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Red Feather's Page

Page history last edited by Dan Shinneman 9 years, 1 month ago

 

Photo Story Student Sample 1

Photo Story Student Sample 2

Photo Story Student Sample 3

Understanding by Design Red Feather Unit

                             Understanding By Design Unit Template

 

 

Title of Unit

    Story Telling 

Grade Level

     4 

Subject Area (s)

     Reading  

Time Frame

     9 months 

Teachers

     M. Jiles 

Desired Results (Stage 1)

Essential Content (Subject Area) Standards and Benchmarks/Indicators

4th Grade S1 C1. A clear communication plan is necessary to effectively deliver and receive information.      

4th Grade S2 C:2 Comprehension and fluency matter when reading informational and persuasive texts in a facile way.

 

Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes

using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes.

b. create original works as a means of personal or group expression.

c. use models and simulations to explore complex systems and issues.

d. identify trends and forecast possibilities.

 

Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance,

to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments

and media.

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

c. develop cultural understanding and global awareness by engaging with learners of other cultures.

d. contribute to project teams to produce original works or solve problems.

 

Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and

media.

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d. process data and report results.

 

National Education Technology Standards (Choose 2-3 to focus on)

                       

x

x

x

x

     Creativity and Innovation          Communication and Collaboration            Research and Information Fluency

 

x

x

x

       Critical Thinking, Problem-Solving and Decision-Making         Digital Citizenship         Tech Operations and Concepts

Understandings

Essential Questions

(connected to overarching and supporting understandings)

Overarching Understanding (“Big Idea”)

  Reader's effectively convey the meaning of the story or information, including all story elements.

 

Match an activity in Stage 3 for each essential questions.

 

  • ·  How can the reader effectively convey information?

 

  • ·         How can the listener’s perspective of the story change if the setting changes?

 

  • ·         What meaning can readers infer about the main ideas through retelling?

 

  • ·         How can the storyteller and audience relate their similarities and differences from the characters in the story?

 

 

 

 

 

Supporting Understandings

  • The listener’s perspective of the story changes as the setting changes.

 

  • Readers infer about the main characters of a story through retelling.

 

  • Storyteller’s and audience relate their similarities and differences with the characters in the story.

 

  • The story teller uses events to prepare the audience for the ending.

 

 

 

 

 

Knowledge

Students will know…

 

How to effectively write a digital story with….a clear genre, main characters, plot elements, the setting and point of view and/or sharing information. 

  • ·         Identify and draw inferences about setting, characters (such as motivations, personality traits), and plot
  • ·         Describe the development (conflict of the plot, major actions, and conflict resolution)
  • ·         Summarize a story by identifying important ideas and sequence by providing supporting detail, while maintaining integrity.  
  • ·         Read or retell texts orally with fluency, accuracy, and expression.

 

Skills

Students will be able to…

 

 · ·  Identify and distinguish differing genre.

  • ·  Identifying and distinguishing between main/minor characters
  • ·         Identifying the setting time/place
  • ·         Identifying first or third person point of view
  • ·         Retell the sequence of a story
  • ·         Understanding the sequence of a story
  • ·        
  • ·        
  • ·        
  • ·        

 

 

 

 

 

 

 

 

 

 

 

Assessment Evidence (Stage 2)

 

Assessment of Overarching Understanding/Big Idea

 

               Assessment Criteria (students will be able to… student application of Six Facets of Understanding)

Students will use their knowledge of technology in order to effectively distinguish and explain the characteristics of a variey of reading genre including: 

  • Fantasy
  • Realistic fiction
  • Mystery
  • Historical Fiction
  • Traditional Literature (Fables, Folktales, and Legends)
  • Non-fiction 

 

Students will use their use their knowledge of story elements and genre to summarize a story.

               Assessment Tool (describe type of assessment tool to be used here - post completed tool with unit)

The final Photostory portfolio project, evaluated by student created rubric.

               Assessment Strategy (performance task description)

Goal

 Your goal is to use technology to create a presentation    

Role

You will create a Photostory with audio to share stories from one genre and effectively convey the meaning of the story, including all story elements.  

Audience

Students peers, family, teacher. 

Situation

 Students will present a Photostory representing their knowledge.     

Product/Performance

 As a final project you create a digital photostory and present it. You will applying your understanding of story elements, focusing on one of the above mentioned genres.  For this project your group will create a Photostory representing one of the following genres:  fantasy, fiction, mystery, historical fiction, or traditional literature, non-fiction. 

Standards

  ?   

                   Evidence of development of supporting understandings, knowledge and skills

(identify assessment criteria, strategies and tools for each)

 

Performance Tasks:

 

Student will produce a Photostory representing one of the genres above. Each story will require a script and a recorded narrative summary.

