Jenine+Nowakowski

Digital Storytelling Lesson Plan:

Digital storytelling is an excellent way for students to create a final product that demonstrates their content leaning in a fun and motivating way. Using digital storytelling in this unit plan allows me to assess student learning, and also reading and speaking skills, so it is very useful.

= Daily Lesson GAME Plan Template = || Related Lessons: Online Collaboration, International Travel, WebQuest  || || Communication Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and the perspectives or the culture studied. X Creativity and innovation X Communication and collaboration X Research and information fluency  || X Critical thinking, problem-solving, & decision-making X Digital citizenship X Technology operations and concepts || During the digital storytelling lesson, students will be required Microsoft Photo Story 3 in order to create a photo story of the journey that they planned out during both the PBL and social networking lessons. The purpose of this will be for students to both demonstrate understanding of the content, and also showcase what they worked on during this unit. ** Before-class preparation:  ** Students will have to have all of the information that they gathered in the first two lesson plans. Teach will have to download Windows Photo Story 3 on computers in the mobile laptop cart. ||  ||  45-60 mins 30-40 mins 25-35 mins 25-35 mins 30-40 mins 10-15 mins 30-40 mins ||  Students will receive a tutorial lesson on how to use Windows Photo Story 3 to create a photo story from the Library Media Specialist and myself. Students will sketch out a storyboard and script for their photo story. They will think about what information they want to include and what kind of photos they need to find. Required information includes all information from their itineraries and budgets, travel information about necessary documents that were needed, and some cultural information about both Bolivia and Colombia. Students will search the Internet for pictures to use in their photo story. They may bring in pictures that they have from home for some of the scenes if they fit, such as pictures of their families travelling, but they will also need to search for pictures of Bolivia and Colombia, and maybe photos of train travel or airplanes if they do not have these. Students will import and arrange their photos in the correct order using Windows Photo Story 3. Students will add captions to all photos in Spanish. They will use the preterite tense and appropriate vocabulary, and group members will work together to create grammatically correct captions. Students narrate their story. Each student in the group will get a turn to record one part of the story so that all students get practice speaking the target language. Students will choose find a song to represent their travel and add this as background music Students will present their photo stories to the rest of the class. Each group will get about 5 minutes to present ||  Portable computer lab with Internet access, projector, Library Media Specialist Spanish-English dictionaries, information that they gathered in the two previous lessons Portable computer lab with Internet access. Portable computer lab with Internet access, collected photos Portable computer lab with Internet access, Spanish-English dictionaries Portable computer lab with Internet access, Spanish-English dictionaries Portable computer lab with Internet access Saved photo stories, projector || Notes: Student groupings, environmental modifications needed, etc. ||  MONITOR Ongoing assessment(s): Assessment will be done throughout the lesson. Original storyboard drawn out by students will be assessed, photo captions will be assessed for a writing grade, narration will be assessed for a speaking grade, and presentation will be assessed. Also, students will be informally assessed throughout the work process regarding their participation for their Habits of Work (H.O.W.) grade. Accommodations and extensions: Students in need of more support will be given a skeleton of a storyboard with prompts to help them create their story and captions. They will also be allowed more time to create their captions and record their narration. Students who are more advanced could create sentences for their captions using both the preterite and imperfect verb tenses. More advanced students can also create their own music for the background of their photo story instead of using a pre-existing song. Backup plan: If Internet does not work, students will create actual photo albums using real pictures and albums from the dollar store. Students could also create a comic book depicting their trip.
 * Lesson Title: Digital Storytelling
 * Grade Level: Spanish B1 ||  Unit: Travel
 * GOALS ||
 * Content Standards: **
 * ** ISTE NETS-S  **
 * Instructional objective(s): **
 * ACTION  ||
 * During class
 * Time ||  Instructional Activities  ||  Materials & Resources  ||
 * 30-45 mins

Social Networking Lesson Plan:

Social networking and online collaboration really adds a new level to a PBL activity. The ability to work together with students from different countries to solve a problem is a really inspiring experience, and the chance to communicate with other students from around the globe will motivate students to work harder and be more invested in their work.

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
A Standards-Based Approach = Daily Lesson GAME Plan Template = Communication Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Communication Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Communication Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics Connections Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures Communities Standard 5.1: Students use the language both within and beyond the school setting
 * Lesson Title: Online Collaboration || Related Lessons: International Travel, WebQuest ||
 * Grade Level: Spanish B1 || Unit: Travel ||
 * GOALS ||
 * Content Standards: **
 * ** ISTE NETS-S **

X Creativity and innovation X Communication and collaboration X Research and information fluency || X Critical thinking, problem-solving, & decision-making X Digital citizenship X Technology operations and concepts || During the PBL lesson, students were required to make a travel plan to go from Bolivia to Colombia, including an itinerary, a list of necessary travel documents, and a budget. For the social networking component, students will get in touch with high school students from Bolivia and Colombia to obtain information needed for travel.
 * Instructional objective(s): **

Students will need to have at least an outline of their travel itineraries and budgets. Teacher will need to use ePals to find classrooms in Bolivia and Colombia to connect students with. Students will need an account on ePals to communicate with students in Bolivia and Colombia. ||
 * ACTION ||
 * ** Before-class preparation: **
 * During class ||
 * Time || Instructional Activities || Materials & Resources ||
 * 30-40 mins

30-40 mins

30-45 mins

45-60 mins

45-60 mins

45-60 minutes || Students are introduced to ePals. They are allowed to search around the site to see what kind of features are available to them.

Students write an introductory email to their ePals student partners telling them a little bit about themselves in the Target Language.

