StoryKit Lesson Plan
Introduction
Grade Level: First
Subject: Writing
Technology Tool: StoryKit
Story Kit is a digital storytelling app that allows users to read, edit, and create their own stories. This app is available for free through the App Store. Story Kit allows users to add text, pictures, and voice to stories they create. Pictures can be uploaded directly from your iPad Photo Stream or students can draw pictures using the app. Once users have developed their own stories, they can be saved to an apple product, such as an iPad or iPhone, or shared through email via a URL. This user-friendly app provides the opportunity to create unique content based on students' interests and individual needs.
This app fits perfectly into our current unit of study on writing how-to books. This app allows students to put directions in order and add appropriate details in writing. They can either write about or record themselves explaining the events. Students also draw pictures or use pictures that are already imported into the iPad's Photo Stream. This easily allows for differentiation and creativity. Students will also be motivated by using this app because it is more fun to tell a story on an iPad than on a piece of paper. Additionally, the stories created on this app are easy to share with others. Students will aim to produce their best work when they know that others will be reading it.
Differentiation
I have a diverse class of twenty-one first graders performing at significantly different levels. Some students requiring additional support in my classroom are my english language learners and my students with learning disabilities. These students often have trouble completing tasks in a timely manner. Therefore, two of my ELL students and one of my students with an IEP will receive additional time to complete their story books. Although these students have used StoryKit many times throughout the past few months, these students will continue to use a pictorial representation of the steps required to complete a book using this app. These students will also have the option to record themselves dictating their story first. Once they have recorded themselves, they can play back the audio to help them compose a sentence that matches for each picture. These students will also be provided with a word bank to help them produce sentences to match the pictures.
I also have three students who are performing significantly above grade level. They typically finish assignments before their peers. These students will have the opportunity to create their own unique story by drawing the four events and taking pictures of their drawings. They can then upload the pictures from the Photo Stream to the PhotoKit app and create their own stories. Doing so provides a challenge for these students and allows them to use their time effectively.
All students are provided with additional support through the use of anchor charts posted in the classroom. Students will be able to access reminders of temporal (sequencing) words and good sentence rules when composing their how-to books. All students are also provided with support through the use of turn and talk conversations with their peers. They are able to bounce ideas off one another so that when they go back to their seats, they are confident and ready to begin their work.
Content Standard
CCSS.ELA-LITERACY.W.1.7
Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).
Technology Standards
4. Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources
b. Plan and manage activities to develop a solution or complete a project
6. Technology operations and concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations
a. Understand and use technology systems
b. Select and use applications effectively and productively
Lesson Objectives
1. Students will be able to correctly sequence instructions
2. Students will be able to write instructions focusing on one topic
Instructional Materials
1. BrainPop Jr. "How-To Essay"
2. iPads
3. StoryKit app (follow this link to download)
4. Anchor charts (How-to Ideas, Good Sentence Structure, Sequence Words)
5. Visual steps
6. Word bank
7. How-to graphic organizer (homework)
Lesson Sequence
Initiation (10 minutes)
The teacher calls the students to the carpet. She reminds the students that they have been exploring a variety of how-to books written by authors to teach people how to do different things. She reminds students that these authors know a lot about the topics they choose and write each step clearly. The teacher tells the students that they will be watching a video on BrainPop Jr. that reviews how to create a how-to book, or how-to essay. The teacher plays the video, "How-to Essay," and then discusses the concepts covered in the video with the students. She asks the students to turn and talk with a friend about what makes a good how-to book using their background knowledge and/or concepts covered in the BrainPop Jr. video.
Model (15 minutes)
The teacher tells the students that she is going to write her own how-to book today. She tells the students that she must first choose a topic that she knows how to do. The teacher thinks aloud about what she will write about while referring back to the anchor chart "How-To Book Ideas" that the class created earlier in this unit of study. She mentions how she can't write about playing football because she doesn't play football, but she can write about building a sandcastle because she has done that many times before. The teacher has already added four pictures showing how to build a sandcastle to her Photo Stream. The teacher shows the students how she will put the four pictures in order by adding each picture to a new page in her PhotoKit book. She then shows the students how she will write a sentence for each page, remembering to use sequencing words. She refers back to the "Sequence Words" anchor chart posted in the classroom. Finally, the teacher tells the students that she will add a title that matches the directions they wrote about.
Guided Practice (5 minutes)
The teacher shows the students four pictures she took from when they dyed eggs before April vacation. She tells the students that they will be writing about the steps of how to dye eggs. The teacher reminds the students that this is a good topic because they have all dyed eggs and know how to do it. The teacher has the students turn and talk about what they are going to write. She reminds the students to use sequencing words and details when sharing with their classmates.
