Technology Infused Lesson- Assignment 4B

Monica Tepozano
Jordan Martinez

National University
MAT 675
December 2017
 CHILDREN’S STORY BOOK

I. Topic/Grade Level​:
Children’s Story Book / 8th grade English Language Arts

II. Standards: .
CA CSS ELA Standard W-6-8.3a :writing narratives that engage the reader and establish
context

CA CSS ELA Standard W-7-8.3a :writing narratives with a point of view

CA CSS ELA Standard W/WHST.6-8.6,8 :students integrate the use of multimedia and print
and digital resources in their writing and use technology to produce and publish their writing.

ISTE 6. 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.
● a. choose the appropriate platforms and tools for meeting the desired objectives of
their creation or communication.
● b. create original works or responsibly repurpose or remix digital resources into new
creations. c. communicate complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models or simulations.
● d. publish or present content that customizes the message and medium for their
intended audiences.
ISTE 7 Global Collaborator Students use digital tools to broaden their perspectives and enrich
their learning by collaborating with others and working effectively in teams locally and
globally.
● b. use collaborative technologies to work with others, including peers, experts or
community members, to examine issues and problems from multiple viewpoints.
 ● c. contribute constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal.

III. Goals and Student Learning Outcomes (Objectives):

Goal 1:
Students will demonstrate their understanding and apply the elements of a story (setting,
characters, complications/conflict, rising action, climax, point of view, and resolution) by
working collaboratively with a partner to write and publish their own narrative in the form of a
children’s book.

Student Learning Outcome 1:​ Students will demonstrate their understanding of the elements
of a story.
Student Learning Outcome 2:​ Students will collaboratively write a narrative story book.

Goal 2:
Students will utilize technology to publish their writing on a digital platform.

Student Learning Outcome 1:​ Students will demonstrate competency in utilizing technology
for the purpose of publishing narrative writing in a digital platform.

IV. Learning Environment(s):

This project will be a face to face in class assignment. It has the possibility to turn into a
blended learning project, in that students can work on this project digitally from home.

V. Resources:

● Google Docs
● Storybird
● Padlet
● Socrative
VI. Diversity / Differentiation:

● I will utilize the digital tool BrainPop to review elements of stories, structure of
narrative writing, and figurative language
● I will offer students the ability to have children’s books read to them, from a children’s
library, to help them brainstorm ideas for their children’s story.
● I will make sure their device has a talk back feature, in which they can speak to their
computer to help them with the writing portion of their storybook.
● I will include a children’s storybook from a different culture, so as to be inclusive of
the diverse students within the classroom.

VII. Technology Inclusion:

● We will be utilizing Google Docs, or Storybird as our digital platform for the
publishing of our children’s story books.
● We will be using BrainPop for review of material.
● We will be using Socrative to measure student understanding of the elements of a
story.
● We will be using Padlet for formative assessment, to share our stories, and to provide
feedback to partner groups.

VIII. Prior Knowledge

Lesson Placement in the Unit: This is lesson 3 of 3

In lesson 1 of 3 and 2 of 3 we will have already worked with, analyzed and interpreted the
various elements of stories through the use of specific content area reading. Students will
already have worked with all these elements, have already filled out notes and graphic
organizers related to these elements and have discussed as a class the importance of these
elements in stories.

IX. Procedures:

1. Lesson Introduction / Anticipatory Set:

I will read two different children’s book to the class. As a class we will fill out a chart, which
will be displayed on the board, concerning the children’s books. We will identify the themes of
the books, the various characters, the problem/conflict faced by the character or characters, the
setting of the books, the point of view from both books, the rising action, and the resolution.
We will also look at the language the author utilized in the books and point out specific
examples of similes, metaphors, assonance, alliteration, onomatopoeia, hyperboles and
dialogue.

2. Direct Instruction:

The teacher will guide the students through the process of brainstorming to allow students to
craft ideas alongside their partners.

The teacher will utilize BrainPop as a quick review, to review elements of stories, figurative
language, and narrative writing.

The teacher will present the digital platforms, Google Docs and Storybird, to demonstrate how
students can use these digital platforms to publish their children’s story books.

The teacher will use Socrative to gain formative assessments, to measure if students fully
understand the definitions, characteristics and formats of stories.

