Elisabeth Zwick Shannon DeSantis Ashley Sperber First Activity/Lesson Title: Water Cycle Storybirds Educational level

: 3rd/4th Grade Content Area: Science/ELA NYS Standards Addressed: 2.1c – Water is recycled by natural processes on Earth. Evaporation: changing of water (liquid) into water vapor (gas). Condensation: changing of water vapor (gas) into water (liquid). Precipitation: rain, sleet, snow, hail. Runoff: water flowing on Earth’s surface. Groundwater: water that moves downward into the ground. 2.1c – Water is recycled by natural processes on Earth. Common Core Standard Addressed: (no Common Core standards exist for science at this grade level, so we have included the related ELA standard): CC.3.W.6 Production and Distribution of Writing: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. AASL Standards Addressed: Standard 1 – Inquire, think critically, and gain knowledge. 1.1.2. - Use prior and background knowledge as context for new learning. 1.1.6. - Read, view, and listen for information presented in any format in order to make inferences and gather meaning. 1.3.1. - Respect copyright/intellectual property rights of creators and producers. 2.1.6. - Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. Description of Activity: For our first project using Storybird we decided to create Storybirds describing the water cycle. The target age group would be third or fourth graders, given that these two grade levels often study the topic of water cycles in science. Students can use Storybird to creatively narrate the water cycle after reading the book Drippy the Raindrop: To the Mountains and Back written and illustrated by Joel M. Kimball in science class. Students can create their own story telling of the water cycle. Students will use their Storybirds as hybrid fiction/nonfiction text or as a nonfiction booklet. These projects can be used as an assessment for the unit in the classroom. Role of Web 2.0 Technology: Storybird provides a colorful and creative way to review content through creation. Students can select a variety of artwork and text to tell their stories. Students will learn how to use Storybird during a collaborative library lesson. As the program is quite user-friendly, this lesson should not require a large amount of time. The remaining time can be used for students to plan their story, browse artwork, and think about the text they wish to use. Students will receive a worksheet explaining the scientific facts they are required to include in the Storybird, tips for using Storybird, and other instructions for the activity (how many pages to include, due dates, etc.). The school librarian will work in conjunction with the classroom teacher to teach this activity, and with cooperation from the classroom teacher students can also used class time that is devoted to science to work on their water cycle Storybirds.

Elisabeth Zwick Shannon DeSantis Ashley Sperber Teachers/librarians may want to spread this activity over the course of several days, so that students 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 stories as a class. This activity can be easily modified to accommodate different learning needs. Final Product: The final product of the activity would be a Storybird of a predetermined number of pages dependent on the teacher’s requirements. A quality Storybird will explain the water 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 the students and give them digital stickers as an assignment reward, if they so choose.

Second Activity/Lesson Title: Narrative Personal Storybirds Educational level: 9th Grade Content Area: ELA NYS Standards Addressed: Standard 4 – Language for Social Interaction. 4.2 Reading and Writing: Written communication for social interaction requires using written messages 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 and context.

AASL Standards Addressed: Standard 2.1.6. - Use the writing process, media and visual literacy, 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 the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. CC.9-10.W.3. - Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Description of Activity: For our second project using Storybird we decided that we would utilize this technology tool for a beginning of the year activity for Language Arts. The ninth graders 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 using Storybird. This story would serve as a way of introducing the students to their classmates and letting them get to know about each other’s backgrounds. The Storybirds that they wrote would

Elisabeth Zwick Shannon DeSantis Ashley Sperber be shared on a class blog. Once shared electronically, the students would help edit each other’s Storybirds and share the finished products during class in presentations. Role of Web 2.0 Technology: Storybird is the main technology tool utilized for this lesson/activity. However, students will also use Edublog to share and comment/edit each other’s Storybird narrative tales on a class blog. A collaborative lesson would be taught by the English Language Arts teacher and the librarian on how to use Storybird and the different features it offers. As Storybird is quite user-friendly, this lesson should not require a large amount of time. The remaining time can be used for students to plan their narrative and browse for related artwork. Students will receive a worksheet explaining the structure to their narrative, tips for using Storybird, and other instructions (how many pages to include, due dates, how to post their completed Storybird on the class blog, etc.). After students have completed their narrative Storybird, they will post them on their ELA class blog (through Edublog), so that they can comment on their classmates’ work and engage in the peer editing process. Once the editing process is complete, students can repost their final drafts of their Storybirds and the finished products can be shared during class (or during library time) in presentations on the SMART Board. Final Product: The final product for each student would be a narrative Storybird, posted on the class blog, of a predetermined length that the ELA teacher and librarian would discuss and decide on beforehand. A quality Storybird for this activity would include narrative elements discussed beforehand in the Language Arts class, use appropriate images that related to the text, engage the audience, and contain proper spelling and grammar. Teachers can use their own Storybird account to grade the students.

Conclusion: Storybird, with its focus on writing, is a Web 2.0 technology tool that lends itself easily to English Language Arts skills and activities. The colorful and imaginative artwork available on Storybird engages students and inspires them to write. It can be utilized with other technology tools such class blogs to share and edit student work. Storybird also offers a variety of features for teachers and librarians, such as dashboards, drop-down grading menus, and digital stickers (a popular assignment reward for the younger students). For more information on how teachers can utilize Storybird and why they use it, visit http://storybird.com/teachers/. Both of the activities we have included have a focus on writing, while utilizing art, technology, and elements of social interaction. Storybird can be utilized with a variety of grade levels and can be integrated into all the content areas, including science, math, creative arts, social studies, and foreign languages.

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