Bourget 1

For Jordan Bourget’s DMP link, click here.

This activity was designed for English Second Language (ESL) students in either
secondary 1 or secondary 2 (ages 12-14). Keeping the current realities of teaching in mind, the
main mode of delivery for this activity is over Zoom. The goal of the activity is to teach my
students the basics of creating a story by watching videos focusing on the elements of a plot,
story narration, and the aspects behind a hero. The activity goal will be accomplished by dividing
the class into Zoom breakout rooms with 3 students each. Once in the breakout rooms, the
students will decide which video to watch and then respond to the discussion questions.
Afterwards the students will then share what they learned and the answers for the discussion
questions with their teammates, thus allowing the students to verbally share their knowledge
together, which aligns with the “to interact orally” competency 1 of the QEP. After the group
discussion, the students will rejoin the class to have a class discussion regarding the activity,
which will end with a quiz to verify their retention. The goal of the unit plan is for my students to
create their own story; therefore, my lesson fits in my unit plan as it allows for my students to
learn the basics on how to create a story.
My lesson aligns with the Understand, Remember, and Analyze aspects of Bloom’s
Taxonomy as the students are required to remember what was learned from their video, then
explain it to their peers in the breakout room while also analyzing the information to respond to
the discussion questions. Additionally, the third discussion question for each video aligns with
the Apply aspect of Bloom’s Taxonomy as I am requiring my students to apply their knowledge
in a different situation in order to answer the question.
By utilizing SAMR, the numerous benefits regarding the technology utilized throughout
the lesson comes to light. The use of YouTube videos to convey knowledge regarding how to
create a story to my students is at the Augmentation level of SAMR. The videos use engaging
cartoons, captivating music, and in one instance, a very catchy song, thus allowing for my
students learning experience to not only be significantly improved, but to also be engaged in a
stimulating way that would not be possible with a traditional sheet of paper containing the
information. Additionally, the use of Google Slides to convey the information is at a Substitution
level of SAMR as it provides a more visually and mentally engaging experience that replaces the
use of paper as a means of transmitting information. Meanwhile, the use of BlendSpace to test
and record the level of retention my students have of the lesson is at the Substitution level of
SAMR as it is directly replacing the traditional paper quiz. Lastly, the use of Google Docs for
my students to collectively summarize their thoughts regarding their topic is at the Redefinition
level of SAMR. Through the use of Google Docs, my students have access to a shared pool of
knowledge that is readily available to assist them in the future which would not have been
previously feasible, while also aligning with the “to write texts” competency 3 of the QEP. An
additional advantage of the use of Google Docs and BlendSpace is that it allows for a deeper
student engagement with the class content as they have to mentally engage with the information
they learned in order to succeed in the activity.
 Bourget 2

This activity was designed with accessibility in mind as each video has accurate subtitles
available, thus, allowing students who are hard of hearing or have slow internet connection to
still participate in the activity.