Independent Practice (20 minutes)
The students are dismissed to get iPads and return back to their seats. When students return to their seats, they will create a book using StoryKit. They will create four pages, sequence the pictures by importing one on each page, write a sentence to match each picture, and record their voice if they wish to. During this time, some students will be provided with a word bank to help with their writing. When students complete their writing, they choose a title to match and save their book. The teacher will be circulating the classroom during this time to assist students who need extra support.
Closure (10 minutes)
The teacher will call the students back to the carpet. She will remind the students that today we learned how to write instructions in order using sequencing words. Students will share their books with their writing buddies. After students share their writing, they will share two compliments and a suggestion using the "Two Stars and a Wish" format. Once the partner share is complete, the teacher will ask the students to reflect on why it is important for writers to choose a topic they know a lot about.
Follow-Up
For homework, the students will be completing a how-to graphic organizer. They will choose something they know how to do at home. They will fill in the title, "How to _________." Then, they will draw pictures to represent each step and write a sentence to match each step. The students will then be using this graphic organizer to create another how-to book using the PhotoKit app in school.
Assessment
The teacher will use a variety of assessment methods to collect data on student learning. The teacher will listen to the students share their understanding of how-to books at the carpet during the initiation and closing components of the lesson. While students are creating their how-to books, she will collect anecdotal notes based on her conversations with students. She will ask prompting questions, as necessary, to gain more information. The teacher will also assess the students based on the completed how-to books using a rubric to score their work. This rubric aligns with the learning objectives set for this lesson.
Rubric
Grade Level: First
Subject: Writing
Technology Tool: StoryKit
Story Kit is a digital storytelling app that allows users to read, edit, and create their own stories. This app is available for free through the App Store. Story Kit allows users to add text, pictures, and voice to stories they create. Pictures can be uploaded directly from your iPad Photo Stream or students can draw pictures using the app. Once users have developed their own stories, they can be saved to an apple product, such as an iPad or iPhone, or shared through email via a URL. This user-friendly app provides the opportunity to create unique content based on students' interests and individual needs.
This app fits perfectly into our current unit of study on writing how-to books. This app allows students to put directions in order and add appropriate details in writing. They can either write about or record themselves explaining the events. Students also draw pictures or use pictures that are already imported into the iPad's Photo Stream. This easily allows for differentiation and creativity. Students will also be motivated by using this app because it is more fun to tell a story on an iPad than on a piece of paper. Additionally, the stories created on this app are easy to share with others. Students will aim to produce their best work when they know that others will be reading it.
Differentiation
I have a diverse class of twenty-one first graders performing at significantly different levels. Some students requiring additional support in my classroom are my english language learners and my students with learning disabilities. These students often have trouble completing tasks in a timely manner. Therefore, two of my ELL students and one of my students with an IEP will receive additional time to complete their story books. Although these students have used StoryKit many times throughout the past few months, these students will continue to use a pictorial representation of the steps required to complete a book using this app. These students will also have the option to record themselves dictating their story first. Once they have recorded themselves, they can play back the audio to help them compose a sentence that matches for each picture. These students will also be provided with a word bank to help them produce sentences to match the pictures.
I also have three students who are performing significantly above grade level. They typically finish assignments before their peers. These students will have the opportunity to create their own unique story by drawing the four events and taking pictures of their drawings. They can then upload the pictures from the Photo Stream to the PhotoKit app and create their own stories. Doing so provides a challenge for these students and allows them to use their time effectively.
All students are provided with additional support through the use of anchor charts posted in the classroom. Students will be able to access reminders of temporal (sequencing) words and good sentence rules when composing their how-to books. All students are also provided with support through the use of turn and talk conversations with their peers. They are able to bounce ideas off one another so that when they go back to their seats, they are confident and ready to begin their work.
Content Standard
CCSS.ELA-LITERACY.W.1.7
Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).
Technology Standards
4. Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources
b. Plan and manage activities to develop a solution or complete a project
6. Technology operations and concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations
a. Understand and use technology systems
b. Select and use applications effectively and productively
Lesson Objectives
1. Students will be able to correctly sequence instructions
2. Students will be able to write instructions focusing on one topic
Instructional Materials
1. BrainPop Jr. "How-To Essay"
2. iPads
3. StoryKit app (follow this link to download)
4. Anchor charts (How-to Ideas, Good Sentence Structure, Sequence Words)
5. Visual steps
6. Word bank
7. How-to graphic organizer (homework)
Lesson Sequence
Initiation (10 minutes)
The teacher calls the students to the carpet. She reminds the students that they have been exploring a variety of how-to books written by authors to teach people how to do different things. She reminds students that these authors know a lot about the topics they choose and write each step clearly. The teacher tells the students that they will be watching a video on BrainPop Jr. that reviews how to create a how-to book, or how-to essay. The teacher plays the video, "How-to Essay," and then discusses the concepts covered in the video with the students. She asks the students to turn and talk with a friend about what makes a good how-to book using their background knowledge and/or concepts covered in the BrainPop Jr. video.
