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Digital Story Time

Teacher: Sonya Ann S. Blas

Grade: 3
Subject: Language Arts
Length: 7 Days

Analyze Learners
– General characteristics

• 20 students

• Ages: 8yrs-9yrs

• 12 females/ 8 males

• Accomodations: 1 student in a wheel chair, 1 ESL student (Chuukese)

• Ethnicities: Chamorros, Philipinos, Chuukese, Korean, Chinese

• Religions: Catholics, Mormans, and Christians

– Specific entry competencies

• Students understand the different components of a book including the front cover, title
page, and bag cover.

• Students understand the elements of a story; characters, setting, beginning (introduction of

characters), middle (conflict), and end (resolution).

• They understand the basics of a computer, including the mouse, keyboard, monitor, and
– Learning styles

• Audio/ Visual

• Kinesthetic

State Objectives
– Students will work in groups to create a short story about a day at school, which should include all
the story elements.
– Students will work in groups to create a digital story book using Microsoft PowerPoint after writing
their own short story.
– Students will use digital cameras to take still shots of themselves as pictures for their story book.
– Students will present their digital story book to the class in which each member will read a part of
the story.
– Students will review the different elements of their story during their presentation.

Select instructional methods, media, and materials

– Method

• Group learning

– Media

• Computer, Microsoft Power Point, Digital Cameras, Projector, thumb drive (provided by
– Materials

• Paper, pencils/pens, props, costumes (provided by students)

Utilize media and materials

– Preview materials

• Ensure all students have self-provided materials (paper, pencils/pens). Be sure to have
extra just in case.

• Check all cameras to ensure that the batteries are fully charged and the memory cards are

• Check computers to ensure that they are all working and have Microsoft Power Point.

• Check the projector to see if the bulb is working and it is functioning properly.

– Prepare materials

• Ensure that cameras are ready to use for the days when students will be taking pictures.

– Prepare environment

• Ensure the room is clear of any unnecessary materials or distractions.

• Reserve the computer lab for days the students will be working on their Digital Story Book.

• Be sure that the group with the student in a wheel chair has the computers closest to the
– Prepare learners
• Explain to the students what they will be doing and what is expected of them.

• Explain the rules of the computer lab.

Require learner participation

– Practice

• Teacher will read a story to the class using a digital story book made with Microsoft
PowerPoint (using a projector)
✔ Review the components of a story book; Cover page, title page, back cover, etc.
✔ Review the elements of a story; characters, setting, beginning, middle, and end.
✔ Remind students that the pictures match with the words.
– Do

• Students will be broken into four 5 groups of 4 (Student in wheel chair will be placed in a
group with at least two star students who are very friendly and helpful and the ESL student
will be placed in a group with another Chuukese student who speaks fluent Chuukese and

• Teacher will give students a handout with questions to help them brainstorm and develop
their story.

• Students will write their story using paper and pencil first.

• Teacher will proof-read the story and have students make corrections if needed.

• Students will begin their digital story book with text only and add pictures later. They will
take turns typing the different pages of the book. They will save their file so that they may
continue their work during another session.

• Teacher will distribute one digital camera per group so that students can take pictures for
their story book.
✔ Students will take turns taking pictures.
✔ Pictures should correlate with the words of the story for each page.
✔ Teacher will assist the group with the student in the wheel chair during times when
students are able take pictures outside of the classroom.

• Students will upload their pictures onto the computer and insert them into their Power Point
onto each respective page.

• When the digital story book is complete, teacher will have students save the file to a thumb
– Feedback: tests, quizzes, demonstrations, presentations
• They will present their story to the class using the teacher’s laptop and a projector. Each
student will read a part of the story to the class.

• Students will read their story to the class using the projector. They will discuss the
✔ The elements in their story; characters, plot, setting, rising action, climax, falling
action, and conclusion.
✔ The front cover, title page, and back cover.

Evaluate and revise

– Assessment of learner achievement
– Students will be assessed as a group using a simple rubric provided below.

Excellent Fair Needs Improvement

Students showed a Students showed an Students showed little
great understanding of understanding of the understanding of the
the subject matter. All subject matter. Not all subject matter. Not all
elements were evident elements were evident elements were evident in
in their story. in their story. the story.
Students worked fairly
Group Students worked well well with each other. Students did not work well
Cooperati as a group. Each Most members together. Most members
on member contributed to contributed to the did not contribute to the
the project. project. project.
The digital story book
was very neat, Digital story book was not
organized, and colorful. Digital story book was neat and organized. The
Font was easy to read fairly neat and colors clashed and the
and layout was organized. Font was font was not easy to read.
excellent. Pictures easy to read. Most Many pictures did not
correlated with the pictures correlated with have anything to do with
words on the pages. No the words on the pages. the text of the pages.
grammatical errors. Few grammatical errors. Many grammatical errors.
Most members
All members participated. Most Most members did not
participated. All voices voices were loud; some participate. Most voices
were loud and heard were soft and not easy were soft and not easily
clearly. to hear. heard.

– Evaluation of media and methods

• Did students learn how to use Microsoft PowerPoint presentation?

• Did the students learn how to use a digital camera and upload pictures onto the computer?

• Did the students learn about the different elements of a story?

• Did the students learn how to work and cooperate in a group?

– Evaluation of instructor/instruction

• Did the students receive help from the teacher when needed?

• Were the students interested in the topic and the activity?