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Course:
Your Name:
Cristina Turbatu
Subject / Course:
Topic:
Lesson Title:
Level:
OTL 545
Target Audience
Pedagogies
(How are technology, content, and pedagogical knowledge working
together in this lesson?)
The content of the lesson involves teaching students how to develop a narrative writing piece from
beginning to end using effective techniques, descriptive details, and structured event sequences.
The teacher will introduce this content by having students identify similarities and differences in
two stories: one is a story that contains effective technique, details, and event sequences, and one
lacks these elements. According to Marzano, Pickering, and Pollock (2000), identifying similarities
and differences is an effective instructional strategy. This exercise will be completed with the aid of
a technology tool: https://www.gliffy.com/, as students and teachers derive similarities and
differences and input them on an online Venn Diagram during class discussion. Marzano et al.
(2000) state that nonlinguistic representations and cooperative learning are also effective
instructional or pedagogical techniques. Students will be divided in cooperative groups of 3-4 and
tasked with creating a rubric and a diagram/flowchart/infographic for effective narrative writing.
Subsequently, they will use the rubric and infographic (text and images/visuals) they created with
their group partners to individually craft a narrative writing piece. The rubric/diagram can be
created using various engaging digital tools, such as http://en.linoit.com/
or https://www.gliffy.com. If using linoit, students can create a collaborative canvas with visuals
and text delineating steps to successful narrative writing. According to Goodwin and Hubbell
(2013), co-creating a rubric with the teacher can help students better understand criteria by
formulating them in student-friendly language.
Students will be assessed through their creation of an interactive narrative writing piece published
on a digital platform and shared with their peers during peer review. Students will b given a choice
as to which platform to use: Storybird.com, http://www.inklestudios.com/inklewriter/, or any of the
digital storytelling tools listed on http://www.techlearning.com/default.aspx?
tabid=100&entryid=5656. Each student will partner with another peer to review and comment on
each others work on the digital platform, denoting two praises and one suggestion for
improvement.
The teacher will assess each student using the student-friendly rubric created together with the
students at the beginning of the lesson. Afterward, each student will write a reflection of the
processes they were involved in while creating their stories. They will write their reflections in
their online blog (Weebly, Edublog, or Kidblog) and share their reflections with the teachers.
Subsequently, they will create a new writing goal in their blogs based on their reflections, thoughts,
progress, and feedback received from the teacher and their peers.
It is important to note that TPACK is a cohesive, intertwined framework based on content and
pedagogical knowledge, where suitable technology tools are integrated to create effective and
engaging lessons (Common Sense Media, n.d.). In other words, technology is not the end-goal; but
rather a means.
Digital Storytelling Apps for narrative writing and peer review: Storybird.com,
http://www.inklestudios.com/inklewriter/, or any of the digital storytelling tools listed on
http://www.techlearning.com/default.aspx?tabid=100&entryid=5656
Infographic for effective storytelling: https://www.gliffy.com/ or http://en.linoit.com/
Rubric creation: www.forallrubrics.com
Reflective Journal Writing/Blog: Weebly, Kidblog, or Edublog
Tablet/PC/Laptop, Internet Connection
https://docs.google.com
https://www.gliffy.com for co-creating similarities/differences chart with the
students on various stories to determine elements that impact effectiveness,
engagement level, readability
Weebly, Kidblog, or Edublog for providing feedback to students on their
narrative writing (based on whichever blog the student chose for their
reflections/journal-writing)
Tablet/PC/Laptop, Internet Connection, Projector
Day One:
Hook: Goodwin and Hubbell (2013) suggest that teachers should hook
student interest at the beginning of the lesson. Asking a question can be
the element that provides a hook. Teacher will tell students that they
will read two interactive digital stories together and that they must
answer the question: Which story is better? Why? Teacher will introduce
two stories on storybird.com (one is full of vivid details, clear event
sequences with transitions, and dialogue, foreshadowing, and other
narrative techniques, whereas another is lacking in these elements.
Survey: Teacher will survey students using Poll Everywhere (each student
their own device) to decide which story was most engaging to students.
Once ascertaining the answer, the teacher will explain that there must
be certain narrative techniques that make a story more engaging and
effective for readers.
