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Digital Story Planning Stage
 

Digital Story Planning Stage

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    Digital Story Planning Stage Digital Story Planning Stage Document Transcript

    • Lindsey La BargeITEC 7230Planning Stage of Digital Story PresentationFebruary 11, 2009Purpose: The purpose of this digital story presentation is to teach kindergarteners whatpeople do for their jobs. It is also to teach the students who they need to contact in case ofcertain emergency situations and/or needs and how to contact them. This presentationwill include several government and private business careers.Standard: SSKE1: The student will describe the work that people do (police officer, firefighter, soldier, mail carrier, baker, farmer, doctor and teacher). (Georgia Department ofEducation, 2006). Student AnalysisAge: This kindergarten class has fifteen students. The age range of these students is fromfour to six years of age. There are ten male students and five female students.Cultural Background: In this class, there are eight Caucasian students, two Asianstudents, three African-American students and two Hispanic students. In this class, thesocioeconomic levels are between middle class and upper-middle class. None of thestudents are on free or reduced lunch. All but two of the students live with both of theirbiological parents. One student was adopted and one student’s parents are divorced. Thestudent whose parents are divorced lives full-time with his mother.Educational Level: Ten of the students in this class are in the correct grade for their age.The student who was adopted is a year older than his classmates due to slowsocialization. Three of the students are younger than their classmates due to being ahead.One of the students has an emotional behavior disorder and has been held back one year.Accommodations/Modifications: A contract was made for the student with theemotional behavior disorder that both he and the parents were asked to sign. He was
    • given a chart with each day of the school year on it. When he goes the entire day with nomisbehavior he is awarded with a sticker on his chart. When he goes an entire week withno misbehavior he is awarded a prize from the classroom treasure chest. Also, since hestruggles with interpersonal relationships, he will be assigned group work only withstudents who are not confrontational. During this group work, he will be closelymonitored in order to avoid conflict.Specific Entry Skills: The students in this class were tested verbally in order to insurethat they were competent enough to learn this lesson. As a group they were askedquestions and then prompted individually to answer. The only two that were not able tocome up with satisfactory answers that they were willing to share in front of the classwere the adopted student and the student with an emotional behavior disorder. Thesestudents were able to answer when they were approached individually, but did not wantto speak up in front of the entire class.Learning Styles: All of the students in this class are concrete sequential learners. Thismeans that they learn the best with hands on activities. They also learn the best whenideas are presented and taught to them in an order that makes logical sense.Demonstrations along with hands on activities are one of the best ways to teach them newconcepts because they can repeat most of what they see and hear while using their hands.(Smaldino, Lowther & Russell, 2007 )Motivation: In order to prevent the students from losing the motivation to learn, Keller’sARCS model will be used to help develop this lesson. This lesson has been designed tograb and keep the students’ attention in order to facilitate the best learning possible. Thelessons are also relevant not only because it follows one of the state education standards,but because it is something that the students should learn to make their lives better. This
    • lesson has also been designed to build the students’ confidence in their learning ability byproviding opportunities to earn both intrinsic and extrinsic awards. Some examples ofappropriate extrinsic awards are stickers, sugar-free candy, and small toys.Gardner’s Multiple Intelligences: All the students are visual, kinesthetic andinterpersonal learners except the student that was adopted and the student with theemotional behavior disorder. Because of these learning types, it is best to put the studentsin groups that will work on a project together. This project should include pictures andobjects that can be touched by the students. The two students who are not interpersonallearners are put into groups with extremely friendly and outgoing students. This willteach the students to work with those that are not like them (Smaldino, Lowther &Russell, 2007).Objectives: The students will be able to: - recognize what people do, based on what they wear and the tools they use. (The performance outcome: must be able to provide the title of at least three of the eight careers taught.) - list some of the responsibilities of the careers taught. (The performance outcome: must be able to list the job responsibilities of at least five of the eight careers taught.) - state whom they need to contact for certain situations. (The performance outcome: must be able to state who to contact for at least five out of the eight provided scenarios.)Theory of Instruction: Since all the students are concrete sequential learners (Smaldino,Lowther & Russell 2007), they will play a memory game where they have to match theuniform of the career with a tool of the trade. First, this game will be played with the
    • entire class. The teacher will hold up a card with a uniform on it and the students willhave to name a tool that they would use in that profession. Then it will be played byturning all of the cards over and splitting the class into three groups. Each student in thegroup will get to turn two cards over, again trying to match the uniform of the professionwith a tool that matches the trade.Content Outline:Introduction: The teacher will introduce this lesson by asking some members of thecommunity to come in and bring some things for the students to play with such as afireman’s hat and a police officer’s flashlight.Expectations: The students will be informed at the beginning of the lesson what theywill be expected to know at the end of the lesson by explaining the lesson objectives. Theteacher will reinforce expectations by discussing the career that was taught the daybefore. This will help the students to remember what they have learned.Career Titles Person wearing blue or black uniform with flashlight and a gun = police officer Person wearing yellow suit with big hose = fire fighter Person wearing a camouflage uniform with a gun = soldier Person wearing shorts with a big bag that has letters in it = mail carrier Person wearing an apron who makes cakes = baker Person with overalls and a rake = farmer Person with a white coat with a stethoscope = doctor Person with a classroom = teacherResponsibilities Police officer = to protect the community from those who disobey the law
    • Fire fighter = to help when there is a fire or a medical emergency Soldier = to protect the country from those who want to hurt it Mail carrier = to deliver letters and packages to our houses Baker = to make desserts for birthdays and celebrations Farmer = to make food for us to eat Doctor = to make us better when we are sick Teacher = to help us learnScenarios Who do you contact when you see someone doing something they are notsupposed to be doing? Who do you contact when there is a fire? Who do you contact to thank for protecting our country? Who do you contact when you want to mail a letter to your grandparents? Who do you contact when you need a birthday cake? Who do you contact to eat fresh fruit, vegetables and meat? Who do you contact when you are sick? Who do you contact when you need help learning something?Audience Participation Plan: For this section of the lesson several participants from thecommunity, including some of the students’ parents, will be asked to come into theclassroom in their uniforms. The students will be allowed to ask them questions andtouch some of their tools that they use for their job. An example of this would be asking abaker to come into the classroom and asking them to bring in things that the children cansafely touch such as a whisk and a pie tin. They would also be encouraged to bring someof what they make like cookies or a cake.
    • ReferencesGeorgia Department of Education. (2006). Social Studies Standards. Retrieved February 3, 2009, from http://www.georgiastandards.org/SearchResults.aspx?viewmode= details&StandardIDSelected =526Smaldino, S.E., Lowther, D.L., Russell, J.D. (2007). Instructional technology and media for learning. (9th Edition). New Jersey: Merrill/ Prentice Hall.