Wk 3  

Digital Storytelling Lesson Plan: ASSURE Design Model, K - 12

Instructor Christy Goetz
Name:

Analyze  Demographics:
Learners  ● 20 students (7-8 years old)
● 9 boys and 11 girls
Student Notes:
● 5 IEPS
● 2 504s
● Students from 7 different countries
● 4 ESOL students
Student Knowledge:
● Students have been reading text about friendship throughout the unit.
● Students have worked on beginning, middle, and end
● Students have learned about story elements such as characters, setting, problem,
and solution
Learning Styles: Most students have a mix of more than one learning style
● Visual (75%)
● Auditory (75%)
● Kinesthetic (50%)

State Learning 
Objectives
1. Students will generate one idea for writing from everyday moments and use the
pre-writing organizer to visualize and elaborate on the moment.

2. Students will write a narrative in which they recount a true story about friendship.
W 2.3​ Write narratives in which they recount a well-elaborated event or short sequence of
events, include details to describe actions, thoughts, and feelings, use temporal words to
signal event order, and provide a sense of closure.

3. With guidance and support students will revise, edit, and prepare a final copy their
narrative.
W2.5 ​With guidance and support from adults and peers, focus on a topic and strengthen
writing as needed by revising and editing.
4. Students will create and share a digital storytelling project about friendship with the use
of Movie Maker.
 L.2.1​ Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.

Select Methods,  Methods

Media,  ● Teacher will introduce small moments in a whole group setting
Materials ● Teacher will model how to use the idea board and proofreading with rough draft in
a whole group
● Teacher will individually conference as needed with students throughout the writing
process and multimedia project
● Students independently write their own small moment narrative about friendship
● Students work collaboratively when editing and revising
● Teacher will model whole group how to use Movie Maker
● Student centered culminating event-digital storytelling project
Media
● Elmo
● Movie Maker
Materials
Day 1
● Idea board organizer
● Owl Moon by Jane Yolen
● Pre Write Question Organizer
Day 2
● Pre Write Question Organizer
● Paragraph Frame
● Small Moment Hand Visual
Day 3
● Primary Proofreading Marks
● Model Rough Draft
Day 4
● Lined Paper for Final Copy
● Devices
● Movie Maker
● Headsets for recording
Day 5-6
● Devices
● Movie Maker
● Headsets for recording
● Device dongle

Utilize Media,  1. Preview the materials: 

Methods, and  I need to make sure devices and headsets work. I will also need to ensure all student devices 
Materials have Movie Maker installed. I need to make sure I have enough headsets for the students to 
record. I will need to make sure I have enough copies of the idea board organizer, pre write 
question organizer, paragraph frame, proofreading marks, and lined paper for each student.  
 
 2. Prepare the materials:  
Make sure Movie Maker is installed on all student devices and all cameras are working on 
the devices. Make sure to have enough headsets for students in order to record their 
narration. Make copies for each day.  
 
3. Prepare the environment:  
Students will be working in the classroom when creating their video. Students will be able to 
collaborate when brainstorming ideas and the classroom is set up in groups which is 
conducive to brainstorming. This is not conducive to recording so students may use 
alternative seating around the room when recording their narratives. Students can 
individually write their narratives at their desks.  
 
4. Prepare the learners:  
Students will read the objective for the lesson and review what a narrative is in relation to the 
previous stories read in the unit. Students will be introduced to the culminating event  
 
