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Several sessions Click here to view a Video Example of this type of lesson. In this lesson, students create original stories that include text, drawings, photos, animation, audio, and video.
They use technology tools, such as digital cameras and computers, to bring their stories to life. Story ideas can come from personal and family experiences, connections to other cultures, and real or imaginary people, places, or events.
Enhance communication skills through asking questions, expressing opinions, constructing narratives, and writing for an audience Develop and strengthen computer skills using software that combines text, still images, audio, video, and other media Materials: Choose the technology tools that are appropriate for the skill level of your students.
Following are some basic recommendations: One computer for every students Word processing software and presentation software such as PowerPoint; some recommendations for Mac and PC platforms can be found in the Resources section Digital cameras Tool for voice recording most computers have this feature Post-it notes or index cards and poster paper to use for creating the storyboards Internet access for instructor and student computers optional Electronic projector for instructor computer optional Microphones optional Scanners optional Preparation: Instructors also should have familiarity with multimedia software applications and equipment, or enlist help of a volunteer who does.
Become familiar with the digital storytelling process by completing at least one tutorial from those linked to on the Resources page. Consult with day Idea of lesson plan on voice to see if digital storytelling might enrich learning in a particular academic content area Arrange for volunteers to assist students What to Do: Introduce students to digital storytelling Ask students what stories they first remember hearing.
Who was the storyteller?
|Free Classroom Lesson Plans and Unit Plans for Teachers | Scholastic||Introduction 15 minutes Before beginning this lesson, be sure that you have created a number of "themed" bags, full of items that represent the supporting details to help students identify the main idea of each bag. The number of bags you create should match the number of stations you set up, including one extra for you to use as a model to the class.|
|Understanding Active vs. Passive Voice||Active vs Passive I began class with a simple question:|
What were their favorite stories? Which did they like telling themselves? Lead the discussion to digital storytelling. You may choose to project on screen examples of digital stories linked to from the Resources page. Explore some story ideas Students might draw ideas from personal experiences, special events, their community, their school or afterschool program, family, and pets.
More ideas can be found here. After completing this brainstorming session, discuss what story the group wants to tell.
Constructing a story as a group about a topic meaningful to them will help their learning of both the storytelling process and software needed to develop a digital story. This can be a group or individual activity.
If this is the first time your group has created a story, a group effort may be easier to manage. Draft a story on paper based on the chosen idea Remind the class that they may make changes to the draft at any time.
For younger students in particular, review basic storytelling concepts, such as that a story has a beginning, middle, and end. As you guide your students through the storytelling process, use the seven main elements of digital storytelling, created by Joe Lambert, co-founder of the Center for Digital Storytelling.
Remember that the story — not the technology — should drive this project. Different students can develop different parts of the story.
Introduce students to storyboarding Hand out small colored sticky notes and sheets of paper pre-drawn with empty boxes, resembling an empty cartoon strip.
Take them through the story frame by frame, discussing the pictures through which — and the sequence in which — they will tell their story. After students have determined the text and picture sequence, discuss transitions, visual effects if anyand soundtrack.
Always keep in mind the skill level of your students for planning ways to represent their ideas. To see additional resources that may be helpful for this part of the lesson, including links to digital images and sound clips that can be freely used, see the Resources page.
Working from a single computer with projection to create the group story would be greatly enhanced by use of an interactive whiteboard. See the Teaching Tip. Help students prepare their final draft Break the class into small groups, based on their ages and skill levels.
Ask each small group to develop one or two pieces of the storyboard. One group will be in charge of assembling the pieces into one story using PowerPoint or another software application. If the group wishes to record narration, ask them to divide the story so that everyone gets to read.
Before recording, demonstrate how to narrate effectively. Discuss differences between using emotion and no emotion in your speech, and what effect quick or slow speech has on the story. Suggest they practice narration before recording.
If time allows, plan a follow-up activity in which students will develop individual stories. Discuss as a group what was learned about storytelling, and allow students to add and change their story based on their new understanding.
Compare the two types of storytelling Discuss as a class what they found to be most interesting about digital storytelling compared to traditional storytelling.Inquiry classrooms are magical places; creative, student-driven, and dynamic.
But when it’s only the lesson you see unfolding, you’re missing half the show. Active vs. Passive Voice Lesson Plan: Teach Students or Yourself When and How to Use Active and Passive Voice When Writing. Learning When to Use Passive and Active Voice Will Improve the Quality of y. High School English Lesson Plans, Grades / By Trent Lorcher / High School Lesson .
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