~ A Returning Developer ~ For further information contact ... · “Lights, Camera, Read!” n PROGRAM OVERVIEW Lights, Camera, Read!, is a program that is a cross-curricular and

“Lights, Camera, Read!”

n PROGRAM OVERVIEW Lights, Camera, Read!, is a

program that is a cross-curricular and engaging program for students to create digital stories in the classroom. After students complete their first project, they will be eager to find more ways to produce more digital stories. I know that’s how my students reacted. The Lights, Camera, Read! program brings the art of digital storytelling to life and ready to adapt in classes from K-5 grade.

My school had a need for a program like this because teachers need resources and technology tools to be highly effective with the way they deliver their instruction. The students directly benefit from this program not only because it is simple to adapt to all subject areas, but teachers are able to access their students listening and speaking skills once the students complete and submit a project.

Example Activity: One day we were looking for a way to publish our narrative writing. The students wanted to write stories and then act them out. The Samsung tablets that I have in my classroom served as a tool for the students to record and edit their writing products. As a teacher I am accustomed to grading endless stacks of student writing. One limitation is that some of my students’ fine motor skills are still

For further information contact…

Brittanie RamseyInwood Elementary School

2200 Ave. G NWWinter Haven, FL 33880

(863) [email protected]

2014 - 2015 IDEA CATALOG OF EXCELLENCE

developing which causes their work to be illegible. They are bright students although sometimes they have difficulty expressing themselves in written form. That is one reason why we started doing digital storytelling in class. It gives every student a voice and encourages various learning styles.

Also their projects were fun for me to access and we can watch them throughout the school year on our tablets and computers.

n OVERALL VALUE This program is innovative because

it fuses technology with all subject areas. It also provides students with a hands-on approach to learning. Using this program in the classroom was enjoyable for the teacher and students involved.

n LESSON PLAN TITLES• Pushes and Pulls - Digital

Storytelling in Science• Lights, Camera, Read!• Math Through Movies

n MATERIALS • Samsung Galaxy3 Tablets• tablet cases• computer• laptop• paper• pencils

n ABOUT THE DEVELOPERBrittanie Ramsey attended Florida

Atlantic University and has been working with the Polk County School Board since 2005. She has taught Prekindergarten, kindergarten and second grade.

In her free time she enjoys spending time with her family, going to amusement parks and crocheting.

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~ A Returning Developer ~

“Lights, Camera, Read!” Brittanie RamseyLesson Plan No 1: Pushes and Pulls: Digital Storytelling in Science

n SUBJECTS COVEREDScience

n GRADES2nd - 5th

n OBJECTIVES Students will…

… have a clear understanding of what a push and pull are and how both forces are used in their daily life.

… create a digi tal story that demonstrates pushes and pulls that are found throughout the classroom and school.

n SUNSHINE STATE STANDARDS

SC.2.P.13.1 Investigate the effect of applying

various pushes and pulls on different objects.

SC.2.P.13.4 Demonstrate that the greater the

force (push or pull) applied to an object, the greater the force (push or pull) applied to an object, the greater the change in motion of the object.

n COMMON CORE STANDARDS

LA.CC.SL.2.1 Participate in collaborative con-

versations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

n MATERIALS• paper and pencils• Samsung Galaxy3 tablet • computer

n VOCABULARY• force• motion• push• pull

n DIRECTIONS Use your science textbook to

complete whole group instruction on Force and Motion. This lesson focuses on pushes and pulls that are done inside the classroom and around the school.

After students have learned about pushes and pulls, have them create a list of 5 pushes and 5 pulls on a chart in collaborative pairs. The pushes and pulls should be things that they do in the classroom or school. During small groups, students will take turns using the tablets to capture pictures of them acting out their pushes and pulls.

Once the students have captured their pictures, the pictures will need to uploaded on a computer. The digital photos that the students have taken will be used to create a digital story using Microsoft PhotoStory. (PhotoStory can be downloaded at http://www.microsoft.com/en-us/download/details.aspx?id=11132)

Have the students create a digital story that will include their pictures and add a caption to each picture that will tell what push or pull is illustrated.

Finished projects should contain a t i t l e page and pho to g raphs demonstrating pushes and pulls.

n ACCOMMODATIONSThis can be accommodated by

requiring the students to take pictures and view them only on the tablet. Also students can complete this as an individual or group project.

n EVALUATION/ASSESSMENT Students will be assessed on their

push and pulls charts that created and their digital stories using the attached rubric.

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“Lights, Camera, Read!” Brittanie RamseyLesson Plan No 2: Lights, Camera, Read

n SUBJECTS COVEREDReading and Writing

n GRADES2nd - 5th


… practice reading fluently using reader’s theater scripts.

… collaborate with peers and publish their groups’ readers theater using digital tools.


LACC.RF.2.4.A Read grade-level text orally with

accuracy, appropriate rate, and expression on successive readings.

LACC.RF.2.4.C. Use context to confirm or self-correct

word recognition and understanding, rereading as necessary.

LACC.SL.2.1 Par t i c ipa te in co l labora t i ve

conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

n MATERIALS• paper• pencils • various props or costumes• Computer or laptop• Samsung Galaxy tablets

n VOCABULARY• Narrator• characters• setting

n DIRECTIONS Dur ing wr i t ing who le group

instruction, have students write a reader’s theater script using a narrator and 1-3 characters. The reader’s theater that they create should contain grade level appropriate text such as weekly spelling words or high frequency words.

