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This document outlines a 1st grade lesson plan that has students create digital stories using PowerPoint or Sway. The lesson aims to help students improve their reading fluency and expression. Students will read sample texts with different expression styles, then create their own digital stories with narration. The teacher will provide example videos and support students as they storyboard and develop their digital stories. Universal design for learning principles are incorporated through choice of tools, story topics, and support materials. The lesson is intended to be student-led while actively engaging students in an authentic literacy task.

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67 views

Document25 1

This document outlines a 1st grade lesson plan that has students create digital stories using PowerPoint or Sway. The lesson aims to help students improve their reading fluency and expression. Students will read sample texts with different expression styles, then create their own digital stories with narration. The teacher will provide example videos and support students as they storyboard and develop their digital stories. Universal design for learning principles are incorporated through choice of tools, story topics, and support materials. The lesson is intended to be student-led while actively engaging students in an authentic literacy task.

Uploaded by

api-676150321
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Basic Productivity Presentation Tool Lesson Idea

Keyondra Harris

Lesson Idea Name: Creating a Digital Story


Grade Level/Content Area: 1st Grade
Content Standard Addressed: ELAGSE1RF4 Read with sufficient accuracy and fluency to
support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and
expression on successive readings. (List the number and the verbiage for the standard.)
ISTE Technology Standard Addressed: What would you like students to know and
Creative Communicator: Students communicate be able to do by the end of this lesson:
clearly and express themselves creatively for a Students will be able to read with fluency
variety of purposes using the platforms, tools, (expression, understanding, appropriate rate,
styles, formats and digital media appropriate to etc.) and create a digital story using an
their goals. appropriate narration voice.
Elements: 1.6.a Students choose the appropriate
platforms and tools for meeting the desired
objectives of their creation or communication.

1.6.d: Students publish or present content that


customizes the message and medium for their
intended audiences.

What is the student learning goal for this lesson idea?


I can create a digital story and read texts with appropriate expressions.

Selected Basic Productivity Tool:


URL(s) to support the lesson (if applicable): PowerPoint or Sway

Bloom’s Digital Taxonomy Level(s): (Which level(s) will this lesson meet using this technology
tool?)

☐ Remembering ☐ XUnderstanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐X Creating

How will this lesson be implemented? Check all that apply. (Sometimes only one option will
apply.)

☐ Teacher-directed: There is no student voice and choice in the activities. Students are guided by the
teacher's direction and expectations.

☐ Student-Led: Students are given voice and choice in the activities. They may select the topic for
presentation and/or determine the tool they will use to meet the learning goal. Products of
learning will be uniquely designed. Teacher simply facilitates the learning in a lesson like this.

☐ X Project-based and/or Publishable: Students are completing projects to demonstrate their


learning and the projects can be shared outside of the classroom. This objective could be reached
by displaying the project on the school’s morning newscast, posting the project to the classroom
blog, presenting it to another class, or publishing it via an outside source.

Lesson idea implementation: I will begin the lesson by reading this story twice. Once in a
monotone, sporadic manner, once using the proper expression and pace. I will then ask the
students the difference in the way I read the two stories, if it was more engaging the first or
second time, what made the second time around better. Students will be made aware of
their goals by reading the goal written on the board and dissecting it as a class. We will watch
and listen to my digital story as an example of what is expected. We will talk about the voice I
used and why it was important to understanding the story. I will show students this video on
creating a digital story using sway and also this video on creating a digital story using
PowerPoint. They will also have the option to follow along using these steps for Sway and
PowerPoint. Students will also have access to these links in their google classroom. Students
will be given the option to choose either software and tell any story they’d like. I will tell
them to focus on their reading voice when narrating their story. We will conclude the lesson
by sharing the digital stories with the class. Write a paragraph describing how the lesson will
be implemented using the prompts as your guide:

Managing the technology/engagement: Describe a way to use this technology in a way that
gets students actively involved in authentic tasks and contexts? How will you manage the
classroom behaviors on the technology:
-Students will have the choice to work with their reading buddy or work alone. If working
with a reading buddy, both students must have parts in the narration.
- Students will be given a time limit (50 minutes) to complete the assignment.
-Ask three then me will be used
-Students will complete a written or typed storyboard before starting the digital story.

Universal Design for Learning (UDL):


UDL will be present by giving the students choices when it comes to the software they use,
how they create their storyboard (written or typed), what they make their story about and
how they choose to follow along with the instructions (watching video or following a step by
step reading a step by step). They will also have the option to work alone or with their
reading buddy. In my example video, the captions are in Spanish for ELL students. The
pictures and narration are also useful for students with difficulties reading.

Reflecting on enhanced learning:


I think my lesson idea is sufficient and accurately applies UDL. I think it can reach a diverse
classroom and involves a good amount of scaffolding. I look forward to implementing the
option to have a partner, because it can be equally as helpful for me as a teacher as it can for
the students.

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