Shutterfly Photo Story Lesson Plan

Transcription

1 NAME: SARAH E. CARRANZA STATE: ARIZONA SUBJECT: SPANISH / ENGLISH LANGUAGE ARTS GRADE LEVEL: 8 LESSON TITLE: MAKING MEMORIES, ONE PHOTO AT A TIME Common Core/State Curriculum Standards: CCSS.ELA-LITERACY.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-LITERACY.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-LITERACY.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above. CCSS.ELA-LITERACY.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. ISTE NETS Student Technology Standards: 1. Creativity and Innovation - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. b. Create original works as a means of personal or group expression 2. Communication and Collaboration - Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media 1

2 World Language Standards: Communications Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Communities Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Learning Objectives: I will create a Shutterfly Photo Story that describes my personal experience in the Spanish Immersion program in CCUSD. I will problem-solve technology issues with Shutterfly Photo Story. I will provide meaningful feedback to my teacher and Shutterfly. Students Learning Targets: (What will students know and be able to do as a result of this lesson?) Students will download the Shutterfly Photo Story for ipad and Dropbox apps. Students will create an original Photo Story with photos, text, drawings and audio. Students will provide meaningful feedback about their experience in order to help Shutterfly enhance their product for future use. Instructional Strategies: (Project-based learning, direct instruction, inquiry-based instruction, cooperative learning, etc.) Direct Instruction: Use to introduce Shutterfly pilot program and how to navigate Shutterfly Photo Story App. Cooperative Learning: Students are given freedom to explore options for sharing pictures and developing their Photo Story. Teacher is facilitator and offers suggestions, but students work independently to explore, create and design their unique projects. 2

3 How Students Will Use Shutterfly Photo Story: Students will use Shutterfly to create an original Photo Story that depicts their personal experience in the Spanish Immersion program. Required Materials/Lesson Length: ipads 34 one for each student; storyboard; survey Three-week time frame: Week 1 Introduction, collection of pictures, exploration of Shutterfly Photo Story App options, creation of storyboards Week 2 Upload pictures; write story at proficiency level for recording; add titles and captions Week 3 Find quotations (with citation); add finishing touches, record story, polish to publish Resources: (Photos, drawings, student created stories; reference books, articles, website URLs, etc. for citation) Original pictures, Doodles, student created stories in Spanish Procedures/Activities: (What will the teacher and students do?) (Prior Knowledge. Opening Activity, Step-by-Step Learning Activities, Closure, Post-Instruction Reflection) Prior knowledge: Students have created Photo Stories with MS Photo Story 3 for Windows. We use technology every day in the classroom. Opening Activity: Introduction to Shutterfly Pilot Program read description as presented by Shutterfly, passed out permission slip and gave a brief overview of how Shutterfly Photo Story works using video provided by Shutterfly which is available at: Step-by-step Learning Activities: Students were given free rein to jump in and begin developing their Photo Story due to prior experience. Each day we d discuss updates per s from district instructional technology coordinator or the Shutterfly community. Students were invited to share successes with each other in order to encourage creativity. Regular troubleshooting would lead to increased knowledge and effective strategies for developing the Photo Story Memory Books. 3

4 Closure: Students will conduct a Museum Activity where they will view each other s Shutterfly Photo Stories and give constructive feedback. Then they will be allowed one more day to enhance and polish their project before they turn them in for publishing. Post-Instruction Reflection: Students will participate in a survey created by the teacher to give feedback on their personal experience with Shutterfly. The survey will be two-fold: 1) Reflection on personal experience pros and cons of the Shutterfly Photo Story product and 2) Comparison of Shutterfly Photo Story vs. MS Photo Story 3 for Windows what features did each have that were unique? How could students see the use of Shutterfly vs. MS Photo Story 3 for Windows in the future? Does one lend itself to certain types of educationally related projects more than the other? Why or why not? Also, students will be required to share their Memory Book with their parents both in hardbound and electronic copies. In turn, parents will be asked to reflect on the product and give vital feedback to both the teacher and Shutterfly on the project its quality, its utility, etc. Differentiation: (Lesson suggestions for enrichment or re-teaching. Scaffolding needed as a result of misunderstandings noted during formative assessment.) The only anticipated differentiation would be peer coaching, as some students are savvier at using ipads than others. Special Education/ESL Accommodations & Modifications: Not applicable. Extensions: (Additional activities, follow-up lesson ideas, how the Photo Story book will be shared) I anticipate making this an annual project with each 8 th grade class. I would like to share the projects with my colleagues at the elementary school to encourage them to collect pictures during their years and store them in an organized Dropbox per graduation class (i.e. Clasede2018) As mentioned before, Shutterfly Photo Story books will be shared with parents. 4

5 Assessment: (How will you determine if students have met the lesson objectives? How will your students know if they have successfully met the lesson objectives? Incorporate formative as well as summative assessments rubrics, etc.) My formative assessments are informal meetings with students every day and monitoring their progress. We have specific deadlines each week to guide their progress, but this project is not meant to be rigid. It is meant for the purpose of giving these dedicated students an opportunity to look back on a once in a lifetime opportunity to learn a second language in an immersion program where they made life-long friendships and became proficient in a second language at the same time magical! My summative assessment is their recording and if it approaches meets exceeds their proficiency goal for the year. This will be an assessment made using the ACTFL standards for language proficiency. This class ranges from Intermediate Mid to Advanced Mid for speaking proficiencies, so the rubrics will vary per each student s proficiency goal. 5