Tell me about it!: Your digital story.
My Digital Story--See below!
Level: Intermediate English in Interchange Textbook Blue: Unit 12 It could happen to you!
Time: 90 minute block schedule.
Content Objective: Tell a story to the class orally using Photo Story 3 for Windows.
*(Take the typed story you wrote about that relates to your childhood (simple past +past progressive) Chapter 10 Interchange. We are Creating a Digital Story so that you can present your story to your classmates.
Language Objective: Students will take the story they have written using simple past and past progressive and orally present it to the class using digital media.
Summarized directions: *We will be watching Ms. Wolters's Digital Story(see below) and how she created a small sample of her digital story. After, I have written directions, but I will be going around helping because it is a very hands on assignment.
1. Create a file with pictures from the Internet that match your story “One time when I was little”. *Right click the mouse and save the pictures to a file with your name. IE) Woltersdigitalphotos.
2. Open on the computer Photo Story 3 for Windows and browse and insert pictures. (Click next when you are ready to go on.)
3. After you have put all pictures into your digital story, write sentences for your story. * Open up your blog page that you wrote and corrected about when you were little and copy paste if you would like (control c, control v ). (Click next)
4. Record your voice using the headphones with a speaker as you see the words One you finish putting your sentences into your digital story. (click next)
5. Select transition slides by clicking each slide and modify.
6. Enter background music—be careful with volume.
7. When you finish, let me see your story and be ready to present it to the class via the projector.
1. How will you use this resource to meet the needs of your instructional
purposes?
I read about Digital Stories from this Hamline University class and then I created my own. I thought it would be great if the students created one as well. This resource is a great way to get students speaking more and comfortable presenting in front of the class. I think it is a great way to get students to take ownership of their English use and to see the value in language, which is communicating.
2. Why is this topic, information or content appropriate for the lesson you
plan to create (e.g., level of authenticity, relevance to target language,
register, accuracy, interest level, and motivation)?
This will make each student’s story very authentic to them and will help me as a teacher find ways to take written English into a speaking activity. This activity probably works best towards the end of the year for beginners and anytime for intermediate and advanced students. I think students will feel more comfortable being able to re-record.
3. What handouts or directions will you provide students to focus learning
and adapt this resource for your instructional goals?
I have made my own model and will put it on the projector. They can use the blog as a guide, and a half sheet of paper to reread how to do it. However, because I believe it will take a lot of prompting to demonstrate the technology component of this assignment.
5. What are the potential problems, either language based or technical, that
you may need to troubleshoot or prepare for?
I am not sure that I can download the program on our school computers. Therefore, students may have to do it on my computer or I will have to call tech. support. Also, this assignment needs to be highly modeled because I believe it is a whole new form of using technology than the students have seen.
I'm sure your students will enjoy this lesson! This is a great integration of technology with students' writing. It is a way that students can practice reading aloud their writing without having other students watching and listening while they are actually reading. Something important that you included for ESL students is the fact that you are explaining what to do visually and orally, and you are providing written directions for the students. This accommodates different learning styles and also provides multiple exposures to expectations. It is also very important that the students can see the finished product of your sample story! I think it would be interesting to try something similar with my 4th or 5th grade students. If I were to do this, I would probably have to go through each step one at a time with my students instead of giving them the instructions to work more independently.
ReplyDeleteI would like to be in your class during this lesson so that I could learn how to use Photo Story 3. You have integrated writing, speaking, and technology very well. The recording of student voices will allow them to evaluate their own speaking and also redo some of it if they wish. The prerecorded digital story will be a good way to introduce students to speaking in front of a group. I think it will lessen their fear since most of the speaking has already been recorded. Your students will have fun and become more confident with their spoken English. Whenever I try something new it takes me a lot longer than I had anticipated to teach it. I am curious to find out how long the process actually takes. I also have a couple questions since I am so new to making digital stories. Will your students come to class with a picture file already created? Or will they be searching the internet for pictures to use?
ReplyDeleteVeronica--I usually go around one by one because I have small groups. For creating a lesson, I say I will do it as a group.
ReplyDeleteKathy--About the photos/clip art--
Students will have to have it created by the end of class so clip art will have to be found with in reason of time. As the school year went on last year and they did Power Points, pictures started to be done last so they could edit their writing with me right away. I would do this near the end of the year when students are over the "Internet surfing faze."
I think students will love this, once they get the hang of it. And you could use this tool over and over in so many ways! One thing I might suggest is giving your students a number of pictures/sentences they need to find/use for their sample story. I see that they are using stories they've already written, but I'm guessing they are longer than just 4 sentences (as your digital story had). Is that the case? If so, did you want them to try to condense their story to 4-5 sentences for this activity? As a student, I think it might help me focus better to have a length specified in advance for the end product. Nice lesson...a fun way to go "beyond the Power Point"! You've got the wheels turning in my head for some good applications this might have for my adult learners...
ReplyDelete