• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Digital storytelling lesson plan
 

Digital storytelling lesson plan

on

  • 1,331 views

 

Statistics

Views

Total Views
1,331
Views on SlideShare
1,331
Embed Views
0

Actions

Likes
0
Downloads
2
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Digital storytelling lesson plan Digital storytelling lesson plan Document Transcript

    • UC.EDU.4030 Digital Storytelling Lesson Plan Assignment #1-Krystle Robinson Digital Storytelling Lesson PlanCourse: English Language Arts, Grade 12Unit: Learning skills In this unit of study, students will become familiar many learning tools and skills that will support them in their learning. These learning tools and skills will include: study skills, time- management, searching for information, media and oral presentations, and using reliable sources on the internet.Topic: What is Canadian? Exploring images and representations of CanadiannessLearning OutcomesGeneral Learning OutcomeELA GLO #4- Students will listen, speak, read, write, view and represent to enhance the clarity and artistry ofcommunication.Specific learning Outcomes4.4.1- Share ideas and information4.4.2- Effective oral and visual communicationLiteracy with ICT OutcomesP-1.1 – I recall what I already know about something, and think about what I want to learn.G-2.1- I search in many ways to narrow my search to find just the right information.G-2.4- I determine if the information I find is useful for my purposes, and if I have enough information to answer my questions.P-3.1- I design and create my own electronic products that respond to the needs of my audience.Learning Resources 1. What is Canadian Identity Video*- Youtube- http://www.youtube.com/watch?v=54QB2pADS7E *(Appropriate for older mature audiences) 2. Google Images- What is Canadian 3. Website- Canadianisms-Unique Canadian things Eh! – http://www.members.shaw.ca/kcic1/canisms.html 4. Poster Paper (optional: for those who prefer a poster over a powerpoint) 5. Copies of the oral presentation Self-check for all studentsActivating Strategies 1. Using a concept map, have the class engage in a discussion (on question #2) to brainstorm their prior knowledge about what they think is Canadian. Record students’ ideas on the board. 2. Ask students what they think is Canadian and what they know that media represents as Canadian.
    • UC.EDU.4030 Digital Storytelling Lesson Plan Assignment #1-Krystle RobinsonAcquiring StrategiesUse the Learning Resources links above to access the following video clips and websites.Explain to students that the following content provides insight into Canadianness as represented by the mediaand other Canadians. 1. Show students “What is Canadian” Video clip. http://www.youtube.com/watch?v=54QB2pADS7E 2. Show students’ the search results for Google Images of What is Canadian. 3. Have students view website: Canadianisms- Unique Canadian things Eh! 4. After viewing the above, generate a class discussion to identify how students’ views on what is Canadian have changed as a result of viewing the various images, videos, advertising, etc. 5. Students will now begin research the topic further using the Internet.Applying Strategies  After students have viewed the various sites and videos on Canadianness, they will complete a mini research project called “What is Canadian”. Students will be required to create a presentation (either multimedia or using traditional poster paper). Students will be required to collect five images that represent what the media thinks is Canadian and five images representing what they think is Canadian. To accompany these images, either a brief description or a quotation must be used to support why that image represents “Canadianness”.  Once students have gathered their images, they will create a presentation using Power-Point or a traditional poster using poster paper. (Please see the attached assignment description for full assignment details and evaluation criteria.)  Following the completion of their presentation, students will be required to deliver a short oral presentation on their findings. They will present their poster to the class and be prepared to answer any questions/inquiries from students.  To guide their work, students are expected to use the Rubric (*see attached) for this assignment. Students should also refer to and complete the Oral Presentation Self-Check (see pg.335 of the K-8 Language Arts (Grade 7) curriculum guide).  Time allotment/breakdown: o Research images – 1 (50 minute) class period or equivalent time o Presentation creation- 3 (50 minute) class periods or equivalent time (including a brief lesson how to create a Power-point, if you have students create an electronic presentation instead of a poster) o Class presentation- Approximately 1 (50 minute) class period or equivalent time. Approximately 5-10 minutes per presentation. Time required will vary on class size. You may require more or less time.
    • UC.EDU.4030 Digital Storytelling Lesson Plan Assignment #1-Krystle RobinsonAssessmentFormative: Students oral presentation (Out of 10 marks), Student Oral presentaion self-checkSummative:Literacy with ICT- Supporting SkillsSa1.1- logs on and off ICT devicesSa1.2- opens applications and filesSa1.3- saves filesSa1.8- navigates within a websiteSa1.9- browses the internetSa1.10- seraches the internet using teacher-selected search engines and keywordsSc2.3- constructs graphic organizers, tables, spreadsheets, databases, multimedia presentations, and/or web pages.Foundation WordsCanadian IdentityConsiderations  Video Clip – this video is appropriate for older, mature audiences.  Google Images search- you may want to view this in advance to ensure that search results are appropriate and not derogatory. You may rather do the search in advance and copy and paste certain images into a Word document.  If students are going to create Power-point presentations, it would be appropriate to book computer lab time well in advance and dedicate an additional class to teaching students the basics of Power-point.Extensions  Discuss connections of the research students did for this project and the considerations/implications for conducting research for their Research essays (would be done later in the course).  Do a KWL Chart with class- what do you now know about searching for information? What do you want to know more about? What did you learn from doing this project?  Do an Exit Slip with the following questions: What challenges did you encounter in searching for information? How much time does it take to do proper research? How has this project better prepared you for conducting research?