Sample Learning Activity
Activity tools: Storybird
Lesson Plan:
Lesson Title: Digitized Storytelling
Subject: ELA
Grade/Level/Setting: Third graders, the students are in their class sitting in their desk. They have laptops or tablets that each have the internet.
Prerequisite Skil/Previous Knowledge: · Students should have comprehension that stories have beginning, middle, and ending. (a standard from grade 1) Students should have a basic understanding of utilizing laptops or smart tablets
Standards and Objectives: W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Learning Objective(s): · Students can identify the beginning, middle, and end to their story.
Students can identify transition words .
Materials:
Technology · Laptop or Smart Tablets · StoryBird website · Internet access · Headphones · Smartboard
SAMR: Augmentation
The use of the laptops or smart tablets allows technology to be used as a tool substitution for the typical pencil and paper.
Language function:
Story, beginning, middle, end, transition words, punctuation.
Discourse and/or Syntax:
A word wall will be displayed at the front of the classroom including the vocabulary that will be utilized in this lesson · Students will use the vocabulary when conducting their stories
Planned Language Supports: I (as the educator) will ask open ended questions to each student during the creation of their story, to scaffold their learning and thought process.
Instructional Strategies and Learning Tasks Anticipatory Set:
Activity Description Teacher:
Begin by displaying samples of Storybird stories on the whiteboard in the front of the classroom · Point out key aspects to the stories emphasizing the use of artwork, layout, word usage, and length of the story · Ask students to describe occurrences that happened in the beginning, middle, and end of the story examples · Ask students to brainstorm ideas of a story including something they have experienced and build a story from this idea
Student Actions:
Students will observe the samples of Storybird stories being displayed · Students will observe the key aspects and will ask questions and make additional observations accordingly · Students will raise their hands and provide examples of events that occurred in the beginning, middle, and end of the story examples · Students will brainstorm an event they have experienced and will build their stories off this idea
Independent Student Practice:
Activity Description Teacher:
Have students navigate through each other’s stories by searching each story tag in the search bar · Have students identify the beginning, middle, and end of each story they read · Instruct students to read the stories and leave comments on each story they’ve read, including a list of at least 3 transition words they’ve read in that specific story
Student Actions:
Students will share their tag with each other and read several of their peers stories. They will then decide the beginning, middle, and end of each story . Students will read the stories and leave comments on each story they read and conclude a list of 3 transition words and write them in the comment as well
Culminating or Closing Procedure/Activity:
Activity Description Teacher:
Ask students to think of how this virtual tool helped them in creating a story · Instruct students to open the Kahoot! Website and type in their code (summative assessment)
Student Actions:
Students will raise their hands and give examples on how Storybird helped them in creating a story · Students will go to the Kahoot! Webpage and type in their code and create a username
Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.
Gifted and Talented:
To make the assignment a little more challenging, I would accommodate by having gifted students write additional pages on their stories (giving them a minimum of a 10-page story). I would also ask gifted students to model for students who need additional help or have confusion.
EL:
For EL students, I would include flashcards about parts of a story including images and definitions. I also would offer these students additional help in navigating the website as well as brainstorming ideas for their stories.
Students with Other Special Needs:
Similarly, I would include flashcards about parts of a story, including images and definitions. I also would offer these students additional help in navigating the website as well as brainstorming ideas for their stories. For addition accommodation, I would pair a student with special needs with a gifted and talented student for the gifted student to model for the student with special needs.
Assessment Formative
During the guided practice portion of the lesson, the teacher will circulate the classroom asking students open-ended questions. When doing this, the teacher is looking for student understanding and attempting to scaffold their knowledge. The teacher will make note of student understanding by carrying around a list of each student’s names and putting a check mark by students who are displaying competence in the lesson. In doing this, the teacher will know which students they need to work more with before distributing the summative assessment.
Summative
The use of a virtual tool known as “Kahoot!” will be the summative assessment, assessing for competency over the lesson.
The Kahoot will include questions over the vocabulary .
The Kahoot will include 5 questions and each question will be worth 1 point.
The students will demonstrate competency by scoring at least a 4/5 on the Kahoot quiz .
Cirricular sources that guide instructional design:
An example of circular resources that guide instructional design is identifying and accessing learning standards through the use of technology. Technology is one of the easiest ways to access learning standards. An example of this is going to the Ohio Department of Education's website and exploring the learning standards they have for each grade level. In doing this, finding the appropriate standard is a breeze.
Ohio Department of Education's website: http://education.ohio.gov
Formative assessment strategy: Read-aloud, audible stories
To align with the lesson plan created above, a virtual formative assessment strategy would be to include a read-aloud. Using audibele.com, I would select a read-aloud for the class to listen to together. Prior to the read-aloud, I would explain to students that I will be pausing and asking each student a question during the read-aloud, to check for understanding.
For example, the read-aloud started 5 minutes ago and the story is now transitioning into the middle of the story, I would then pause, and ask one student, "What is one key event that occurred in the beginning of the story?". After the student answered, I would scaffold their understanding by asking another student to elaborate on the given answer. After each student has answered a question and showed that they have an understanding (or not) I would record the analysis on a spreadsheet including each students name and a Y or N based on if they showed understanding of the content or not.
stories.audible.com/ep/audible-stories-thank-you
Summative assessment strategy: Kahoot Game
A great way to encourage student engagement, have fun, and incorporate a summative assessment is to create a Kahoot quiz at the end of your lesson. Kahoot is one of the most popular tools used in classrooms to liven up quizzes and reviews. Kahoot is a student-response tool that allows teachers to create multiplechoice question qu
Kahoot is accessible on laptops, smartphones, tablets, desktop computers, and many more smart devices. Kahoot is quick to create and easy to navigate for both educators and students. To begin, the teacher will create the Kahoot ensuring to ask questions that check for competency on the content in the lesson, as well as met learning objectives. Once created, students will receive a code to type in on thier smart devices and they will be prompt to create an appropriate screen name. Make sure students use their first and last name as their screen name, to ensure you are able to assess students properly. Once all students have created their screen names, the quiz will begin. Each question is timed and results are posted directly after the timer has concluded (however students cant see who was correct or incorrect). At the end of the Kahoot quiz, the results of the quiz as well as who answered what, will be available for the teacher to see (via logging into their account and viewing results).
This summative assessment can be measured by creating a rubric. Each question on the quiz can be worth a certain point value. For example if each question was worth 1 point (if answered correctly), and there were 10 questions, then the score would be based out of 10 possible points. The use of Kahoot is an easy and effective way to incorporate a summative assessment without having the basic pencil and paper test at the end of class. Kahoot is also beneficial because the questions are automatically graded which saves time in configuring grades for each student.
Click the link below to create a Kahoot for your classroom.
How student data would be used through technology for student learning outcomes:
An example of how student data would be used through technology for student learning would be like the example given in the Kahoot results. With the results of the Kahoot quiz, the teacher automatically knows how every student scored on the quiz and knows exactly which questions were correct or incorrectly answered. The teacher can use this data to configure which students are competent, approaching competency, or not competent. Based on the results, the teacher can plan accordingly and decide whether the students are ready to move on from this lesson, or whether or not the students need more time covering the content in this lesson. The teacher can also record these grades into progress book for parents to see and so that students receive credit for this assignment on their report cards.