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Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Name Aimee Mancil
Position Technology Instructor/ESOL Teacher
School/District Center Elementary School/Ware County
Phone 912-816-5228
Grade Level(s) 3
Content Area ELA
Time line 2 Weeks (1 hour sessions)

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) The
students will use digital tools to tell a story with a beginning, middle and end using pre-planning and
logical sequencing.


ELACCW3- Write narratives to develop real or imagined experiences or events using effective techniques,
descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence
that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and
events or show the response to character to situations.
c. Use temporal words and phrases to signal event order.
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.

ELACC3W5- With guidance and support from peers and adults, develop and strengthen writing as needed
by planning, revising and editing.

ELACC3W6- With guidance and support from adults, use technology to produce and publish writing
(using keyboard skills) as well as to interact and collaborate with others.

ELACC3SL4- Report on a topic or text, tell a story or recount an experience with appropriate facts and
relevant, descriptive details, speaking clearly at an understandable pace.

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ELACC3SL5-Create engaging audio recordings of stories or poems that demonstrate fluid reading at an
understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or


1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology.
a. apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal or group expression.
c. Use models and simulations to explore complex systems and issues.
d. Identify trends and forecast possibilities.

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a
distance, to support learning and contribute to learning of others. Students:
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.
b. Communicate information and ideas effectively to multiple audiences using a variety of media
and formats.
c. Develop cultural understanding and global awareness by engaging with learners of other
d. Contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:
a. Plan strategies to guide inquiry.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.
c. Evaluate and select information sources and digital tools based on the appropriateness to
specific tasks.
d. Process data and report results

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and
make informed decisions using appropriate digital tools and resources. Students:
a. Identify and define authentic problems and significant questions for investigation.
b. Plan and manage activities to develop a solution or complete a project.
c. Collect and analyze data to identify solutions and/or make informed decisions.
d. Use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and
ethical behavior. Students:
a. Advocate and practice safe, legal, and responsible use of information and technology.
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and
c. Demonstrate personal responsibility for lifelong learning.
d. Exhibit leadership for digital citizenship.

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems and operations:
a. Understand and use technology systems.
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b. Select and use applications effectively and productively
c. Troubleshoot systems and applications.
d. Transfer current knowledge to learning of new technologies.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)
Students will reflect on the importance of storytelling and the structures and processes of effective
storytelling. They will understand the relationship of illustrations to presenting stories. The students will
explore the role that technology can play in illustrating and directing the audience through the story
experience. They will create their own illustrated story through a focused use of technology. The students
will use digital tools to tell a story with a beginning, middle and end using pre-planning and logical
sequencing skills. Students will prepare a presentation for a wider audience, collaborating with peers and
applying previously learned skills.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? What questions can you ask students to help them focus on important aspects of the
topic? What background or prior knowledge will you expect students to bring to this topic and build on?)
How can I write and develop a narrative?
How can I establish a situation and introduce a character in my writing?
How can I organize an event sequence that unfolds naturally in my writing?
How can I use dialogue or descriptions of experiences and events to show the response to situations in
What temporal words and phrases signal event order in writing?
How can I provide a sense of closure to my writing?
How can I use technology to produce and publish writing and to interact and collaborate with others?
How can I create recordings and add visual displays of my story using technology?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?)
The students will be assessed through a Digital Personal Narrative Rubric. The students will refer to their
rubrics throughout the ten days to be sure all components are included. Student will present their digital
narrative to their classmates on the last day. Please see rubric below.
Levels/Criteria Needs
Beginning Developing Excellent
Page Design
Many of the pages are
cluttered or empty.
There is no text/image
balance. No attention
paid to variety in
Some pages are
cluttered or empty.
Conflicting attention
paid to sizing and
graphics, placement of
graphics and text, and
text wrapping.
Most pages include well
placed objects with
helpful text/image
balance. Conflicting
text wrapping.
Objects on all pages are
well placed and sized.
Pages are not cluttered
or empty. Imaginative
and consistent text
Many necessary
buttons or tools are
missing or difficult to
use. Moving from page
to page is difficult or
Not all necessary
buttons are present.
Moving from page to
page is confusing.
Moving from page to
page is easy.
Moving from page to
page is easy and
Text contains many
errors. Sentences are
broken and there is
Text contains some
errors. Little
consistency in
structure or flow to
Grammar and spelling
is nearly perfect.
Consistent sequencing
apparent. Some
wording is sloppy.
Grammar and spelling
is perfect and the flow
provides a consistent
pathway of ideas.
Consistent and
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sloppiness throughout. sentences. Evidence of
sloppiness in writing.
Differences in style. appealing style
Images do not connect
to the text and is not
Images are not always
suitable. Text citations
are not present and do
not connect to the
Images are mostly
suitable. Text citations
are present and identify
the image.
Images are suitable and
compliment the text.
Each image is cited in
the text and identified.
The number of images
is appropriate.
Storyboard is not
finished. Little or no
detail about graphics,
content, formatting or
effects are provided.
Storyboard lacks
important details about
the graphics, content,
formatting and effects.
Storyboard is nearly
finished. It includes
important details about
graphics, content,
formatting and effects.
Storyboard is finished.
All necessary
information about
graphics, content,
formatting and effects
is included.
Information is offhand
or incorrect. Little
understanding of
content is evident from
Some solid information
is present. Some
information is offhand
or incorrect.
Information is clear and
correct throughout
most of the
Information is well
presented, clear and
correct throughout.
Effects are limited or
not present.
One or more than one
type of effect is used.
Some effect distract
More than one type of
effect is used. The
effects enhances the
Effects are mixed, yet
connected. They
enhance the

Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)
The students used a variety of Internet and Technology Tools:
The students will use Google Webpages to review storybooks.
Glogster will be used to create their online storyboard.
A Sample Project will be provided to show students what an exemplary project looks like.
A Digital Camera will be used to capture illustrations and photos by the storyteller.
A Voki will be used to introduce the unit.
The rubric above will be used to assess this storytelling project.
iMovie or Windows Movie Maker software will be used to import files, edit photos and adding text to
create a digital personal narrative.
Printed storyboards will be used to help the teacher assess the project using the rubric above.
Audacity audio software will be used to add audio to the digital personal narrative.
Blank DVD is used to burn the presentation on a disk to be shared with others.
YouTube and TeacherTube will be used to post projects via the web.

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can you
find out if students have this foundation? What difficulties might students have?)
Students should have an understanding of how to write a personal narrative. The students should
understand the relationship and importance of illustrating while writing and presenting stories. The
students should understand that technology can play a big role in illustrating and capturing the audience
attention through telling personal stories. The students are familiar with the digital media that is being
used for this project but may have difficulties with some of its new components.

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Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
troubleshoot them?
The teacher and students will spend all ten days in the computer lab to complete this project. Students
will work mostly in groups of three and will be monitored through Insight software and observation. There
will be a few whole class discussions, individual work and small group work going on throughout this
project. Being in the computer lab will provide each student with equitable access to computers and the
internet. Technology will not be required outside of class. The teacher will inspect the computers before
the lesson starts to make sure everything runs smoothly. The teacher will also go over a quick overview
of troubleshooting computer issues before the lesson starts. I will be available if any technical difficulties
arise. Web links and other resources will be checked to make sure they are not blocked. Mini lessons will
be held if technology is not working at that time. Students can share and use personal technology
devices to complete the assignment.

Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or creativity
levels of Blooms Taxonomy? How can the technology support your teaching? What authentic, relevant, and
meaningful learning activities and tasks will your students complete? How will they build knowledge and skills?
How will students use digital tools and resources to communicate and collaborate with each other and others?
How will you facilitate the collaboration?
The teacher will share completed and published digital narratives from previous students. Then show
hand written samples. Ask students which one is more interesting and engaging. The digital version of
course will win!
A Voki will be used to introduce the unit. Access it through this link.
This project is a ten day lesson plan that ends with a short (1-3 minute) video. Multiple methods are used
to accomplish this. Once these resources are used freely, future narratives will be completed in half the
Day 1
Conduct a class discussion about storybooks.
Review aspects of a personal narrative. Ask: How could storybooks and personal narratives be
successfully combined?
Review file storage and practice photo taking.
Days 2-3
Prewriting: Outlines and organizers
Go over Digital Story components.
Show samples of digital stories
Discuss Storyboard development using Glogster.
Days 4-6-
Writing and illustrating the story.
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Introduce iMovie and Windows Movie Maker
Show students how to import files, edit photos, and add text to iMovie and Windows Movie Maker.
Students will use their storyboard in Glogster to create a digital personal narrative.
Days 7-9
Students will create a storybook in iMovie or Windows Movie Maker by:
Putting files in order
Adding Audio
Citing resources
Posting the project to the web via You Tube or TeacherTube.
Day 10:
Students will share their work by presenting their digital narrative to the class.
** Students will refer to their rubrics throughout the ten day process to be sure all components are
Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)
Below Standard Students:
Students that fall below standard will benefit from watching different digital stories, storybooks and
tutorials. These students will benefit from working with a group where the can listen to suggestions, ask
questions, and have access to available help at all times.
At Standard Students:
The At standard students will have the opportunity to work using kinesthetic, visual and audio
techniques. Wherever their strengths lie, they can devote time to these areas within their project.
Above Standard Students:
The Above Standard students will serve as mentors, emphasizing tier knowledge. These students will
have the opportunity to add additional details and personalize their project with advanced files, photos,
images and audio.
Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)
Overall, the students really enjoyed this project. I had nothing but positive feedback from this project. The
students told me that they wanted more projects like this in the future! The only negative feedback that I
was able to pull out of the students was that they needed more time in the planning stages. The students
had knowledge and experience with Glogster. They really enjoyed using it again for this project. . I would
like to devote more time to this project. 10 days is a pretty good amount of time but I would like to do
maybe around 15 days with this so we could get more planning done and take full advantage of what the
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technology we used has to offer. I would like to also spend more time on the full features that iMovie and
Windows Movie Maker has. The differentiation worked very well in this project. My higher standard
students were great mentors for this project!
Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson?

Spend 3 weeks implementing and completing this project.

Give the students more time to plan their storyboard and personal narrative.

Give the students more hands on tutorials on iMovie and Windows Movie Maker.