 

  • Fantasy
  • Realistic fiction
  • Mystery
  • Historical Fiction
  • Traditional Literature (Fables, Folktales, and Legends)
  • Non-Fiction 

 

 

 

 

Students will create a photo-story using pictures taken from intra-net or other source in order to convey the elements of a story from on of the following genre: 

  • Fantasy
  • Realistic fiction
  • Mystery
  • Historical Fiction
  • Traditional Literature (Fables, Folktales, and Legends) 
  • Non-Fiction 

 

 

Reading Genre

 

  • Fantasy
  • Realistic fiction
  • Mystery
  • Historical Fiction
  • Traditional Literature (Fables, Folktales, and Legends)
  • Non-Fiction 

 

 

 

 

 

 

 

 

 

 

 

Evidence of student application of selected National Educational Technology Standards during the course of the unit? (Note: assessment of the NETS standards should be integrated with assessment of unit understandings, knowledge and skills and embedded within unit learning activities)

 

 

 

 

Learning Experiences (Stage 3)

                   Consider the questions in the boxes below as you design learning experiences that support student achievement of desired results and exploration of unit essential questions.

 

 

                       Building Background/Connecting to Students’ Current Understandings, Knowledge and Skills

 

1. Students create a Photostory describing a story or non-fiction article from a specific genre. As students construct their Photostory they are asked respond to the following questions: Summarize what you have read? Identify the genre? Define the genre by its characteristics? How can you effectively distinguish between two types of reading genre?

 

2. Use the school library or online resources to select and read a stories from a a variety of genre.

 

3. Practice reading story summaries while practicing how to identify.....Genre, main characters, plot elements, the point of view and a description of the setting.

 

 

 

     B.  Student Exploration of Essential Questions

 

 

4. Students will use Google to search for effective definitions and examples of a definition of their genre, identifying and describing the main characters, plot elements, the setting, and point of view of story, or to research a topic.

 

5. Students will create a Photostory to convey the main ideas and supporting details for their story or non-fiction piece. Using a video clip taken with a flip camera, students will be required to produce, and then post a video clip presenting an oral summary of their story.   

 

 

 

 

 

 

 

 

 

Use “Where To…” as a tool to assess the quality and scope of unit learning experiences.

How will you cause students to reflect and rethink?  How will you guide them in rehearsing, revising, and refining their work?

 

 

Where are your students headed?  Where have they been?  How will you make sure the students know where they are going?

 

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

 

 

How will you hook students at the beginning of the unit?

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

 

 

What events will help students experience and explore the big idea and questions in the unit?  How will you equip them with needed skills and knowledge?

How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?

 

 

           

 

From:  Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development

   ISBN # 0-87120-313-8 (ppk)

 

Spring Reading Assessment/PhotoStory

Name:________________________________________      Score:_____/___

Category

1   2    3

4   5   6   7

8     9    10

Genre : shows reading summary for genre

Genre is difficult to identify.

Genre is identifiable.

Genre is explicit  as easily identified.

 

1   2    3

4   5   6   7

8     9    10

Technology Used to Demonstrate Purpose

Presentation does not use technology to effectively convey the story.

Presentation does use technology to effectively convey the story.

Story uses technology to convey the meaning of the story very effectively

 

1   2    3

4   5   6   7

8     9    10

Graphic Organizer

Presentation does not show student’s use of graphic organizers to assist in organizing the story order.

Presentation shows the student’s use of graphic organizers to assist in organizing the story order.

Presentation shows the student’s use of graphic organizers to assist in organizing the story order very effectively.

 

1   2    3

4   5   6   7

8     9    10

Presententation

Main ideas are not clear.

Several of the main ideas are clearly presented.

All of the main ideas are clearly presented.

 

1   2    3

4   5   6   7

8     9    10

Story Elements

or

Non-Fiction

(Main Points)

The audience could not easily identify one or more of the following: genre, plot elements, setting, and point of view of my story.

Most members of the audience could identify some of the following: genre, plot elements, setting, and point of view of my story.

All members of the audience could identify all of the following: genre, plot, elements, setting, and point of view of my story.

 

Mr. Jiles 4/5

Spring Reading Assessment/Photo Story

 

 

Objective: I will create a Photo Story to convey the main ideas and supporting details for an original story or non-fiction story.

 

Audience:

Your audience is your peers, parents, teachers, and other adults.

 

Product/Performance:

 

  1. To create a storyboard using the story cells, dialog boxes, and the rubric for your Photo Story.
  2. Select images from the Internet, FLIP Digital Video Camera Clip, photographs, or scanned image to inset into your Photo Story. Insert appropriate images into each slide.
  3. Type your written dialog into each of the narration boxes for each slide of your Photo Story.
  4. Use the microphone to narrate each slide of your story.
  5. Go to www.freeplaymusic.com and select a piece of background music for your presentation. Save the selected file to your folder and then insert it into your Photo Story.
  6. Present your story to the class as a rough draft, accept positive feedback for changes using the peer graded rubric and comments.
  7. Edit your project and produce a final product.
  8. Present your final product for the class using the Smart Board; this is will be for your final grade. Grade will be tabulated from the peer-completed rubric.

 

 

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