mary frances van houten digital storytelling storyboard

8/3/2019 Mary Frances Van Houten Digital Storytelling Storyboard

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Mary Frances Van Houten

ITEC 7230

Planning a Digital Story Presentation

1. Purpose:The purpose of my presentation will be to explore reading and writing activities

related to the domain of persuasive writing. The presentation will explore ways in

which authors attempt to persuade their readers to accept their ideas, assertions,and claims. The students will be engaged in activities in which they must state

and support personal positions.

The following Georgia Performance Standards will be addressed:

ELA4R1 The student demonstrates comprehension and shows

evidence of a warranted and responsible explanation of a variety

of literary and informational texts. For informational texts, thestudent reads and comprehends in order to develop understanding and

expertise and produces evidence of reading that

a. Locates facts that answer the readers questions

b. Identifies and uses knowledge of common textual features (e.g.,paragraphs, topic sentences, concluding sentences, glossary).

c. Identifies and uses knowledge of common graphic features (e.g.,

charts, maps, diagrams, illustrations).d. Identifies and uses knowledge of common organizational

structures (e.g., chronological order, cause and effect).

e. Distinguishes cause from effect in context.f. Summarizes main ideas and supporting details.g. Makes perceptive and well-developed connections.

h. Distinguishes fact from opinion or fiction.

ELA4W2 The student demonstrates competence in a variety of

genres. The student produces a persuasive essay that

a. Engages the reader by establishing a context, creating a speakers

voice, and otherwise developing reader interest.b. States a clear position.

c. Supports a position with relevant evidence.

d. Excludes extraneous details and inappropriate information.e. Creates an organizing structure appropriate to a specific purpose,

audience, and context.

f. Provides a sense of closure to the writing.

2. Learner Analysis:

a. Age/Gender:


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The target audience consists of fourteen students ranging in age from

nine to eleven. There are seven female and seven male students.

b. Cultural Background:

The class is made up of seven African-American students, five

Caucasian students, and two Hispanic students. All the students arefrom low socioeconomic households. All the students are on

free/reduced lunches. Eight of the students live with both parents.

However, six students live with in a single parent/grandparenthousehold.

c. Educational Level:

The students are in the 4th grade, but have been grouped into an EIP(Early Intervention Program) classroom. The students were targeted

based on their 3rd grade CRCT scores. Ten of the fourteen students

attended summer school for remediation and enrichment. Seven

students were required to retake the CRCT test in the area ofReading. Of the seven students, four failed the retest and were

administratively placed in the fourth grade, while three passed theretest. All of the students struggle with reading and are at or below

the fourth grade reading level. Based on the STAR Test, CRCT

scores, and DIBEL scores, students were placed in this class.

Academic Summary:

Reading Levels:

Below: 10 On Level: 4 Above: 0

Most of the targeted students are on or below the fourth grade

reading level. Based on their Lexile scores, the studentslevels range from 1.5-4.1. Their STAR reading levels rangefrom 1.6-5.0.

Reading CRCT Scores:

Does not meet: 7 (3 passed with summer school)

Meets: 7

Exceeds: 0

Special Needs/Accommodations:

ADD: 1 Student

One student has been diagnosed with Attention DeficitDisorder and is currently taking medication. It is a very

mild case and little modifications have to be made.

* The student sits close to the instructor

* Written and Oral directions are given

* Direct eye contact

* Have the student repeat instructions

Speech: 2 Students


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Two students have been attending regular speech classes

weekly. Their speech diagnosis does not infer with their

regular educational learning. No accommodations need tobe made.

d. Specific Entry Skills:The students prior knowledge of writing a persuasive piece was

assessed. The students were familiar with the term persuasive

writing from third grade, but they were unable to identify thecharacteristics that make up a persuasive piece. We discussed how it

was different from other pieces of writing (narrative and

informational).

e. Learning Styles:The students were surveyed about their learning styles. The results

were:

Reading it or watching it done: 13Hearing it: 1

Touching it: 0

f. Motivation-Kellers ARCS Model:

Attention- The attention of the students will be capturedwhen the teacher presents two different types of candy

(Snickers and Reese Cups). The teacher will then try to

persuade the students to choose her favorite by givingfacts and opinions about her product.

