serif';">Rubric from Rubistar

Teachertube account || <span style="font-family: 'Arial','sans-serif';">Notes: Students will be allowed to communicate with their classmates as they work on this project.


 * MONITOR ||

<span style="font-family: 'Arial','sans-serif';">Ongoing assessment(s): The teacher should circulate throughout the room to ensure that students are developing appropriate questions. The teacher should also monitor postings to the class wiki to assess students’ understanding of life in the Depression. Accommodations and extensions: This lesson could be taught in the computer lab or on the mobile laptop carts. The projects are designed as individual projects, but just as there are producers, directors, and editors in real life, the students will be allowed to function in such capacity for each other. This will allow students who need more help to get it without calling attention. Resource students will also be allowed to take the written portion of the project to the resource teacher for assistance. Backup plan: In case the internet is down, students will save their storyboards and scripts until such time as the internet is available again. <span style="font-family: 'Arial','sans-serif';">Lesson reflections and notes: This lesson provides the formal assessment for three lessons. More advanced students will have time to spend on music and special effects. Legal music can be found through our district's subscription to Soundzabound.
 * EVALUATE AND EXTEND ||