Literacy+Lesson

Multimedia storytelling ||= Mad Libs Story Starter -Parts of Speech ||= Dictionary-Thesaurus ||
 * = [[image:Screen_shot_2010-11-29_at_11.12.43_PM.png width="88" height="87" align="center"]] ||= [[image:Screen_shot_2010-11-29_at_11.13.52_PM.png width="90" height="92" align="center"]] ||= [[image:Screen_shot_2010-11-29_at_11.18.13_PM.png width="92" height="90" align="center"]] ||
 * = StoryKit

· Use Safari to search for photos at [] · Copy and save photos to Photo library. · Review parts of speech · Use Mad Libs to apply vivid vocabulary words using parts of speech. · Select, copy, and paste writing passages into StoryKit for editing. · Use StoryKit to revise and enhance their creative writing with details, photos, drawings, and narrations. · Use Dictionary/Thesaurus to find vivid vocabulary/parts of speech. · Practice fluency by reading, recording and listening to the story they have created. · Publish finished story by emailing to teacher, parent, and/or themselves. || Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. Write narratives to develop real or imagined. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach. With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others. Read with sufficient accuracy and fluency to support comprehension. a. Read //on-level text// with purpose and understanding b. Read //on-level// prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. || How can vivid word choice make writing more interesting to my audience? || (Do Now) || In cooperative pairs, have each partner take 1 minute to describe a fun day at the beach. || (Including Differentiation) || Provide a graphic organizer (flow chart) with directions. Provide screen shots of various steps. Have students use a storyboard template, for pre-planning. Give students a photo to prompt ideas for story writing. || Each student will then open Safari, navigate to the designated website and search for at least two photos related to a beach theme and save to Photos. Each student will copy passages from the Mad Lib app, open StoryKit app, and paste each passage onto a new storybook page. Students will add photos, drawings, and recorded narrations to enhance their stories. Students can add more details to their text, design their own illustrations, and add additional pages with new passages. Student can use Dictionary to look up words and synonyms in the Thesaurus. Final stories will be shared with their partners. If email is available, the stories can be emailed to the teacher and published to a website. || List 3 things you learned, 2 ways you could use this in your classroom, 1 thing you would like to know more about. || Set up bookmarks on the device for easy access of websites. Position all apps together for a lesson on the same screen. ||
 * Title: || Fun at the Beach: Digital Literacy ||
 * Subject: || ELA ||
 * Grade Range: || 3 to 5 ||
 * Brief Description: || Students will learn to use applications on mobile devices to develop vocabulary, write creative stories and practice reading fluency. ||
 * Duration: || 45 minutes – 1 hour ||
 * Objectives: || Students will:
 * Standards Covered: || ** Common Core State Standards for Writing **
 * Text Type and Purposes #3 **
 * Production and Distribution of Writing, #5 **
 * Production and Distribution of Writing, #6 **
 * Common Core State Standards for Foundational Skills **
 * Fluency #4. **
 * Essential Questions: || How can apps on the mobile device be used to develop vocabulary, write vividly, and read fluently?
 * Warm Up Activity:
 * Visual Strategies:
 * Student Activities: || Students will pair with a partner to play the Mad Lib game. Players will work together, taking turns as a Reader and a Writer. The Reader reads the description for the word, the Writer decides on which words to use. Both will enter the same words decided upon on each of their iPods. (Variation of the game can be that each student enters their own words) Once the story is complete, students will take turns reading back sentences of the finished story with the filled-in words.
 * Assessment of Student Learning || Use **Poll Everywhere** with questions designed to measure objectives. ||
 * Closure/Summary || ** Exit ticket: 3-2-1 **
 * Teaching Tips: || Increase this to a higher LoTi level by having students create their own Mad Libs for each other to use in creating a story related to a thematic unit and/or personal experience.