Title:

Lesson Topic Location Grade/Level Duration Date Time

Be Happy PSA Altara Elementary 2 2nd of 2 45-min May 2017 2:00 pm

sessions
Learning Outcomes: Prior Knowledge:
By the end of this lesson, it is expected that students will: Students have written some informative/explanatory text before.
create a storyboard outlining a strategy for being happy - include and introduction, Students understand basic spelling, grammar, and sentence
development of points, and a conclusion structure.
use the Adobe Spark Video app to create a video presentation of their storyboard Students are comfortable managing iPads and using various iPad
writing and plan - include text, photos, icons, and audio recordings apps.
Key Concept(s): In the first of the two lessons, the students created a storyboard
(Anchor Standard 5) Make strategic use of digital media and visual displays of data to outlining and organizing their ideas, planning images they will use,
express information and enhance understanding of presentations and including their script for vocal recordings
create audio recordings of stories or poems; add drawings or other visual
displays to stories or recounts of experiences when appropriate to clarify ideas,
thoughts, and feelings
(Anchor Standard 2) Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through the effective selection,
organization, and analysis of content.
Write informative/explanatory texts in which they introduce a topic, use fact
and definitions to develop points, and provide a concluding statement or
section.
(Presentation of Knowledge and Ideas Standard 4) Present information, findings, and
supporting evidence such that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task, purpose, and audience
Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speak audibly in coherent sentences

Duration Learning Experience Teaching strategies Digital Resources Assessment

5 Introduction Classroom PBIS
Review: Classroom procedures/behavior expectations
Review: What is a PSA?
Review: What is a storyboard?
Review the storyboards created during the first class
session and how they will be used to create an Adobe
Spark video today
30 Activities Explicit Instruction: I do, we do, yall do, you do Teacher iPad Ongoing informal
I do: Start a new project in the Adobe Spark iOS app. projecting formative
Create the first couple of slide for the project to Feedback Cycle: As the students work on their through an assessment of
model how to use the tools in the app and use the projects, continue to circulate the room giving Apple TV student
storyboard as a guide. The storyboard contains the feedback to help them understand what they are Student iPads understanding
script and image plan for 6 slides: doing correctly and incorrectly. Help them make Adobe Spark through
1. Introduction - name and what you like to changes as needed to improve their organization, Video app observation,
do writing, and speaking. installed on questions, and
2. Detail - More information about what you each iPad successful
like to do Scaffolded Instruction: This activity lends itself to Adobe Spark creation of the
3. Detail - More information about what you to scaffolded instruction because the students teacher or class slides in their
like to do who are less advanced can include simple account logged projects.
4. Why - I like to ___ because it makes me sentences, concepts, and tools in their projects in on each iPad
happy. while those who are more advanced can increase An example
5. Challenge - You should try ___ too. the length and quality of their writing, explore project can be
6. Conclusion - Final statement about your concepts in greater depth, and use more found at
main point complex tools in their presentations (such as https://spark.ad
Demonstrate how to select the correct template (use changing layouts, including multiple items on obe.com/video/
the Teach a Lesson template for this project), title the one slide, and changing themes and music to hUpoDigXD6Wn
project, add text, add photos, add icons, and record match the feel of their presentation). e
voiceovers.

(Scaffolding: For advanced students, you can show

how to use various templates for the slides, how to
change the project theme, and how to change the
project music.)

We do: Together as a class, allowing students to help,

complete the remaining slides for the project,
reviewing the tools and how to use them.

Yall do: Have each student create a new project,

select the correct template, and create the first slide.
Have the pair share and get feedback from their
10 Conclusion Student iPads Create a rubric to
Have students share their projects with the class. projected through use in evaluating
an iPad VGA student mastery
adapter or of concepts as
through the displayed in their
Reflection app on presentations.
the teacher
computer

Evaluation:
I presented this lesson to three different classes. The first time did not go very smoothly because: 1) We thought we could create accounts for each student, but we found
that they didnt know how to log on very well and they would have to lie about being 13 years old to create their account. We didnt want their CSD Docs accounts to have
the wrong age associated with them, and we wanted to be able to more easily help the kids log in. 2) The teacher had not used her Apple TV in a long time and didnt have it
properly connected. This caused some of time to be used up on problem solving the apple TV so that I could demonstrate the apps for the students. 3) The teacher didnt
want to take the time to create storyboards first. She wanted to jump straight into the app. This cause a little chaos and the kids didnt know what to do.
The second time I taught the lesson I was able to fix and anticipate the issues we experienced in the first class. Things went much more smoothly and the students were able
to create good projects. We still struggled helping the students log into the app. We used the teacher account, so we had to help with the password.
The third time I taught the lesson, we were more prepared to get the iPads logged in. The teacher and I worked as a team to get the iPads logged in a few at a time while the
rest of the class worked on their storyboards or worked on their projects. Things were a lot more organized, and I could tell this helped the students because they were able
to focus on making their sentences and details creative and interesting. This was a fun project, and the teacher was able to see how they could use Adobe Spark in many
other subject areas as well.