EME 5050 Digital Storytelling Lesson Plan
5th Grade Language Arts Class

ISTE-S Standards:
  1. 1. Empowered Learner:
  • Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
    • o 1d: Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
  1. 2. Digital Citizen
  • Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
    • o 2c: Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
  1. 3. Knowledge Constructor
  • Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
    • o 3a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
    • o 3b: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
  1. 4. Innovative Designer
  • Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
    • o 4a: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
    • o 4b: Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
    • o 4c: Students develop, test and refine prototypes as part of a cyclical design process.
  1. 6. Creative Communicator
  • Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
    • o 6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
    • o 6b: Students create original works or responsibly repurpose or remix digital resources into new creations.
    • o 6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
    • o 6d: Students publish or present content that customizes the message and medium for their intended audiences.

Florida Standards:
LAFS.5.L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.5.L.1.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  1. a. Use punctuation to separate items in a series.
  2. b. Use a comma to separate an introductory element from the rest of the sentence.
  3. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
  4. d. Use underlining, quotation marks, or italics to indicate titles of works.
  5. e. Spell grade-appropriate words correctly, consulting references as needed.
LAFS.5.L.2.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  1. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
LAFS.5.L.3.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  1. a. Interpret figurative language, including similes and metaphors, in context.
LAFS.5.RL.2.4
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
LAFS.5.RL.2.5
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
LAFS.5.RL.3.9
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
LAFS.5.RL.4.10
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
LAFS.5.RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
  1. a. Read on-level text with purpose and understanding.
c.Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
LAFS.5.W.1.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  1. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
  2. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
  3. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
  4. d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
  5. e. Provide a concluding statement or section related to the information or explanation presented.
LAFS.5.W.1.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  1. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
  2. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
  3. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
  4. d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
  5. e. Provide a conclusion that follows from the narrated experiences or events.
LAFS.5.W.2.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
LAFS.5.W.2.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
LAFS.5.W.2.6
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.
LAFS.5.W.3.7
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
LAFS.5.W.3.8
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
LAFS.5.W.3.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
  1. a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
LAFS.5.W.4.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Lesson Description:
Prior Knowledge of Students:
This online mystery and digital storytelling unit is intended to take place after a unit in which students have completed similar genre study activities without the technology component. Students will have already studied a certain genre, read examples of that genre, and written a short story incorporating that genre’s essential elements.
Summary of Unit:
Students use the internet to research aspects of the mystery genre. Several websites are listed on https://bernerslearners.wikispaces.com, but students are certainly not limited to these. They will read and analyze at least two mysteries of their choosing: one novel and one short story. After this extensive research, students will write their own mystery short story utilizing all essential elements of a mystery. Students will use a peer editing checklist to help each other with revising and editing. A writing rubric will be used to assess the story they write. The culminating project of this unit involves students creating a digital story presentation of their mystery. Students will use Creative Commons licensed images and videos or create their own. They may choose any presentation software they like. In completing this project, students will utilize the curriculum page https://bernerslearners.wikispaces.com and books from the Media Center. Digital stories will be presented to the class when complete and will be assessed using a rubric. The unit is designed to take an entire nine week grading period.
Launching the unit in class, Day One:
Introduce project: Students will research and read mysteries, analyze the elements of this genre, write their own short mystery, and create a digital presentation of their story. After today’s introduction, all work will be done on computers. Students will have choices in all aspects of this project.
Use Smart Board to display https://bernerslearners.wikispaces.com. Briefly explain each page. Display both rubrics and the peer editing checklist so they see what will be expected of them.
Explain that while they will have some limited class time to work on this, the vast majority of this project will be completed at home over the next several weeks.
Explain that anyone without a computer or internet access at home needs to see me so we can make other arrangements.
Introduce possible digital storytelling platforms: Sway, PowToon, and Prezi. Students are not limited to these three, I just chose three to share as examples. There is also a Power Point example on the website.
You Tube videos:
Sway:
https://www.youtube.com/watch?v=pcg6DGO9hpI
Prezi: https://www.youtube.com/watch?v=N5vivOb4Fuo&list=PL09A34EF19596B7BB&index=1
PowToon:
https://www.youtube.com/watch?v=AFdAQp2KJds
Introduce students to legal uses of internet content. Explain that any images from the internet will have to be properly cited.
Introduce Creative Commons. Play tutorial video: https://www.youtube.com/watch?v=jpDlDK4k4Qg.

Completing the Unit:
Students will proceed through the required steps delineated on the curriculum page. In order to make sure students are proceeding through the unit at an acceptable pace, the following sure dates will be utilized:
Day 5: list of essential mystery elements.
Day 20: Tree Map showing examples of the mystery elements (including page numbers) from the novel and short story read. Novel and short story must be properly cited.
Day 25: Conference with teacher to examine draft of story.
Day 30: Final story with peer editing checklist to be turned in.
Day 37: Storyboard due. (Changes may still be made.)
Day 45: Final digital story due.
Days 46-48: Watch completed digital stories.
Students may proceed through these steps at a faster pace if they so choose. While I will watch any presentations which are completed early within a day or two of submission, all presentations will be seen by the class on Days 46-48.
Technology Integration:
Students will use the following technology:
  • The teacher will use online videos to introduce students to presentation software options and to Creative Commons.
  • Students will access the curriculum page at https://bernerslearners.wikispaces.com for instructions, information, and support throughout the research, writing, and presentation creation processes. There are also some fun activities students may choose to do as enrichment.
  • The students will utilize the internet for researching the mystery genre and its essential elements. They will use Creative Commons searches to find appropriate videos or images and will cite their usage as necessary.
  • The students will use a presentation software of their choice to create their digital story. Possible choices include Prezi, PowToon, and Sway. They will be introduced to these in class and then can choose any presentation software they want to use.
  • Students will use this digital presentation as a demonstration of their learning in this unit. Presentation should show knowledge of mystery elements, mystery writing, and adequate application of presentation software.
  • Students will use word processing software for writing and revising their mystery.
  • Optional: digital video recording to be included in their digital story.
  • Optional: digital audio recording to be included in their digital story.

References:
Breisch, Joseph. (2015). Brief Powtoon Overview Tutorial. Retrieved on 11/23/16 from https://www.youtube.com/watch?v=AFdAQp2KJds.
Keables, Krystal. (2016). Creative Commons Tutorial. Retrieved on 11/23/16 from https://www.youtube.com/watch?v=jpDlDK4k4Qg.
Microsoft. (2015). What is Sway - Microsoft Sway Tutorials. Retrieved on 11/23/16 from https://www.youtube.com/watch?v=pcg6DGO9hpI.
Ohler, Jason. (2006). The World of Digital Storytelling. Educational Leadership. Vol. 63(4). p. 44-47.
Prezi. (2016). Prezi Tutorial: Get started in Prezi. Retrieved on 11/23/16 from https://www.youtube.com/watch?v=N5vivOb4Fuo&list=PL09A34EF19596B7BB&index=1
Robin, Bernard R. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory Into Practice, Vol. 47(3). p. 220-228. doi: 10.1080/00405840802153916