Questioning/Similarities and Differences Chart: Together with the class,
using questioning techniques, the teacher will co-create a
similarities/differences chart or venn diagram (https://www/gliffy.com) to
ascertain which elements stand out and make a particular story more
engaging. Marzano et al. (2000) suggest that questioning and identifying
similarities and differences are two essential instructional strategies.
Key terms: Teacher will present a short 5 minute presentation on
storytelling using Google Presentations. The presentation will contain
purposeful imagery to allow students to engage with the material.
Burmark (as cited in Schaffhauser, 2012) contends that visuals can lead
to vivid experiences.
One-Minute Essay: At the end of the first class period dedicated to this
lesson, students will complete a one-minute essay on their individual
blog, writing about the big ideas they learned during class and questions
that they may still have. Wiggins and McTighe (2006) suggest that a
one-minute essay can be used as a check for understanding.
Day Two:
Day Three:
Group Presentations: Each group will present its infographic and rubric to
the class in 5 minute presentations. During presentations, they will
receive questions and verbal feedback from peers and the teacher. They
will use this feedback to revise or improve their work as needed.
Performance-Based Project: Students will choose a digital storytelling
app, such as Storybird.com or one listed on
http://www.techlearning.com/default.aspx?tabid=100&entryid=5656 to develop their own
creative story from beginning to end, based on elements of an effective story. They will
incorporate text and visuals to create an interactive story. The project is also aimed at
enhancing students creative and visual fluencies, which are necessary in a 21st century
environment. Students will work on their performance-based project during the third class
period and as homework.
Day Four:
Assessment: Students will submit their individual story links to the teacher and the teacher
will provide rubric-based feedback on each students individual blog (Weebly, Edublog, or
Kidblog).
Peer Review/Feedback: Teacher will group each student with another partner. Each partner
will review their peers digital story and provide feedback using the digital storytelling
platform. They will use two stars and a wish process, where they provide two praises and
one suggestion for improvement. Goodwin and Hubbell (2013) contend that two stars and
a wish is a suitable peer assessment feedback mechanism.
Reflective Writing/Goal-Setting: Students will write a journal reflection on their individual
blogs discussing the processes they underwent while completing their performance-based
project and answering the essential questions: How can we engage readers through
stories? Is there such a thing as good writing? Students will also set writing goals on
their blogs using teacher and peer feedback, as well as their own reflections. Lee and
Reeve (as cited in Turkay, 2014) found that goal-setting increases student learning and
motivation.
Questioning: Students will co-create a digital chart with the teacher exposing
the similarities and differences in two different stories with regard to technique,
descriptions, and event sequences. Teachers will use questioning during
classroom discussion to derive the similarities and differences. According to
Marzano et al. (2000), cues, questions, and advanced organizers encompass
one of nine effective instructional strategies.
Rubrics and Verbal Feedback: According to Marzano et al. (2000), feedback
should be corrective and rubrics are a suitable method of providing this type of
feedback. Students will be divided in a group where they create their group
rubric by which their narrative writing pieces will be judged. They will also
create a group infographic/diagram/flowchart delineating the steps to
successful storytelling. Groups will share their rubrics and diagram/infographic
with the class during group presentations. Teacher will provide formative
feedback to groups using the class presentation rubric. Teacher will also
provide verbal feedback as she circles the room during collaborative work.
One-Minute Essay: Students will complete a one-minute essay at the end of
class revealing the big ideas they learned during class and the questions they
may still have about the topic. According to Wiggins and McTighe (2006), the
one-minute-essay is a quick and effective check for understanding.
Assessments (How do you know students met the learning objectives and
targets?)
For their final project, students develop their own narrative writing piece in the form
of an interactive, digital story. The digital storyboard will contain visuals, text, and
video/graphics as needed for the story to evolve. In this sense, it enhances students
visual fluency. The teacher will assess each students project based on the rubric each
student co-created with their group members (which the teacher previously reviewed
and provided feedback on during group presentations). The teacher will provide the
assessment feedback in the form of a rubric with corresponding score on each
students blog (which only the student and teacher can access). The teacher will
know that the students have met learning objectives and targets once assessing their
projects using rubric criteria and reading students reflections on their blogs.
References
Common Sense Media. (n.d.). Introduction to the TPACK Model. Retrieved
from https://www.commonsensemedia.org/videos/introduction-to-the-tpack-model#
Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st century fluencies for the
digital age. Thousand Oaks, CA: Corwin.