5. Provide the learning experiences: 
Each ELA timeframe is 120 minutes 
Day 1​ Brainstorm ideas of events in your life that represent friendship.  
1. Explain to the students that today they will be listening to a book by a master 
author whose name is Jane Yolen. The title of the book is Owl Moon. 
2. Ask the students to think about the time and place while they are listening. Read 
the story aloud. Use expression and pause for student to think and reflect. 
3. Stop to ask questions, model thinking about the story, and encourage students to 
generate questions about the story. Focus on the time and place as they play an 
important role in the story. Drawing their attention to the setting will help the 
students develop a better concept for this small period of time. Ask questions like, 
“How much time passes in the story?” “What is the small moment about?” 
4. Guide the students to understand that this is a small amount of time in one evening 
but it is a special time, a small moment. Encourage students to see how this 
special moment became a beautiful story to tell and share with others. 
5. Explain to students that they will think about special moments in their lives in order 
to generate ideas for writing. Briefly discuss/share that this type of writing is a 
personal narrative. 
6. Display and explain the Idea Board Organizer. 
7. Teacher will model generating ideas for writing. Make the ideas relevant to the 
students in the class. You may want to focus on raking leaves on a crisp fall day, 
the smell of hot chocolate on a cold fall morning, the smell of baking cookies in the 
oven, sharing dinner with your family at a special restaurant, a highlight from a 
sporting event, etc. 
8. Teacher will choose one idea. Use the Pre-Write Questions Organizer to model 
identifying details that would help the reader understand why this was a special 
moment. 
Day 2 W
​ rite a rough draft of your narrative.  
1. Explain to the students that today they will write a draft of their small moment 
narrative. 
 2. Ask the students to refer back to their pre-write questions organizers to help them 
write. 
3. Ask each student to place their small moment in the palm of their hands. 
4. Remind students that their small moment will have a strong beginning (thumb), 
details that stretch the moment (three fingers), and an ending or closure (pinky). 
5. Use the small moment hand visual to help guide students thinking. Make 
suggestions for temporal words. An anchor chart may be prepared ahead of time or 
with the students during the lesson. 
6. Ask a few students to share their beginnings. 
7. Use your hand to represent your writing. “I am holding my small moment in the 
palm of my hand. I know my small moment will have a strong beginning (thumb), 
details that stretch the moment (three fingers), and an ending or closure (pinky). 
8. Model writing your small moment. Model using temporal words which can be as 
simple as first, then, next, last. Leave space for editing. 
9. This should be a shared writing. Question students as you share ideas for sentence 
structure and order. You may want to include a few minor errors to use for editing 
in lesson 2 (misspell a word, leave a word out, and forget one punctuation and/or 
capitalization - only a few). 
10. Draw the students’ attention to the strong beginning (introduction), details that 
stretch the moment, and an ending that brings closure to the narrative. 
Day 3​ Edit and revise your narrative. 
1. Share with the students that writing is hard work and that master authors often 
write and rewrite until they are happy with the way their writing sounds. 
2. Explain that today the students will help you look at your writing from the day 
before. 
3. Tell the students that they will help you read for mistakes in spelling, punctuation, 
and missing words. This is called editing. 
4. Share ​Primary-Proofreading​ with the students. Explain that editors use these marks 
to help writers “fix up” or “Fancy Up” their writing. 
5. Use an elmo. Ask the students to help you decide if there is enough detail to 
understand why the moment was special. This is called revising. Model how to edit 
work using proofreading marks. Make additions to improve your writing. 
6. Model writing the final copy from edited draft. 
7. Declare how much work it was, but how good you feel about it. 
Day 4​ Write the final draft, create storyboard, and complete narration 
1. Explain to students that now it is their turn to write their final copies. 
2. Students may work on illustration(s) to support their narrative for their storyboard.  
3. After finishing the final draft, students will record their narration.  
4. Students can begin working on their digital storytelling project.  
Day 5-6 F
​ inish Digital Storytelling Project 
1. Students will work to finish their projects.  
2. Share projects and receive feedback.  

Require Learner  Day 1

Participation Students complete idea board and pre-write question organizer.
Students share ideas cooperatively at their tables.
 Day 2
Students find temporal words in model draft cooperatively.
Students independently write their rough draft.
Day 3
Cooperatively find errors in the teacher model.
Students work in partners to peer-edit each other’s narrative with a checklist.
Day 4
Students work independently on storyboard.
Students work independently on writing their final draft.
Students start creating their project.
Day 5-6
Students independently finish their projects.
Students share projects and get feedback from classmates and teacher.

Evaluate &  Student Performance Rubric:

Revise 

Media Effectiveness:
● Students have access to all media required
● Students ease and use of media
● Did Movie Maker work?
● Observations
Instructor Performance:
● Lesson will be revised and improved after the lesson is taught.
● Conferencing with students throughout each portion of the project
 ● Were learning objective achieved by students?
● How could the lesson be improved?

LINK TO ASSURE Lesson Plan Presentation

https://bcpscloud-my.sharepoint.com/:p:/g/personal/cgoetz_bcps_org/EXlwvBhHvHJHiyxWo52U
pjQBRQMhMhzYgxU6cZ15vuJIUw?e=nE2t0H