EDUC 2220- Educational Technology Lesson Plan

Interactive Storytelling

Mara Meadows
Kindergarten Language Arts

Common Core Standards:

-RL.K.2 With prompting and support, retell familiar stories, including key details.

-RL.K. 7 With prompting and support, describe the relationship between illustrations and the story in which
they appear (e.g., what moment in a story an illustration depicts).

-W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked
events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

-SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.

-SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

Lesson Summary:

This lesson is designed to further students understanding of the timeline of events in which they happen, and
their storytelling skills. After a lesson teaching them about how to tell stories using the correct storytelling
transition words, students will explore and brainstorm different stories from their own life they might like to
share. Students must show a clear understanding of the timeline of the story they are telling, and ones they will
hear from their peers. Students will then use glogster to create an interactive poster that their classmates can
look at other students stories. This poster will have pictures that the students have brought in from home or
pictures they find online that relate to their story. Glogster also has the option to add a video, this means that
the students will also be able to work on their storytelling skills by adding a video recording of them telling
their story.

Estimated Duration:

I plan for this lesson to take 5 days, with each period lasting around 30-45 minutes each.

Commentary:

To begin this lesson to get the students hooked, I will put up on the smartboard the example glogster that I
created that has my story on it. I will go through my story, then ask them if they can recall any events that have
happened to them. I will then ask them to tell me the timeline of my story; what came first, next, after that, etc.
While they list off each of these words I will be writing them on the board, which will lead into the lesson
about how to tell stories using these words to create the proper timeline. A challenge I expect to face is having
the students narrow their stories down to just the main events and refraining them from telling every single
little detail that goes into their story. I might have to set a limit of events they can have in their story, to help
them narrow down to just the main events that happen in the story.

Instructional Procedures:

Day 1 (45ish minutes):

First 10-15 minutes: As a class we will look at my story that I have put together on glogster. I will tell the story
using the timeline, then we will watch the video of me telling my story out loud. While I am telling my story it
will be displayed up on the smartboard.
15 minutes: I will ask students to tell me the timeline of the events in the story. I will ask them to tell me what
happen first, next, after that, and so on, until we make it through the main events in the story. This will help me
get an understanding of how well they comprehend the timelines of stories, and if they understand how the
timeline of events works.
20 minutes: We will then lead into the lesson about transition words like first, then, next, and finally. Here we
will discuss what each words means, and how to incorporate it into our storytelling to help properly tell the
timeline of an event that took place in their lives.
Day 2 (40 minutes):
First 5 minutes: we will recap what we learned the previous day about transition words. I will ask them to
name them for me and will write them up on the board.
15 minutes: Students will work on a worksheet that will help them practice the use of transitional words for the
first time. The worksheet will have the transitional words listed in the correct order, and the students will fill in
the blanks recounting the events that happened from when they woke up that morning until that moment. This
activity will get them familiar with using the transitional words to describe the events in their story. I will
collect this work sheet and use it to see how well they are understanding the use of these words. After seeing
who may need some extra help, they will be given back the paper as it can be used as a resource when writing
their story.
20 minutes: Students will brainstorm ideas about things that have happened that they would like to tell for their
story. After deciding what story they would like to tell, they can start working on their story and think about
what kinds of pictures they might like to use. This is where students will decide if they need to send in pictures
from home, or if they would rather use pictures from google, or both on their poster on glogster.
Day 3 (35ish minutes):
First 10-15 minutes: we will have a mini lesson introducing glogster and learning how to use it. We will then
have each student log onto a computer and make sure that they are clear on how everything works and are able
to use the site on their own.
20 minutes: Students will continue to work on their stories. Those that have finished writing their story, can
now move on to working on the format of their poster on glogster.
Day 4 (30-40 minutes):
Students will continue to work on their glogsters. As they finish, I will read what they have written for their
stories making sure they are using the transitional words we talked about. Once their story looks good I will
then set them up in front of a video camera or laptop camera, where they can record their video recording of
them using their storytelling skills to tell their story. I will then help them add their video to their glogster
when it is complete. All students should finish their storytelling project at the end of this day.
Day 5 (40ish minutes):
Students will take turns presenting their stories to the class, and after each story as a class I will have them tell
me what happened first, next, last, ect., in each of the stories to make sure that they are able to comprehend the
order in which events occurred.