Model (15 minutes)
The teacher tells the students that she is going to write her own how-to book today. She tells the students that she must first choose a topic that she knows how to do. The teacher thinks aloud about what she will write about while referring back to the anchor chart "How-To Book Ideas" that the class created earlier in this unit of study. She mentions how she can't write about playing football because she doesn't play football, but she can write about building a sandcastle because she has done that many times before. The teacher has already added four pictures showing how to build a sandcastle to her Photo Stream. The teacher shows the students how she will put the four pictures in order by adding each picture to a new page in her PhotoKit book. She then shows the students how she will write a sentence for each page, remembering to use sequencing words. She refers back to the "Sequence Words" anchor chart posted in the classroom. Finally, the teacher tells the students that she will add a title that matches the directions they wrote about.
Guided Practice (5 minutes)
The teacher shows the students four pictures she took from when they dyed eggs before April vacation. She tells the students that they will be writing about the steps of how to dye eggs. The teacher reminds the students that this is a good topic because they have all dyed eggs and know how to do it. The teacher has the students turn and talk about what they are going to write. She reminds the students to use sequencing words and details when sharing with their classmates.
Independent Practice (20 minutes)
The students are dismissed to get iPads and return back to their seats. When students return to their seats, they will create a book using StoryKit. They will create four pages, sequence the pictures by importing one on each page, write a sentence to match each picture, and record their voice if they wish to. During this time, some students will be provided with a word bank to help with their writing. When students complete their writing, they choose a title to match and save their book. The teacher will be circulating the classroom during this time to assist students who need extra support.
Closure (10 minutes)
The teacher will call the students back to the carpet. She will remind the students that today we learned how to write instructions in order using sequencing words. Students will share their books with their writing buddies. After students share their writing, they will share two compliments and a suggestion using the "Two Stars and a Wish" format. Once the partner share is complete, the teacher will ask the students to reflect on why it is important for writers to choose a topic they know a lot about.
Follow-Up
For homework, the students will be completing a how-to graphic organizer. They will choose something they know how to do at home. They will fill in the title, "How to _________." Then, they will draw pictures to represent each step and write a sentence to match each step. The students will then be using this graphic organizer to create another how-to book using the PhotoKit app in school.
Assessment
The teacher will use a variety of assessment methods to collect data on student learning. The teacher will listen to the students share their understanding of how-to books at the carpet during the initiation and closing components of the lesson. While students are creating their how-to books, she will collect anecdotal notes based on her conversations with students. She will ask prompting questions, as necessary, to gain more information. The teacher will also assess the students based on the completed how-to books using a rubric to score their work. This rubric aligns with the learning objectives set for this lesson.
Rubric
Assessment Data
All of the students scored a proficient or higher on their completed how-to books. Proficient was determined to be receiving a 6 out of 9 on the rubric.
All of the students scored a proficient or higher on their completed how-to books. Proficient was determined to be receiving a 6 out of 9 on the rubric.
Supplemental Materials
Reflection on Learning
My students were very successful at applying their learning to create a how-to book. We have been studying about how-to books for quite some time and students have had a lot of exposure to mentor texts. Students have also practiced creating how-to books as a class. Students were set up for success so long as they followed the directions. All of the students were writing about a familiar topic that they were very excited about. Using pictures from the students' past experience with dying eggs was very motivating and helped students to remain engaged with the given task.
Students had many visual aids to support their learning. Visual directions with picture cues were provided for those students who needed it. This allowed students who were not proficient readers to be able to follow the steps correctly. Numerous anchor charts were posted in the classroom to remind students of important components of their books, such as charts focusing on sentence structure and sequencing words. Students were frequently reminded of these charts during the independent portion of the lesson.
Students were also successful due to the differentiation included in the lesson. Some below level students, including some special education students and english language learners received additional time and picture cues. Above level students were challenged to create their own pictures and writing to go along with their story. These students put more effort into their work than if they were to have the same assignment as the other students. Instead of finishing early and being left with nothing to do related to the lesson objective, students were able to produce meaningful work.
