ConnieS.

Costa
EDUT521AssistiveTechnology
Assignment#5BloomsTaxonomyandSAMR
April17,2016

ColorCodingIndex:

SAMRmodelpresentinlesson
SAMRmodelpossiblechanges
BloomsDigitalTaxonomy

Tobegin,thisentiremovietrailerlesson,inmyopinion,couldbecodedbluebecauseit
meetsallofthelevelsinSAMR
model
.
S:Substitutionstudentsareusingtechnologytocreateabookreviewinsteadofusingpaperandpencil.
A:Augmentationstudentsareusingtechnologywithfunctionalimprovement.
M:Modificationstudentsusetechnologywhichresultsinasignificantredesignofthestandardbookreview.
R:Redefinitiontheassignmentcouldntbedonewithouttheuseoftechnology,heavycollaboration,creating,and
evaluation.

ApossibleSAMRchangecouldbeatthe
Substitution
levelbyhavingthestudentreadthebookonanEReaderinstead
ofaregularbookorhavethestudentslistentoanaudioversionofthebook.

Ihighlightedthestandardsthatarebeingmetinthislessontoshowtheconnectionto
BloomsDigitalTaxonomy
.Most
oftheELAandCCSSareattheAnalyzing,Evaluating,andCreatingendofBloomsDigitalTaxonomy.However,the
lessonfallsalongtheentireBloomsDigitalTaxonomyscale.

Iveincludedthelessonplan,thestudentassignment,thestudentchecklist,andthescoringrubric.Iamplanningon
teachingthislessonthisyearafterstatetestingisover.Ireallythinkmystudentswillenjoyit.

TITLEOFLESSON:
STORYTRAILER(anewtakeonbookreports)
DURATIONOFLESSON:
6TO7classperiods

TOPICORMAINIDEA:

Usetechnologytocreateabookreportcollaborativelywithapartner

STANDARDS:

ISTEStudentStandards:

CommunicationandCollaboration
Studentsusedigitalmediaandenvironmentstocommunicateandworkcollaboratively,includingatadistance,to
supportindividuallearningandcontributetothelearningofothers.Students:A.Interact,collaborate,andpublishwith
peers,experts,orothersemployingavarietyofdigitalenvironmentsandmedia.
B.Communicateinformationandideaseffectivelytomultipleaudiencesusingavarietyofmediaandformats.C.
developculturalunderstandingandglobalawarenessbyengagingwithlearnersofothercultures.D.Contributeto
projectteamstoproduceoriginalworksorsolveproblems.

CaliforniaCommonCoreStateStandardsELA

KeyIdeasandDetails
1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferences
fromitcitespecifictextualevidencewhenwritingorspeakingtosupportconclusions
drawnfromthetext.2.
Determinecentralideasorthemesofatextandanalyzetheir
developmentsummarizethekeysupportingdetailsandideas.
3.
Analyze
howandwhyindividuals,events,andideasdevelopandinteractoverthecourse
ofatext.

ProductionandDistributionofWriting
4.
Produce
clearandcoherentwritinginwhichthedevelopment,organization,andstyleare
appropriatetotask,purpose,andaudience.5.Developandstrengthenwritingasneeded
byplanning,revising,editing,rewriting,ortryinganewapproach.6.
Usetechnology,
includingtheInternet,toproduceandpublishwritingandtointeractandcollaboratewith
others.

PresentationofKnowledgeandIdeas
5.
Includemultimediacomponents(e.g.,graphics,images,music,sound)andvisual
displaysinpresentationstoclarifyinformation.

ComprehensionandCollaboration
Interpretinformationpresentedindiversemediaandformats(e.g.,visually,quantitatively,
orally)andexplainhowitcontributestoatopic,text,orissuesunderstudy
.

OBJECTIVES:
Studentswillcommunicatemeaningthroughthecreationofadigitalstory;analyzemoodofabookandreflect
themoodinmusic,presenttheirdigitalstories

REFLECTIVEQUESTIONS:

Studentswillcompletethefollowingstatementsusingadigitalplatform(GoogleSlides,Prezi,etc.)

1. WhatIenjoyedaboutthisprojectwas
2. WhatIfounddifficultwas
3. NexttimeIwill

MATERIALS:
Chromebooks,iPads;Doceriapp;WEVideo;bookreviewtemplate;bookreviewchecklist;Examplesofstory
trailersfromYouTube,TeacherTube,SchoolTube

ACTIVITY:

Studentswillcreateastorytrailertodescribe/summarize/rateabookinacollaborativepairing/group

ASSESSMENT:
Finalproduct(storytrailer);scoredusingrubric

HOMEWORK:

Readingofbookpriortobeginningofproject;allworkwillbedoneinclass

Name: _________________________________
PartnersName:_______________________________________

DueDate:_______________

BookTrailerDigitalProject

Withyourpartner,youwillcreateabooktrailer(thinkmovietrailer)describingthethemeandmoodofthebookyouread,usingadigitalplatform.This
trailershouldgetyouraudienceexcitedaboutthebookandmakethemwanttoreadit,(muchlikeamovietrailer).

