Lesson Plan Guide

Teacher Candidate:

Megan Marcum

Date: 11/13/15

Grade and Topic:

4th Grade Narrative Writing

Length of Lesson:

Mentor Teacher:

Peggy Murdock

School: University of Memphis- IDT 7061

Threee 60 min periods

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

Narrative Writing
LESSON OBJECTIVE:
The student will create a multimedia project to present an original narrative writing piece with a score of 85%
on the project rubric using Microsoft PhotoStory software.
STANDARDS ADDRESSED:

CCSS.ELA-LITERACY.W.4.3.A
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally.
CCSS.ELA-LITERACY.W.4.3.B
Use dialogue and description to develop experiences and events or show the responses of characters to situations.
CCSS.ELA-LITERACY.W.4.3.C
Use a variety of transitional words and phrases to manage the sequence of events.
CCSS.ELA-LITERACY.W.4.3.D
Use concrete words and phrases and sensory details to convey experiences and events precisely.
CCSS.ELA-LITERACY.W.4.3.E
Provide a conclusion that follows from the narrated experiences or events.
ISTE 1a. Apply existing knowledge to generate new ideas, products, or processes
ISTE 1b. Create original works as a means of personal or group expression
ISTE 5a. Advocate and practice safe, legal, and responsible use of information and technology
ISTE 6a. Understand and use technology systems

MATERIALS:
Computer with PhotoStory software and microphone
Storyboard worksheets
An extra copy of each students narrative
scanner
Video: https://www.youtube.com/watch?v=t3mAHQuBqQI
Engaging story or passage; Teacher-created PhotoStory of this passage
BACKGROUND and RATIONALE: In this unit, students have developed a real or imagined narrative.
Through mini-lessons, students have developed their abilities to describe using sensory details, employ
suspense, inject emotion, effectively use dialogue, and build their story sequence from exposition and conflict to
climax and ultimately resolution. Students have worked through the writing process: prewriting, drafting,
revising, and editing. This lesson takes place during publishing.

PROCEDURES AND TIMELINE:

Introduction: Read an engaging book or section aloud to students with emotion and animation. Present the
same passage in text. Discuss which version of the story is better and why. What are the differences? Further
discuss what makes a story come alive.
Procedures:

First, students must physically cut apart their narrative (extra copy) into storytelling chunks. Teacher will model this
process with the passage read in the beginning of class. Using their knowledge of suspense and sequence, the class
will discuss where to make the breaks. Students will then apply this to their own pieces.
Each piece needs a visual. Students will create or find a visual that helps illustrate each piece of their narrative.
Students have been encouraged to bring in photographs related to their narratives if possible. Students may

also draw their own pictures for each piece. Additionally, students will be allowed to search for
appropriate images online. Teacher will show students how to find fair use/copyright free images and
discuss the importance of copyrights and fair use when searching and using online resources.

At the end of the first session of the lesson, students will have a visual representation/accompaniment for each piece
of their narrative. The lesson will close with a partner activity. Partner 1 will read a piece of their narrative. Partner
2 will search through partner 1s visuals and pick out the one that goes with that piece. Switch roles. Partners will
discuss how easy or difficult this was and give each other advice on the accuracy and helpfulness of each others
visuals.
Session #2 will begin with students viewing video on storyboarding and then discussing why it is a critical step.
(https://www.youtube.com/watch?v=t3mAHQuBqQI ),
Students will fill in the storyboarding worksheet using their narrative pieces and visuals from session 1.
Worksheets will be copied front to back and additional sheets will be available for students who need them.
Students will also copy down the mood and moral they chose for their story while writing it.
This session will end with a partner activity. Each partner will present their storyboard. Partners will give each other
advice on flow, visual representation, and effectiveness of cuts.
In between session 2 and 3, the teacher will load all student visuals onto their computers in a shared file.
Session #3 will begin with viewing the PhotoStory version of the story read aloud at the beginning of session 1.
Teacher will show students the breakdown of the slides so they can see the steps of creating a PhotoStory.
Teacher will show students how to use PhotoStory step by step.
Students will sequence their visuals correctly in PhotoStory, type the matching narrative section in the script box,
and record themselves reading each piece with appropriate expression, pace, and accuracy. Students will also
control the movement of and transitions between pictures.
At the end, students will enter their mood and choose appropriate music to accompany their project. Students will
record their moral on the first slide with their title.
This session will end with students finalizing their projects, saving, and listening to them completely.
Closure: Students will present their PhotoStory project, and write a reflection comparing their purely written narrative to
their multimedia narrative to be included as part of their project for their portfolio.