Since all of my students met the objective, I will increase my expectations for the follow day's lesson. The lesson objectives will be: (1) Students will be able to correctly sequence instructions and (2) Students will be able to illustrate and write instructions for one topic. The lesson will still focus on the same standards; however, students will have to choose their own topic and create both the pictures and the text to match. Students will be able to use the homework assignment from the previous night to support the development of their story the next day. If students choose not to use their homework assignment, or if the homework assignment is not complete, students can use an idea from the "How-To Book Ideas" anchor chart.
Reflection on Teaching
One of my strengths as a teacher is that I know my students extremely well. I know their interests, learning styles, and motivations. Based on my knowledge of my students, I am able to plan modifications and accommodations that lead to the success of all learners in my classroom. I know which students are always ready to begin working and which students need additional time to digest the assignment. One thing that I build into my lessons in the opportunity for students to share their ideas with their peers before they begin to work. This helps all students to begin independent work with more confidence.
Over the past few years, another strength I have worked to develop is being able to gauge the pace of my lessons within a unit. In the past, I would have jumped into an activity like these StoryKit books much sooner. By doing so, my student success rate would not be nearly as high. Instead, now I have begun to break apart all of my content standards into smaller learning targets before teaching the unit. Therefore, I know what knowledge base my students must have in order to complete tasks that require more reasoning skills later on in the unit. Before I taught this lesson, my students had to know about sequencing words, components of well-written how-to books, how to write a fluent sentence, and how to create a book using StoryKit. Since my students had a firm foundation in all of the other skills, they were all able to meet to objective for this lesson.
One area that I need to improve upon is my application of higher level thinking into my lessons. As a first grade teacher with such young learners, I find this to be a challenge. Some of the content standards do not require higher level learning such as evaluation and synthesis. However, since my class has such a large mix of ability levels, it is important for me to continue to think of ways to foster higher level thinking from those students that are able to produce it and support those that need help getting there.
My students were very successful at applying their learning to create a how-to book. We have been studying about how-to books for quite some time and students have had a lot of exposure to mentor texts. Students have also practiced creating how-to books as a class. Students were set up for success so long as they followed the directions. All of the students were writing about a familiar topic that they were very excited about. Using pictures from the students' past experience with dying eggs was very motivating and helped students to remain engaged with the given task.
Students had many visual aids to support their learning. Visual directions with picture cues were provided for those students who needed it. This allowed students who were not proficient readers to be able to follow the steps correctly. Numerous anchor charts were posted in the classroom to remind students of important components of their books, such as charts focusing on sentence structure and sequencing words. Students were frequently reminded of these charts during the independent portion of the lesson.
Students were also successful due to the differentiation included in the lesson. Some below level students, including some special education students and english language learners received additional time and picture cues. Above level students were challenged to create their own pictures and writing to go along with their story. These students put more effort into their work than if they were to have the same assignment as the other students. Instead of finishing early and being left with nothing to do related to the lesson objective, students were able to produce meaningful work.
Since all of my students met the objective, I will increase my expectations for the follow day's lesson. The lesson objectives will be: (1) Students will be able to correctly sequence instructions and (2) Students will be able to illustrate and write instructions for one topic. The lesson will still focus on the same standards; however, students will have to choose their own topic and create both the pictures and the text to match. Students will be able to use the homework assignment from the previous night to support the development of their story the next day. If students choose not to use their homework assignment, or if the homework assignment is not complete, students can use an idea from the "How-To Book Ideas" anchor chart.
Reflection on Teaching
One of my strengths as a teacher is that I know my students extremely well. I know their interests, learning styles, and motivations. Based on my knowledge of my students, I am able to plan modifications and accommodations that lead to the success of all learners in my classroom. I know which students are always ready to begin working and which students need additional time to digest the assignment. One thing that I build into my lessons in the opportunity for students to share their ideas with their peers before they begin to work. This helps all students to begin independent work with more confidence.
Over the past few years, another strength I have worked to develop is being able to gauge the pace of my lessons within a unit. In the past, I would have jumped into an activity like these StoryKit books much sooner. By doing so, my student success rate would not be nearly as high. Instead, now I have begun to break apart all of my content standards into smaller learning targets before teaching the unit. Therefore, I know what knowledge base my students must have in order to complete tasks that require more reasoning skills later on in the unit. Before I taught this lesson, my students had to know about sequencing words, components of well-written how-to books, how to write a fluent sentence, and how to create a book using StoryKit. Since my students had a firm foundation in all of the other skills, they were all able to meet to objective for this lesson.
One area that I need to improve upon is my application of higher level thinking into my lessons. As a first grade teacher with such young learners, I find this to be a challenge. Some of the content standards do not require higher level learning such as evaluation and synthesis. However, since my class has such a large mix of ability levels, it is important for me to continue to think of ways to foster higher level thinking from those students that are able to produce it and support those that need help getting there.