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Artifact #4: Literacy Lesson Using Book Creator

The fourth artifact I have chosen to include in this portfolio is a lesson I created using

Google’s Book Creator. This student presentation assignment was an opportunity for me to

create directions, a rubric, and an exemplar for a technology-based literacy lesson. This artifact

showcases a number of key competencies that an effective teacher must possess. I utilize

technology, literacy, adhere to curricular standards, I have created a rubric for assessment, and it

appeals to a diversity of learners and learner accommodation. The Book Creator technology

allows for a variety of learners to contribute to the task in that students can create books using a

variety of media and techniques: they may write stories, draw pictures, upload pictures, as well

as speak into their device’s microphone to record narration. This all-inclusive artifact promotes

literacy learning through technology in that students were assigned the task of re-telling their

favorite fairy tale in the form of a fractured fairy tale using Book Creator. This technology assists

students with disabilities, English Language Learners, struggling readers, and provides an outlet

for gifted students to create, draw, and write. I have included the screen shots of my Book

Creator exemplar for students as well as the student directions and rubric.

Connections to Standards

InTASC

Standard #3: Learning Environments

The teacher works with others to create environments that support individual and

collaborative learning, and that encourage positive social interaction, active engagement in

learning, and self motivation.

3(m) The teacher knows how to use technologies and how to guide learners to apply them

in appropriate, safe, and effective ways.

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Standard #5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to

engage learners in critical thinking, creativity, and collaborative problem solving related to

authentic local and global issues.

5(c) The teacher facilitates learners’ use of current tools and resources to maximize

content learning in varied contexts.

5(l) The teacher understands how to use digital and interactive technologies for

efficiently and effectively achieving specific learning goals.

CAEP

Claim 1: Medaille College graduates know the subject matter in their certification

area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through

effective pedagogy and best teaching practices.

NYS Code of Ethics for Educators

Principle 3: Educators commit to their own learning in order to develop their

practice.

Educators recognize that professional knowledge and development are the foundations of

their practice. They know their subject matter, and they understand how students learn.

Educators respect the reciprocal nature of learning between educators and students. They engage

in a variety of individual and collaborative learning experiences essential to develop

professionally and to promote student learning. They draw on and contribute to various forms of

educational research to improve their own practice.

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Ontario Teacher Ethical Standards

Care

The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' well-being and

learning through positive influence, professional judgment and empathy in practice.

NYS P-12 Common Core Learning Standards

CCSS.ELA-LITERACY.RL.4.3

Describe in depth a character, setting, or event in a story or drama, drawing on specific

details in the text (e.g., a character's thoughts, words, or actions).

CCSS.ELA-LITERACY.RL.4.10

By the end of the year, read and comprehend literature, including stories, dramas, and

poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the

high end of the range.

CCSS.ELA-LITERACY.W.4.3

Write narratives to develop real or imagined experiences or events using effective technique,

descriptive details, and clear event sequences.

Ontario Curriculum Expectations

Grade 3 Reading

Analysing Texts 1.7 - identify specific elements of texts and explain how they contribute

to the meaning of the texts (e.g., narrative: setting, characters, plot, theme; explanation of a

procedure: procedure to be explained, sequence of steps)

Text Forms 2.1- identify and describe the characteristics of a variety of text forms, with

a focus on literary texts such as a fable or adventure story (e.g., plot development, characters,
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setting), graphic texts such as a comic book (e.g., speech bubbles, illustrations, captions), and

informational texts such as a nature magazine (e.g., table of contents, diagrams, photographs,

labels, captions)

Grade 3 Writing

Form 2.1 - write short texts using a variety of forms (e.g., a personal or factual recount of

events or experiences that includes photographs or drawings and captions; a report comparing

transportation in urban and rural communities; a paragraph explaining how physical geography

and natural resources affected the development of early settler communities; a letter from the

point of view of a settler, describing how First Nations people have taught the settlers to adapt to

their new environment; a familiar story told from a new perspective; a patterned poem using

rhyme or repetition)

Publishing 3.7 - use some appropriate elements of effective presentation in the finished

product, including print, script, different fonts, graphics, and layout (e.g., use legible printing and

some cursive writing; use different font sizes and colours on a poster to attract attention; use

proper paragraph form including spacing and margins; supply captions for photographs)

International Society for Technology Education for Teachers and Students

(ISTE)

Educators:

Designer - Educators design authentic, learner-driven activities and environments

that recognize and accommodate learner variability.

5a: Use technology to create, adapt and personalize learning experiences that

foster independent learning and accommodate learner differences and needs.

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5b: Design authentic learning activities that align with content area standards and use

digital tools and resources to maximize active, deep learning.

Students:

Empowered Learner - Students leverage technology to take an active role in

choosing, achieving and demonstrating competency in their learning goals, informed by the

learning sciences.

1c: Students use technology to seek feedback that informs and improves their practice

and to demonstrate their learning in a variety of ways.

Creative Communicator - Students communicate clearly and express themselves

creatively for a variety of purposes using the platforms, tools, styles, formats and digital

media appropriate to their goals.

6b: Students create original works or responsibly repurpose or remix digital resources

into new creations.

International Literacy Association Professional Standards

Standard 2: Curriculum and Instruction

Candidates use instructional approaches, materials, and an integrated, comprehensive,

balanced curriculum to support student learning in reading and writing.

Element 2.2

Candidates use appropriate and varied instructional approaches, including those that

develop word recognition, language comprehension, strategic knowledge, and reading–writing

connections.
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Standard 3: Assessment and Evaluation

Candidates use a variety of assessment tools and practices to plan and evaluate effective

reading and writing instruction.

Element 3.1

Candidates understand types of assessments and their purposes, strengths, and

limitations.

