1. Topic-
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2. Content-
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Creating a non-fiction story using research facts. |
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3. Goals: Aims/Outcomes-
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After researching using book and web sources, students will create
a non-fiction digital story that visually displays at least 8 facts
about an animal of their choosing. |
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4. Objectives-
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1. Students will research an animal of their choosing using at least
one book and one website.
2.Students will use written English to communicate what they learned
about their animal.
3. Students will create a digital pop up book using the Zooburst website. |
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5. Materials and Aids-
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Library books about their chosen animals (chickens and cats); laptops;
storyboard planners; website: www.zooburst.com |
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6. Procedures/Methods-
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A. Introduction-
*These procedures are for one lesson in the middle of this unit.*
1.Remind students of what they have already accomplished in their
writing project (they have researched their animal using books and
Internet; they have organized their facts into 8 storyboards with
pictures and words).
2. Login to the Zooburst website and bring up the teacher-model book
"Owls."
3. Allow students to read the book about Owls that you created. Students
should see that there are both page and character narrations.
4. Show your storyboard planner for each page and ask students to
compare: How did I use my storyboard to create this page? What did
I have to change? (Pictures won't exactly match up, etc). |
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B. Development-
1. Click to begin a new book. Explain to students that this will
not be an actual book, but just one that we will use to learn more
about the features and practice with them.
2. Show students how to change the page colors and the background.
Allow students to play around with this.
3. Show students the picture adding tool. This includes demonstrating
picture searching, selecting, resizing, rotation, and angles. Allow
students time to play around with these features and ask questions.
4. Show students the page narration options. Explain the difference
between page narration and character narration (dialogue). Allow students
time to play around with these features and ask questions.
5. Show students how to create a new page of their book and how to
save. |
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C. Practice-
1. Give each student a laptop and login to the Zooburst website
to the "create new book" page.
2. Have students take out their storyboard planners. Ask: What should
they put on the first page? Have them orally explain what pictures
they will search for and how to find them. Ask: What words will go
on your first page? They should be able to show the text on their
storyboard that they will type onto their book page.
3. Allow students to begin, carefully monitoring and aiding as they
learn the program. |
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D. Independent Practice-
Allow students to continue using the program on their own to create
their pop up book. |
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E. Accommodations (Differentiated Instruction)-
There are only two ELL students in this group who are at the same
WIDA language level. No added differentiation should be needed. |
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F. Checking for understanding-
Check in by having students show you how each storyboard planner
page matches up to each page of their pop up book. Note where items
are missing and have students go back to edit those pages. |
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G. Closure-
Have students wind down with a discussion: What was easy about making
this pop up book? What parts were hard? What do you still have left
to do? |
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7. Evaluation-
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When the project is complete, students will be assessed on their
writing using the WIDA writing rubric. It grades students on a scale
of 1-6 in three areas: linguistic complexity (sentence lengths, cohesion,
details), vocabulary usage (technical vs general language), and language
control (grammar, comprehensibility). |
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