Duringthisproject,youandyourpartnerwillviewexamplesofwhatabooktrailerlooksliketohelpyoudesignandplanforyourtrailer.Youwillbe
givenatemplateandchecklistandscoringrubrictohelpguideyouandyourpartnerthroughtheprocessofcreatingyourdigitalbookreport.

Whencreatingyourtrailermakesureyouaddressallofthefollowingpoints:
Readabletext
Clearrecordings
Interesting,clearimages
Timingofimages
Conciselanguage
Musicthatreflectsthemoodofthebook
Narrationthatislouderthanthebackgroundmusic
Enoughdetailstobeinterestingbutnotenoughtogiveawaytheending
Endswithaquestionorscenethatmakestheaudiencewanttoreadthebook

Duringthecourseofthisprojectyouandyourpartnerwillberequiredtomeetwithyourteachertocheckinandclearupanyissuesorquestionsyou
andyourteammembermayhave.Haveyourteacherinitialbelowaftereachmeeting.

st
1
consultationwithteacher:________
Whatwasdiscussed

nd
2
consultationwithteacher:________
Whatwasdiscussed

rd
3
consultationwithteacher:________
Whatwasdiscussed

TeamMembers:
TitleofBook:

ReviewChecklist

o Didyouspeakclearlythroughout?

o Didyouandspeakwithemotionthroughout?

o Didyouspeakatagoodpacethroughout?

o Doesthemusicreflectthemoodofthebook?

o Didyoumakesurethemusicisnotasloudasthenarration?

o Doalltheimagesmatchthescript?

o Aretheimagesinteresting?

o Doeseveryslidehaveatransition?

o Areallwordsspelledcorrectly?

o Isthefonteasytoread?

o Isthecolorofthefontappealingandeasytoread?

Names:
BookTitle:
Score:_________/36

BOOKTRAILERRUBRIC

Category

VoiceConsistency

Voicequalityis
clearand
consistently
audible
throughoutthe
booktrailer.

Voicequalityis
clearand
consistently
audible
throughoutthe
majorityofthe
booktrailer.

Voicequalityisclearand
consistentlyaudible
throughsomeofthebook
trailer.

Voicequalityneedsmore
attention.

VoicePacing

Thepace(rhythm
andvoice
punctuation)fits
thestorylineand
helpsthe
audiencereally
getintothebook
trailer.

Occasionally
speakstoo
fastortoo
slowlyforthe
storyline.The
pacing(rhythm
andvoice
punctuation)is
relatively
engagingfor
theaudience.

Triestousepacing(rhythm Noattempttomatchthepace
andvoicepunctuation),but ofthestorytellingtothebook
itisoftennoticeablethat
trailerortheaudience.
thepacingdoesnotfitthe
storyline.Audienceisnot
consistentlyengaged.

Voice
Enthusiasm

Voicemakesyou
wanttolisten.
Voiceinflections
arefrequently
used.The
speakerdoesnot
soundlikehe/she
isreadingfroma
script.

Frequentlythe
voiceshows
enthusiasm
andsome
voice
inflectionsare
used.Mostof
thetimethe
listenercannot
tellthe

Sometimesthevoiceis
enthusiastic.Thelistener
cantellthespeakerisusing
ascript.

Rarelyisthevoice
enthusiastic.Obviouslythe
speakerisusingascriptthat
he/shehasnotpracticed
reading.

speakeris
readingfroma
script.
SoundtrackEmotion

Musicstirsarich
emotional
responsethat
matchesthebook
well.

Musicstirsa
richemotional
responsethat
somewhat
matchesthe
book.

Musicisgoodandnot
distracting,butitdoesnot
addmuchtothebook
trailer.

Musicisdistracting,
inappropriate,ORwasnot
used.

Images

Imagescreatea
distinct
atmosphereor
tonethatmatches
differentpartsof
thebooktrailer.

Imagescreate
anatmosphere
ortonethat
matchessome
partsofthe
booktrailer.

Anattemptwasmadeto
useimagestocreatean
atmosphereortonebutit
neededmorework.Image
choiceislogical.

Littleornoattempttouse
imagestocreatean
appropriateatmosphere/tone.

Transitions

Transitionshave
beenappliedto
everyslide.

Transitions
havebeen
appliedto
mostofthe
slides.

Transitionshavebeen
appliedtosomeofthe
slides.

Transitionshavebeenapplied
tofewornoneoftheslides.

Text

Spellingand
grammarareall
correct.Textis
writteninan
easilyreadfont
andeasilyread
color

Onlyone
grammaror
spellingerror
ispresent.
Textiswritten
inaneasily
readfontand
color.

Nomorethantwogrammar
orspellingerrorsare
presentORthetextisnot
writteninaneasilyread
fontorcolor.

Threeormoregrammaror
spellingerrorsarepresentOR
thetextisnotwritteninan
easilyreadfontandcolor

UseofTime

Usedtimewell
duringeachclass
periodwithno
adultreminders.

Usedtimewell Usedtimewell,but
duringmost
requiredsomeadult
classperiods
reminderstodoso.
withnoadult
reminders.

Usedtimepoorlyinspiteof
severaladultreminderstodo
so.