2010-P2-Jillian

=Project Overview=


 * Title**: The Narrative Diamond Comes To Life!
 * Grade Level**: 2nd
 * Subject Area**: Writing
 * Time Frame (when, duration)**: Benchmark 3 (1-2 weeks)

=Description=


 * Summer:** Complete the first **four** sections
 * Workshops:** Complete the entire proposal

Arizona Content Standards may be found at: [] Language from Bloom's Taxonomy for describing student outcomes may be found at: []

//A brief snapshot, as if// //someone asked you to// //briefly and clearly// //describe the intent of the// //lesson or project.// ||  ||   ||< Students will identify a “how to” topic to teach others, write multi-step directions, draft a storyline to imbed directions in, plan digital photos and take photos, place photos in order to tell story, narrate timeline, give and receive peer feedback within VoiceThread. || //What will guide student// //inquiry?// ||  ||   ||< What can we learn from functional text? How can we teach others? Why is following directions important? When will we use functional text in our own life? || //Include technology.// //Use district standards// //where applicable,// //targeting performance// //objectives you will// //assess.// ||  ||   ||< =Reading=
 * < **Summary of Unit**
 * < **Essential Questions**
 * < **Academic Standards**

=Technology=

Strand 1: Creativity and Innovation Concept 4: Original Works PO1. Use digital creativity tools to create original works. PO 2. Use digital collaborative tools to develop collective ideas. Strand 2: Communication and Collaboration Concept 1: Effective Communications and Digital Interactions PO 1. Communicate with others as a whole class or small group using digital tools. PO 2. Identify and demonstrate safe and appropriate behavior when using digital environments to communicate with others. || //What will students learn// //and do?// ||  ||   ||< Students will self-assess their own and their peers functional text. Students will model following multi-step directions through their own narrative storyboard. Students will present information using PhotoStory or MovieMaker. || //Checklist, Presentation,// //Oral Response, Rubric,// //Test, Quiz, etc.// ||  ||   ||< Storyboards Comment Checklists Rubric for VoiceThreads || //(e.g., content,// //technology, etc.)// ||  ||   ||  VoiceThread experience Basic elements of a story or VPS model || //- Steps in the process// //- Responsibilities// //- Guiding// //- Questions// //- Student products// ||  ||   ||<  1. Present Essential Question, set purpose, relate to students life with real life examples. 2. Show model video, label required parts of digital story (teaches something, has steps, told with a story) 3. If storyboarding is a new skill, model creating a storyboard. If already proficient with storyboarding, begin brainstorm about topics to teach, create groups, students start storyboarding shot types, subject, and scripts. 4. Once approval is given by teacher, groups take digital photos to match storyboard. 5. Teacher imports photos, groups narrate timeline, organize shots, etc. 6. View final how to VoiceThreads, students may leave comments on other groups VoiceThreads. || //- Computers// //- Software// //- URLs// //- ameras// //- Presentation Device// //- Handouts, Books// //- Supplies, Other// ||  ||   ||< Laptops Headphones with microphones [|www.voicethread.com] digital cameras storyboard handout || //- Location// //- Teacher / Student roles// //- Group Dynamics// //- Interactions with experts,// //other educators, etc.,// //if applicable// ||  ||   ||< Collaboration with computer teacher helpful Older buddies to help with comments, if available and reliable! Group high with medium, medium with low. No high and low pairings to eliminate frustrations for both groups of students. 4 ideal number in each group, 5 if necessary but not recommended, 3 is wonderful if you can handle that many groups. || //Special Ed, Gifted, ELL// ||  ||   ||< This project allows groups to work at their own pace. Students are also strategically grouped together based on teacher decisions. As groups work, teacher can differentiate her academic feedback, reteachings, or additional tasks as needed. ELL learners may be provided with sentence frames to guide their peer comments, students with speech or special needs may choose to type their comment rather than verbal speak within VoiceThread. Gifted students have the freedom to be creative and dive into their subject as they please. They may also be making more comments than others. ||
 * < **Student Outcomes**
 * < **Assessment**
 * **Prerequisite Knowledge**
 * < **Procedures for Lesson**
 * < **Tools and Resources**
 * < **Learning Environments**
 * < **Modifications**