Relevance-The presentation will help students realize that

the art of persuasion is used daily. Commercials are aprime example of how companies are trying to persuade theconsumer to buy their product over the competition. The

presentation will help students effectively persuade others

to their point of view using different techniques andsupporting resources.

Confidence-The students will gain confidence in their

persuasive skills by dividing into groups and holding amock debate over the appropriate class mascot. The class

will then vote on the class mascot.

Satisfaction-Students will be given the opportunity to write

their own persuasive pieces trying to convince the principalto allow the class to go on a field trip. Students will then

read these essays to the principal.

g. Gardners Multiple Intelligences

The students were surveyed about how they learn best, using

Gardners Multiple Intelligences. The class indicated that theylearn best by reading it, watching it done, and then performing


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the task. This class learns best using concrete sequential lessons.

They enjoy computer based learning like Voyagers Ticket to

Read and Study Island. They are able to transfer the skills taughtwith these programs to other areas. The students are very visual

learners which is their perceptual performance. Color coded

study guides are often used to help aid the students.

3. Objectives:

1. Students will write a summary that contains three main ideas and threesupporting details for each idea.

2. Students will write clearly and effectively including the use of transitional

sentences and a theme throughout the writing piece.

3. Students will write a structured paragraph with an introductory topic sentence,three supporting details and a closing sentence that wraps up the main idea of

the paragraph.

4. Students will write a five paragraph essay.

4. Theory of Instruction:

The theory of instruction and learning used in this DST is a Constructivistapproach. The teacher will act as the facilitator and will aid the students through

the writing process. Discussions will be guided by the students with the help of

the teacher. Cooperative learning will be used throughout the process through

peer editing and the use of the Authors Chair (where students may constructivelycritique students writing). Activities will be assigned where the students

collaboratively debate other groups. The teacher will prompt students throughout

the process to encourage thoughtful dialogue. This learning by doing concept willassist the students to write a well developed persuasive essay.

5. Content Outline:

The content of the presentation will follow the steps of the Writing Process:

Read Aloud: The teacher will select text for read-aloud related to

persuasive writing (e.g., the story I Wanna an Iguana, samplepersuasive pieces that meet the GPS, do not meet the GPS, and that

exceed the GPS).

Introduce the GPS Standard: The teacher will introduce the

standard being taught and the class will discuss the expectations fortheir writing piece.

Introduce the Essential Questions:

1. How is persuasive writing different from narrative or informationalwriting?

2. What are some writing techniques or resources that can be used to

support your point of view?3. What is a controlling idea and how is it maintained throughout a

persuasive piece?

4. How can a writer establish and maintain a personality in a piece ofwriting on order to get across his point of view?


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5. Why is getting the audiences interest so important?

6. How can a writer get his audiences interest and keep it?

Mini Lesson on Authors Craft for Persuasive Writing: The teacher

will conduct a mini lesson on the aspects that would sway the

audience to accept our view.

Brainstorm Ideas: The class will brainstorm ideas of possible topicsto write about.

Write Rough Drafts: The teacher will conference individually with

students.

Share Chair: The teacher will ask for volunteers and for those that

have outstanding examples of good work to share their pieces in the

Authors Chair.

6. Plan for Participation of the Audience:

Students will read and edit persuasive essays that Do Not Meet, Meet, and Exceed

the GPS Standard. The opportunity for the students to practice the art of

persuasion, will be available to the students in different ways. Students will usewhat they have learned about persuasive writing to write their own pieces.

Students will brainstorm how using persuasive words with supporting details canactually benefit them in their daily world.

mary frances van houten digital storytelling storyboard

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