Pre-Assessment:

As we are talking about the timeline of the story that I told, and I am asking them to tell me about the timeline
of events from my story. I can pay attention to if they are already using the transitional words when describing
what happened in the story, and if they clearly understand what cam first, next, and last. This will help me
know how much time I need to spend explaining things to them during the lesson, and which students I think
will have no problem with learning everything and which students I may need to spend a little extra time
teaching everything to. Also, the worksheet that is completed on day 2 that I collect and assess can be used to
measure how well the students are grasping the concepts.

Scoring Guidelines:

I will use my own judgement to determine how well the students are able to tell me the timeline of events in a
story, and how well they are able to use the transition words that they learned. As they are working on their
stories independently, I will be walking around and helping them and making sure they are using the transition
words correctly. Also, before they record their video of them telling their story, I will look over their story to
be sure their timeline of events is clear.

Post-Assessment:

I will use the video that the students record of them telling their story out loud, as the assessment portion.
Through their video I will be able to assess their understanding of the timeline of events, their use of
transitional words, and their storytelling abilities.

Scoring Guidelines:
If students are able to successfully use transitional words in their storytelling to show that they
understand the way that the timeline of events occurs, then I will deem that they have showed they have
mastered this content. If students are still making some mistakes here and there and have show that
they do not know how to correctly use the transitional words or their timeline is a bit all over the place,
then I will look into a way to follow-up with that student to make sure they have fully mastered the
content before moving on.
Differentiated Instructional Support
Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students:
Students who are struggling with learning the material will have the opportunity to work with me in a small
group or one-on-one depending on how much individual extra learning they need. This would take place
during their time to work on their stories where if I noticed if they were still struggling a bit after the lesson
and a little bit of practice. I think it would also maybe be fun for them to work with and read the other
students’ examples that are grasping the concepts to get an idea of the things that their other classmates are
doing to see an example of what I am looking for. Students who are struggling could also look at examples of
actual books in the classroom library that uses storytelling transition words, to see how they should use them in
their stories.
Students who are showing that they are mastering the concepts and have a good understanding of how to
complete each concept can further show their knowledge by adding to their story to make it longer. They can
add more events using a bigger variety of transition words to create a more detailed story to tell

Extension
This website provides some examples of children’s books that use transitional words, that students can look at
https://www.readingrockets.org/strategies/transition_words

Homework Options and Home Connections

Students are encouraged to discuss their stories with their parents at home, especially if they plan to send in
some pictures from home to use on their glogster. Parents can help the students pick out pictures that will go
along with their story if they have any, or the parents can take pictures of them for their story. The students can
also practice their storytelling skills by practicing telling their stories to their parents.

Interdisciplinary Connections
-Students are using their artistic skills when they are deciding what pictures to use and creating their posters on
glogster. They can use many different colors, fonts, and layouts to show their creativity through their projects.

-Students are also working on their communication and public speaking skills through the video that they
include on their glogster. They must use their loud speaking voice, and make sure that their words are clear for
the other students and me to clearly know what they are saying.

-The students could also be grasping a little bit of how events in history can be explained, and how we learn
the timeline of events in history too.

Materials and Resources:

For teachers Smartboard, computer, hard drive/flash drive to store the students pictures and videos
on so the students do not lose track of them

For students Smartboard, iPad/laptop, maybe camera if they want to take pictures for their story,
printer that can scan physical copy photos to send it that they want to use

Key Vocabulary

Timeline, story, main events in a story, and all the transition words they can use in their lesson: first, last, next,
then, after that, after, finally, etc.

Additional Notes

I have never written a lesson plan before, so I really had no clue what to do. So, I am very much open to
suggestions on how to fix it if it is really bad!