During literacy centers that week the students will use their reader’s theater script that they have created to create a digital story. Have the students practice the reader’s theater several times to improve their fluency and knowledge of the script.

After students are familiar with their scripts have one student record their reader’s theater. The students can select props or costumes that go along with their scripts.

Once the students have recorded using their tablets they may keep their digital stories on the tablet or on the computer and show the class. If you chose to upload them on the computer, the videos can be made into digital stories using Windows Movie Maker. Once video clips are uploaded to Movie Maker, the students can add titles and effects to their reader’s theater and will end up with a digital movie.

n ACCOMMODATIONSThis can be completed without

the use of the computer by letting the students keep their finished work on the tablet. Students can create their reader’s theater script.

n EVALUATION/ASSESSMENT Students will be assessed on their

reading fluency as well as speaking and listening using the attached rubric.

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“Lights, Camera, Read!” Brittanie RamseyLesson Plan No 3: Math Through Movies

n SUBJECTS COVEREDMath

n GRADES2nd - 5th


… use various math topics to create digital movies. For this example lesson they will be focusing on time.


MACC.2.MD.3.7 Tell time and write from analog

and digital clocks to nearest five minutes, using a.m. and p.m.

LACC.SL2.1 Par t i c ipate in co l labora t i ve

conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

n MATERIALS• analog clock• table• index cards • Samsung Galaxy 3 Tablet

n VOCABULARY• hour hand• minute hand • half past• quarter past• midnight• noon• A.M.• P.M.

n DIRECTIONS After whole group instruction on

time this lesson will involve enhancing their knowledge of the time vocabulary words. Have the students write their vocabulary words on index cards. Students will brainstorm to think of ideas of how they can act out or take photographs to define their vocabulary words. Students would need to select at least 4 words and develop a sentence for each word on the back of the index card. The sentence would be their script and the vocabulary word card would be for them to hold up in their video.

For Example, if a student selected A.M. as one of the vocabulary words, their sentence could be: At 7:00 A.M. my sister and I eat breakfast. The students can record each other pretending to eat breakfast and hold up the vocabulary index card for A.M and read their sentence from the back.

The video that the students record will be uploaded to the computer and edited in Windows Movie Maker or Microsoft Photostory.

n ACCOMMODATIONSThis can be accommodated by:k requiring the students to take

pictures and view them only on the tablet

k students can complete this as a group or individual project

n EVALUATION/ASSESSMENT Students will be assessed on how

well their digital stories reflect the given vocabulary words that they created. The digital stories that they create will be evaluated using the rubric.

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Materials BudgetSUPPLIER ITEM # AND DESCRIPTION COST QUANTITY TOTAL COST

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Teacher _________________________________________

School __________________________________________

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Subtotal

Tax if applicable

Shipping if applicable

TOTALBUDGETAMOUNT

“Lights, Camera, Read!” Brittanie RamseyLesson Plans Materials Budget


Walmart Samsung Galaxy3 Tablet, 7 inches with 8 GB Memory 179.00 2 358.00

Walmart Insten for Samsung Galaxy3. Tablet 7.0, 7” SM-T210R Rotating Leather Case Cover, Stylus and Screen Protector 20.99 2 41.98

Brittanie Ramsey

Caldwell Elementary

$399.98

$399.98

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“Lights, Camera, Read!” Brittanie RamseyRubric


Criteria 3 Points 2 Points 1 Point 0 Points

Collaboration and

Contribution

Respect

Speaking and

Listening

Storyboard

Creativity

Content and Theme

Collaboration and contribution

of ideas from each member.

Each member treated other

members with respect all of

the time.

Gives clear and relevant facts

and descriptive details. Speaks

clearly and understandable.

Complete and detailed planning throughout the storyboard with

consistent sketching and storytelling

Completely original in composition and delivery.

Strong evidence of critical thinking skills.

Content is clear and relevant to story or theme. The message

is clear.

Collaboration and contribution of ideas given by 2/3 of group

members.

Respect was given to group

members most of the time.

Facts are mostly relevant and

details are mostly descriptive. Mostly speaks clear and understandable.

Evidence of planning through

2/3 of storyboards including sketching

and storytelling.

1 element is not original in

composition and delivery. Some

evidence of critical thinking skills.

Content somewhat relates to the

story or theme. The message is clear with some confusing points.

Contribution of ideas given by

one person in the group.

Evidence of respect given sometimes

between group members.

Some facts are relevant and some descriptive details. Tends to rush or mumble some

words.

Evidence of planning through 1/3 of storyboard

including sketching and storytelling.

2 elements are not original in

composition and delivery. Little to no evidence of critical

thinking skills.

Content has little to no relevance

to story or theme.

Message is not clear.

Student Name _______________________________________________________________

Lack of communication

and collaboration among group

members

Lack of respect evident in

group interaction.

Little to no relevant facts

or details. Very hard to understand.

Little to no evidence of

planning, sketching and storytelling.

3 or more elements are not original in composition

and delivery. No evidence of critical

thinking skills.

Content has no relevance

to story and theme.

There is no message.

~ A Returning Developer ~ For further information contact ... · “Lights, Camera, Read!” n PROGRAM OVERVIEW Lights, Camera, Read!, is a program that is a cross-curricular and

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