3. Student Interaction with lesson content / Guided Practice:

Students will be required to work in partners to plan, draft and publish their own children’s
books. As a class we will brainstorm potential themes for children’s books, as well as potential
conflicts for children’s books and students will be given opportunities to voice themes and
conflicts they have read in children’s books. Students will be given time with their partners to
plan, pre-write, draft, and publish their story book.

4. Independent Practice:

Students will be given time with their partners to plan, draft, publish and illustrate their
children’s book. Students will have class time to work on their story book, but they will be
able to work from home on this project as well.
5. Review / Closure:

We will come together as a class to talk about what we liked or didn’t like about this project,
what we learned about working in a partner group, how we managed our time, and what
challenges we faced and how we overcame them.

6. Presentations:

We will have a Publisher’s Party in which each partner group will orally read aloud their
children’s book to the rest of the class. If students worked on their book with Google Docs,
they will read it like a traditional storybook. If students utilized Story Bird, they will project
the story through the projector and either choose to read it out loud or let the application read it
for them.

X. Evaluation/Assessment:
1.Students will turn in their drafting graphic organizers and their pre-writes.
2.Students will post a copy of their story to our class Padlet, for formative assessment.
Students will also be required to provide feedback on Padlet to at least two other partner
groups.
3.Rubric will be used to grade the children’s book (rubric included at the end of lesson plan)

XI. Risk Analysis:

We have the possibility of Storybird application not working with our devices, or issues with
technology at home. I will offer time during lunch and before school for students to come in
and finish any part of the project, or I will set up a time with the media room to have them
have access to technology after class time.

XII. References:

California Department of Education (2012). ​California common core state standards: English
language arts & literacy in history/social studies, science, and technical subjects​. Sacramento,
CA: CDE Press.
International Society for Technology in Education. ​International Association for Computing in
Education International Council for Computers in Education. ISTE National Educational
Technology Standards (NETS).​ Eugene, OR :International Society for Technology in
Education, 2016. Print.

Teacher Name: ​Mrs. Tepozano

Student Name: ________________________________________

CATEGORY 4
3 2 1
Writing Process Student devotes a lot Student devotes Student devotes Student devotes
of time and effort to sufficient time and some time and effort little time and effort
the writing process effort to the writing to the writing to the writing
(prewriting, drafting, process (prewriting, process but was not process. Doesn\'t
reviewing, and drafting, reviewing, very thorough. Does seem to care.
editing). Works hard and editing). Works enough to get by.
to make the story and gets the job
wonderful. done.

Characters The main characters The main characters The main characters It is hard to tell who
are named and are named and are named. The the main characters
clearly described in described. Most reader knows very are.
text as well as readers would have little about the
pictures. Most some idea of what characters.
readers could the characters
describe the looked like.
characters
accurately.
Setting Many vivid, Some vivid, The reader can The reader has
descriptive words descriptive words figure out when and trouble figuring out
are used to tell when are used to tell the where the story took when and where the
and where the story audience when and place, but the author story took place.
took place. where the story took didn\'t supply much
place. detail.

Problem/Conflict It is very easy for the It is fairly easy for It is fairly easy for It is not clear what
reader to understand the reader to the reader to problem the main
the problem the main understand the understand the characters face.
characters face and problem the main problem the main
why it is a problem. characters face and characters face but
why it is a problem. it is not clear why it
is a problem.

Creativity The story contains The story contains a The story contains a There is little
many creative details few creative details few creative details evidence of
and/or descriptions and/or descriptions and/or descriptions, creativity in the
that contribute to the that contribute to the but they distract story. The author
reader\'s enjoyment. reader\'s enjoyment. from the story. The does not seem to
The author has really The author has author has tried to have used much
used his imagination. used his use his imagination. imagination.
imagination.

Figurative All of the written Almost all (about Most (about 75%) of Many requirements
Language requirements for 90%) the figurative the figurative were not met.
figurative language language language
(similes, metaphors, requirements were requirements were
onomatopoeia, met. met, but several
assonance, were not.
alliteration and
hyperbole ) were
met.

Illustrations Original illustrations Original illustrations Original illustrations Illustrations are not
are detailed, are somewhat relate to the text on present OR they are
attractive, creative detailed, attractive, the page. not original.
and relate to the text and relate to the text
on the page. on the page.

Spelling and There are no spelling There is one There are 2-3 The final draft has
Punctuation or punctuation errors spelling or spelling and more than 3 spelling
in the final draft. punctuation error in punctuation errors in and punctuation
Character and place the final draft. the final draft. errors.
names that the
author invented are
spelled consistently
throughout.