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Sarah Barbee Lesson Plan 2-Digital Story

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Sarah Barbee

on 13 November 2013

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Transcript of Sarah Barbee Lesson Plan 2-Digital Story

Sarah Barbee Lesson Plan 2-Fable and Digital Story
Port Wentworth Elementary School
Designated ESOL (English Students of Other Languages) School

22 students
10 Females
12 Males

4 ESOL Students
Standards and Objectives
• ELACC3RL2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
• ELACC3RL3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
• ELACC3RL7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
• ELACC3RL9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters
• ELACC3W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
o a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
o b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
o d. Provide a sense of closure.
• ELACC3W4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
• ELACC3W6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Main Strategy: Powerpoint/Video followed by activity

Introduce Walt Disney Video- Grasshoper and the Ant
PowerPoint introduced the elements and purpose of the fable as well as Aesop.
Read Tortosie and the Hare togther and complete the first section of "Characteristics of Fable" Assignment
Complete "Characteristics of Fable" activity individually and discuss as class
Use graphic organizer to write/plan their own fable
Create digital story using StoryJumper or Storybird
Present in class

Why Digital Story?
100% of students will be able to explain how illustrations contribute to what is conveyed in a story.

85% of students will be able to compare and contrast at least two of Aesop’s Fables accurately describing the similarities and differences in the themes, settings, and main characters.

85% of students will be able to create their own fable creating their own characters within a story with a clear sequence of events, an ending, and a theme.

With help from the teacher, 90 % of students will be able to create and publish a digital story using a given website.

Students who cannot write their stories-95% of students will be able to show characteristics of fable by performing a sketch of their own story or a version of Aesop’s Fables.

Class Discussion
"Characteristics of Fables"
Write your own fable and make it a digital story.

Students who are below reading level or ESOL will have the option to recreate one of the stories we read together in class.

If needed there will also be an option for certain students to group up and create a play instead of writing their fable.

The teacher and paraprofessional will watch the EBD student for any cues of an outburst, because creating and publishing a digital story is a difficult and frustrating task that requires patience.

Enhance student comprehension
Engage non-engaged readers
Generates interest and motivation for today's "digital" students
Helps students to develop skills such as communication, researching, idea organization, ask questions and form a narrative.
Encourages collaboration and peer review.
Level of Bloom's: Create
Dreon, O., Kerper, R. M., & Landis, J. (2011). Digital storytelling: A tool for teaching
and learning in the YouTube generation. Middle School Journal, 42(5), 4-9.
EdTechTeacher. (n.d.). Digital Storytelling in the Classroom. Retrieved from http://
Malin, G. (2010). Is it still considered reading? using digital video storytelling to
engage adolescent readers. The Clearing House, 83(4), 121-125.
Robin, B. R. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st
Century Classroom. Theory Into Practice, 47(3), 220-228.
Aesop. (1900). Aesop for Children. Retrieved from Gutenberg: http://www.gutenberg.org/ebooks/19994
Georgia Department of Education. (2011, July 15). 3rd Grade English Language Arts Common Core Georgia Performance Standards (ELACCGPS). Retrieved from Georgia Standards: https://extranet.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_ELA_Grade3_Standards.pdf
Hunter, B. (2013). Fable Writing Mini-Unit. Retrieved from Teachers pay Teachers: https://extranet.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_ELA_Grade3_Standards.pdf
Scholastic. (2013). Folk and Fairy Tale Readers: The Tortosie and the Hare. Retrieved from Scholatic: http://printables.scholastic.com/printables/detail/?id=29459
Story Writing: Fable. (2008, April 27). Retrieved from Rubistar: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1568344&
The Grasshoper and the Ants-A Walt Disney Silly Symphony (1934). [Motion Picture].
Vogel, E. (2013). Fables PowerPoint. Retrieved from Teachers Pay Teachers: http://www.teacherspayteachers.com/Product/Fables-110131
Watkins, G. (2012, September). Characteristics of a Fable. Retrieved from Ginger Snaps Treats for Teachers: http://gingersnapstreatsforteachers.blogspot.com/2012/01/fables-and-lesson-plan-template.html
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