O'Hanlon's+Lesson+Plan+3


 * Daily Lesson GAME Plan **
 * Teacher:** Jay O’Hanlon
 * Lesson Title:** Digital Storytelling: Multiple Perspectives
 * Subject**: Social Studies
 * Grade Level:** 8th
 * Related Lessons:** Columbus Day Lesson
 * Unit:** Exploration


 * __ Goals: __**


 * Content Standards:**
 * North America, originally inhabited by American Indians, was explored and colonized by Europeans for economic and religious reasons
 * Cultural biases, stereotypes and prejudices had social, political, and economic consequences for minority groups and the population as a whole
 * Informed citizens understand how media and communication technology influence public opinion

1. Creativity and Innovation 2. Communication and Collaboration 3. Research and information fluency 4. Critical thinking, problem solving, and decisions making 5. Digital citizenship 6. Technology operations and concepts
 * ISTE NETS-S**

The purpose of this lesson is to allow the students to create a final product to display the concepts learned in the previous lessons about the mistreatment of the Taino by Columbus and other Spanish explorers. The students will think creatively as they need write from a perspective other than their own. Students will be asked to create a digital story from one of three perspectives: the Spanish perspective, the Taino perspective, and the modern day Native American perspective. This lesson plan will wrap up the unit on Spanish explorers and the influence they had on the native population.
 * Instructional Objectives:**


 * __ Action: __**
 * Before-Class Preparation:**
 * The teacher should gauge students’ understanding of digital story telling concepts including prewriting, storyboarding , reviewing and editing, etc.
 * The teacher should gauge students’ understanding of digital story telling tools including GoAnimate. ( other programs may be used, whichever is approved or available to the classroom teacher)
 * Teacher should set up a class account, and take the proper administrative steps so that students can access the site.
 * Teacher may need to familiarize him or herself with using GoAnimate, and seek technical support from IT support personnel if necessary.
 * Teacher may want to located tutorial resources such as videos in order to help students learn how to use GoAnimate.
 * Teachershould make available previous primary sources for students to cite:
 * o Sections from []
 * o Selection from class textbook (can use online textbook)
 * o Selection of Columbus Images (courtesy of Wikimedia commons)
 * o Letters from Columbus and Bartolome de las Cases from []


 * The teacher should pair students into homogenous groups of two, if possible.
 * On the teacher webpage, the teacher should post an outline of the agenda for each day, as well as instructions for each class period.
 * Teacher should create a rubric to set high expectations for each pair’s story.


 * __ During Class: __**
 * Time:** Seven forty-five minute class periods. Can also be assigned for homework.
 * Instructional Activities:**

Students will be asked to view the GoAnimate tutorial video covering a variety of basic functions of GoAnimate: Story Boards: [] How to Make a Video: [] Camera Control: []
 * Day 1:** **Introduce GoAnimate**

After the videos, the teacher will lead a question and answer session in order to gauge the students’ understanding and experience using GoAnimate. The teacher will then lead a discussion with students about storyboards, scripts, and the revision process. The teacher will introduce the assignment to the students and explain that they will be creating their own Digital Stories using GoAnimate. Their stories should be from the perspective of the Spanish, the Taino, or a modern day Native American. The students should create these projects based on the information they learned so far in the unit. The students will also be creating a prewriting storyboard, and a script to turn in along with their video that is created using GoAnimate. The students will work in teacher-assigned pairs to create a cartoon describing life during 1492 from their assigned perspective. Students will be paired with a partner of similar ability, and given a perspective that best suits their ability level (Taino, Spanish, modern day Native Americans). The students will talk with their partner and begin to brainstorm ideas, as well as experiment with the GoAnimate site in order to know how to set up their video.

Students will be allowed a few minutes to experiment with the GoAnimate software, as the teacher points out a few pieces of advice on how to make a good video, highlighting the importance of a well thought-out storyboard. Students will then work in their pairs to create their storyboards using a graphic organizer. The storyboard worksheet will allow students to sketch basic ideas for their narrative, along with notes and captions. The students must have their completed storyboards checked by their teacher to being working on their script. Some students may finish earlier than other groups. Each group will be allowed to move at their own pace, but will be reminded of specific deadlines that each group must meet.
 * Days 2 & 3: Story Boards**

After having their storyboards checked by the teacher, students will begin working on a specific script to use for their stories. The students will then be allowed to begin creating their videos using the GoAnimate site. Some students may finish earlier than other groups. Each group will be allowed to move at their own pace, but will be reminded of specific deadlines that each group must meet.
 * Days 3 & 4: Script**

The teacher will post benchmarks or checkpoints in order to help students stay on time for their project. The teacher will also monitor each group in order to be sure both members are contributing. The students will be asked to share things they have learned about GoAnimate including tips or hints at how to use the program more effectively.

The students will be given time to work with their partners on their videos. Students will have the option of recording their own voice for their video, or using the text to speech option in GoAnimate. Students will be given a rubric in order to be sure the expectations for their videos are understood as they work on them. The teacher will also monitor and assist each group as they progress.
 * Days 5-7. Video Creation**


 * Materials and Resources:** Laptops, GoAnimate accounts, LCD Projector and tutorial websites for GoAnimate introduction, Storyboard graphic organizers, Rubric


 * Notes:** Additional time may be needed in order to familiarize students with GoAnimate or creating their videos. The teacher may choose to assign aspects as homework as the program is Cloud-based. The teacher may also wish to include mini-lesson tutorials on other technological aspects as they come up.

The teacher should monitor and evaluate how each group is working every day by checking their storyboards, scripts, and videos as they are made. The teacher should reinforce the groups to meet the recommended benchmarks and may assign a grade for each group to motivate the students to work diligently and not fall behind. Benchmarks can be listed in the instructions placed on the class website and displayed on the board to start class. The timelines suggested are rough estimates and may need to be adjusted based on student needs. It is the teacher’s responsibility to monitor and adjust in order to allow the students proper time to work on their assignments, without feeling rushed, in order to produce a high quality product. Conversely, too much time should not be given in order to reinforce on-task behavior.
 * __ Monitor: __**
 * Ongoing Assessments:**

Teachers can choose to have interventionists work along side students with special needs in order to provide individual accommodations and redirection. The teacher should also take the placement of special needs and gifted students into consideration when creating groups and assigning topics. Students with special needs should be given the perspective of the Taino, and should be paired with students of similar ability. Conversely, gifted students should be assigned the topic of Native Americans today, and also should be paired with other gifted students.
 * Accommodations and Extensions:**


 * Back-up Plan:** If students do not have online access at home to complete the project, the teacher should make available laptops for students to use before and after school each day, either in the classroom or in the computer lab. The teacher can also have students create a cartoon by hand if technology is not available. The storyboard and scripts can be then created into a cartoon. Other websites other than GoAnimate may also be used, or students can act out the project live.

The storyboard and script will be assessed and returned to the students so that they can use the teacher’s feedback in the creation of the final video. The video should be assessed using a rubric that is created by the teacher in order to set high expectations for all students and to help the students know what to include in their videos.
 * __ Evaluation: __**
 * Lesson Reflections and Notes:**