ASSESSMENT EVIDENCE:
Students will be scored on their storyboarding formatively before moving on to the final project.
Students will be scored on their PhotoStory according to the rubric.
MODIFICATIONS:
I am aware that modifications will be made for students who did not master the objectives and for those
ready for enrichment. However, modifications are not covered in this course and are not part of this
particular lesson.

Rubric for PhotoStory

Distinguished:
95-100%

PhotoStory displays excellent storytelling ability. Student reads with emotion, pace that
fits the action and mood of the scene, accuracy, and clarity. Student chose effective
places to make cuts, and has visuals that add to the storytelling. Story builds steadily
toward the climax and includes drama, suspense, and dialogue- which are used
effectively. Music is appropriate and not overpowering. Moral can be concluded from the
story and is an important lesson for kids to learn. Presentation is visually and auditorily
enjoyable.

Proficient:
80-94%

PhotoStory displays good storytelling ability. Student reads with emotion, a steady pace
that mostly fits the action and mood of the scene, accuracy, and clarity. Student chose
mostly effective places to make cuts, and has visuals that add to the storytelling. Story
builds toward the climax and includes some suspense and dialogue- which are used
mostly effectively. Music is appropriate and not overpowering. Moral can be concluded
from the story. Presentation is visually and auditorily enjoyable.

Apprentice:
60%-79%

PhotoStory displays average or below average storytelling ability. Student reads with
some or little emotion, a steady pace that doesnt change with the action or emotion,
some accuracy, and poor clarity. Student chose some effective and some ineffective
places to make cuts, and has visuals only somewhat add to the storytelling. Story may not
have a clear climax, and story doesnt effectively include suspense or dialogue. Music
may be inappropriate and/or overpowering. Moral doesnt completely match with the
story. Presentation has visual or auditory distractions, and is not engaging.

Novice:
0-59%

PhotoStory displays below average storytelling ability. Student reads with little or no
emotion, an unsteady pace that doesnt change, some accuracy, and poor clarity.
Students cuts are ineffective for storytelling, and visuals dont add to the story. Story
may not have a clear climax, and story doesnt effectively include suspense or dialogue.
Music may be inappropriate and/or overpowering. Moral is hard or impossible to
conclude from the story. Presentation is hard to understand and not engaging.

Storyboard Worksheet
1. Title : _______________________

2. Mood : __________________

3. Moral : ___________________________________________________________
4. Why is this important to learn? __________________________________________
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5. Sequence :

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Reflection
Compare your written narrative to your multimedia narrative. Discuss advantages and
disadvantages of each type of presentation of your story. Discuss your most and least
favorite parts of each type of presentation. Present your thoughts about this experience.
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Student Sample Reflection:

Anyone can read a story. It takes a storyteller to make a story come alive. The
PhotoStory multimedia presentation of my narrative helped me make my story come to
life. Being able to read it allowed me to show the listener/reader all of the emotion the
narration and characters had. It also let me build suspense and excitement by going faster
or slower and talking louder or softer. I thought my written narrative was good, but when
you think about readers, sometimes they just skim things or blow through things, or skip
things completely! Also, the pictures really help tell the story. I liked how I was able to
use the pictures to help with the surprise of the shark showing up! Like when I said it was
there in my story, there it was in front of the listener/reader! My least favorite part was
the music selection because it wasnt exactly what I wanted, and I wish we could have
chosen 2 moods because my story had 2 moods- happy in the beginning and
anxious/scared in the middle and climax. I think this is a really neat way to have students
publish their writing, and it helps us review a lot of skills we learn in reading and writing.