Council for Exceptional Children

Standard #3: Promoting meaningful and inclusive participation of individuals with

exceptionalities in their schools and communities

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Student Presentation Using Book Creator

Meghan Alicia O’Driscoll

Medaille College

EDU 571: Technology for the Elementary Classroom

Dan Wodarczak

April 21st, 2018

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Fractured Fairy Tales

As we have been studying in class, a fractured fairy tale is a creative re-imagining of a
classic tale. In order to demonstrate your understanding of the concept of a fractured fairy tale,
you will create your own by taking a fairy tale and changing it to a new telling of the story.

Directions:
 I have created a Cinderella fractured fairy tale using Book Creator. Here is the link:
https://read.bookcreator.com/hjlO3GJnbQUkqnGuFDDCAT0AxA23/Uu5dOD8SQqyw5sRRsSItZ
A

 Take a look at my fractured fairy tale. It includes all of the elements I am looking for

 You may choose from the following fairy tales: Three Little Pigs, Sleeping Beauty, Hansel &
Gretel, Snow White & the Seven Dawrfs, Little Red Riding Hood, Beauty & the Beast, or
Cinderella- but do not re-create mine! You must use your own ideas and creativity!

 You will work with your elbow partner

 The project will be completed in-class

o Choose a fairy tale- I will keep a list of which partners are doing which fairy tale
o After choosing your fairy tale, brainstorm with your partner: decide on characters, setting, event, etc., with
details about what you will be creating

o You will be developing a re-telling of the fairy tale using Book Creator
o You may use images, the pen tool, or draw and upload your own illustrations
o You must have text and illustration in your fractured fairy tale
Your fractured fairy tale must have the following components:
1) At least 3 characters
2) Setting
3) Event
4) Dialogue
5) Text (you may choose to record yourselves reading your story, but there must be typed text on the
page)
6) The story must be sequential and logical (a beginning, a middle, and an end)
7) Keep certain aspects of the fairy tale, but your fractured fairy tale should include creativity that
displays original ideas!
8) Book cover with title
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9) At least 5 illustrations in color (images, drawings using the pen tool, or hand-drawn illustrations
that you screenshot and upload to the story)
 Your illustrations don’t need to be perfect! Show creativity and have fun!

DO:
 Have proper spelling, grammar, transition words, punctuation, and quotation marks when characters are
speaking
 Have a minimum of 10 pages (includes text and illustration pages); maximum of 20 pages
 Work together! Both partners should contribute ideas, illustrations, and story elements
 Have fun and get creative!

DON’T:
 Don’t repeat the model I have given you
 Don’t waste class time! We have a few classes to work on this, but use your time wisely. I am expecting
each pair to be working on this project together and focusing on their fractured fairy tales during class time
– I will be grading you on how you use your class time and materials
 Don’t browse the internet for unrelated topics or images. I will be circulating the classroom to ensure each
pair is working on their assignment
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Fractured Fairy Tales Rubric ( /24)

CRITERIA GRADING SCALE
4 3 2 1
Creativity and *Story is extremely *Story is creative *Story is somewhat *Story is not creative or
Ideas creative and and original creative and original
original original
*General focus and *Unfocused
*Strong focus and good voice *Moves away from (unrecognizable fairy
strong voice throughout focus and little tale) and lacks voice
throughout voice throughout

Story Organization *Story has a strong *Story has a good *Story has a partial *Story has a weak
beginning, middle, beginning, middle, beginning, middle, beginning, middle, and
and end and end and end end

*All ideas are *Most ideas are *A few ideas are *Ideas are not
connected, logical connected, logical connected, logical connected, logical
(story makes (story makes (story makes (story makes sense),
sense), and sense), and sense), and and sequenced
sequenced sequenced sequenced

Story Elements *Story has 3 or *Story has 2 *Story has 1 *Story is missing
more characters characters character characters

*Story includes *Story includes * Story is missing * Story is missing both

setting and an setting and a either setting or setting and identifiable
identifiable somewhat identifiable event/problem
event/problem identifiable event/problem
event/problem *Story has no
*Story has *Story has some dialogue
excellent dialogue * Story has good dialogue between between
between characters dialogue between characters characters
characters
*Story has 5 or *Story has less *Story has 0
more illustrations, * Story has 3-4 than 3 illustrations, illustrations in
in color illustrations, in or no color color, or no
color illustrations at
all
Writing Elements *Excellent use of *Good use of *Poor use of *No use of quotation
quotation marks, quotation marks, quotation marks, marks, transition,
transition words, transition words, transition words, proper grammar,
proper grammar, proper grammar, proper grammar, punctuation, or spelling
punctuation and punctuation and punctuation, and (7 or more mistakes)
spelling (0-2 spelling (3-4 spelling (5-6
mistakes) mistakes) mistakes)

Responsibility and *Exceptional use *Good use of class *Some use of class *Poor use of class time,
Book Presentation of class time, time, materials, and time, materials, and materials, and
materials, and teamwork teamwork teamwork
teamwork
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*Fractured fairy * Fractured fairy * Fractured fairy *Fractured fairy tale is

tale has a book tale has a book tale is missing a missing a book cover
cover with title, cover with title, has book cover with with title, has less than
stays within page less than 10 pages, title, has less than 10 pages, and is
limit (10-20 pages), and has typed text 10 pages, and has missing typed text
and has typed text typed text

Overall *Overall *Overall *Overall *Overall presentation

Presentation presentation shows presentation shows presentation shows shows no understanding
complete substantial limited of fractured fairy tale
understanding of understanding of understanding of concept and storytelling
fractured fairy tale fractured fairy tale fractured fairy tale
concept and concept and concept and
storytelling storytelling storytelling