Students read their first response emails. Students answer any questions posed, and then explain to their partners their travel itinerary plans, asking for any initial thoughts from the students who live there on the travel plans that they made.

Students receive second response and make any changes to itinerary as necessary per advice given from ePals partners. Students then respond with more specific information about the travel plans, including information about the travel documents that they need. Students ask for advice about obtaining these documents in the indicated countries.

Students receive third response and make any changes to travel itineraries as necessary per advice from ePals. Students ask for final details from their partners, such as how to get to and from airports, train or bus stations, how much they should expect to spend on taxis, and any other cultural information they should know about travel in those countries.

Students receive fourth response and make any changes to itinerary and budget as necessary per advice from ePals partners. Students send final email thanking their partners for their help. || Portable computer lab with Internet access

Portable computer lab with Internet access

Portable computer lab with Internet access

Portable computer lab with Internet access.

Portable computer lab with Internet access.

Portable computer lab with Internet access. || Notes: Student groupings, environmental modifications needed, etc. || MONITOR Assessment will be done by assessing the emails being sent. Student emails will be routed through the teachers ePals account, and then assessed as a writing grade for students. This will also ensure that students are meeting all requirements of the assignment, and that all communication is kept appropriate. Accommodations and extensions: Students in need of more support will be given prompts to help them write emails to their ePals partners, and will also be allowed more time to create emails. Students who are more advanced might ask for more cultural information, and might find information from their ePals about different things to do and see once they get to their destination.
 * Ongoing assessment(s):

Backup plan: If Internet does not work, students could log on at home or at the local library. Students could resort to writing letters and sending them in the mail, but this would really extend the amount of time needed to complete the project. || EVALUATE AND EXTEND || I am really excited about this part of the unit plan, as the ultimate goal of language instruction is to have students communicate with native speakers of the language. I think that being successful in this portion of the unit plan will give students a huge confidence boost in their language abilities, and hopefully inspire them to keep learning so that they can communicate with more native speakers in the future.

PBL Lesson Plan:

Problem Based Learning (PBL) is an interesting in which to use technology to help students experience authentic and meaningful learning. By giving students an actual problem, students work together to create meaning and find a solution, thus learning the content information by actually doing it.

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
A Standards-Based Approach = = International Travel || Related Lessons: WebQuest || · Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. · Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. · Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
 * Lesson Title:
 * Grade Level: Spanish B1 || Unit:Travel ||
 * GOALS ||
 * Content Standards: **
 * ** ISTE NETS-S **

X Creativity and innovation X Communication and collaboration X Research and information fluency || X Critical thinking, problem-solving, & decision-making X Digital citizenship X Technology operations and concepts || Students are given a certain amount of currency and the direction that they must travel from Bolivia to Colombia. They must create a travel itinerary indicating their travel plans and what documentation they need. They must also create a spreadsheet documenting their budget. Students need to have access to a computer with the Internet. They will have access in class, and if need be, they can also have access before or after school in the computer lab. Students should be familiar with a word-processing software to create the itinerary, and also with Microsoft Excel (or a similar program) to create the spreadsheet. ||
 * Instructional objective(s): **
 * ACTION ||
 * ** Before-class preparation: **
 * During class ||
 * Time || Instructional Activities || Materials & Resources ||
 * 15-20 minutes

60-70 minutes

30-45 minutes

5 minutes per group || Orient students to the problem, telling them that they only have a certain amount of money to spend and that they need to get from Bolivia to Colombia. Show a map of Central America to start discussion on possible routes. Put students in small groups.

Students use the Internet to start searching information. Students must research different routes, methods and schedules of transportation (trains, busses, airplanes). As they do this, students will notice that currency changes, so they will have to research exchange rates. The goal is to find the transportation route that is cheapest, and they must stay within their budget.

Students compile their travel plans into an itinerary, listing the mode of transportation, the times, all changeovers, locations of travel stations, and any necessary documents for travel. They also record all of their expenses and keep track of their budget on a spreadsheet.

Students will present their itineraries and budgets to the class, seeing who has the most money left over at the end, and who has the quickest travel route. || Problem explanation handout, map of South America

Portable computer lab (laptops) with Internet access

Word-processing software, Excel

Projector and white board || Notes: Students will work in pairs or groups of 3. || MONITOR Accommodations and extensions: Some students may need a guiding list of websites to visit in order to gather travel information and ideas. Students with less technology experience may be paired with students who are more experienced. Some students may be able to use more English while negotiating the meaning of the websites.
 * Ongoing assessment(s): Students’ use of Spanish will be informally assessed as they go through the research and creation of product stages. Students will need to stay in the target language as much as possible to synthesize information, eliminate ineffective information, create the products, and present. Formal spoken assessment can happen during the presentation, and formal written assessment can happen through the itinerary and presentation.

Backup plan: If students really have no experience using Excel, they can create the budget in a table in the word-processing software. || EVALUATE AND EXTEND || Lesson reflections and notes: When students are engaged in searching for information on the Internet, teacher should continually emphasize the need to keep conversation in the target language. Also, teacher should avoid providing students with translations of words or phrases that they do not know, and force them to use context clues and make meaning through the words that they do know. Students can use dictionaries in the case that a word or phrase is really impeding the meaning of a big concept, but it should be emphasized that they do not need to understand the meaning of every word; they just need to understand main ideas.

Allowing students to create their own learning through a PBL lesson is a great way to create a meaningful learning experience. As students take the reins and teachers become facilitators, students become experienced in 21st century skills and real learning occurs.