Elisabeth Zwick Shannon DeSantisAshley Sperber Teachers/librarians may want to spread this activity over the course of several days, so thatstudents can fully understand how to use Storybird and browse the artwork, choose the art for their story, write their story, go through a teacher and peer editing process, and share their storiesas a class. This activity can be easily modified to accommodate different learning needs.
The final product of the activity would be a Storybird of a predeterminednumber of pages dependent on the teacher’s requirements. A quality Storybird will explain thewater cycle using the vocabulary learned in science class, use appropriate images, and contain proper spelling and grammar. Teachers can also use their own Storybird account to grade thestudents and give them digital stickers as an assignment reward, if they so choose.
Narrative Personal Storybirds
NYS Standards Addressed:
Standard 4 – Language for Social Interaction.4.2 Reading and Writing:
Written communication for social interaction requires using writtenmessages to establish, maintain, and enhance personal relationships with others.Students:
Use a variety of print and electronic forms for social communication peers and adults.
Make effective use of language and style to connect the message with the audience andcontext.
AASL Standards Addressed:
Standard 2.1.6. - Use the writing process, media and visualliteracy, and technology skills to create products that express new understandings.
Common Core Standards Addressed:
CC.9-10.W.6. - Production and Distribution of Writing: Use technology, including theInternet, to produce, publish, and update individual or shared writing products, taking advantageof technology’s capacity to link to other information and to display information flexibly anddynamically.
CC.9-10.W.3. - Text Types and Purposes: Write narratives to develop real or imaginedexperiences or events using effective technique, well-chosen details, and well-structured eventsequences.
Description of Activity:
For our second project using Storybird we decided that we wouldutilize this technology tool for a beginning of the year activity for Language Arts. The ninthgraders would read several short personal narratives, such as passages from Sandra Cisneros’
The House on Mango Street
. The students would then retell a personal story of their own usingStorybird. This story would serve as a way of introducing the students to their classmates andletting them get to know about each other’s backgrounds. The Storybirds that they wrote would