Jordan Cornett

Digital Story-Lesson Plan

Context In a previous lesson students researched one community helper with a group.
The goal of the lesson was for students to locate information online about
community helpers with a group and then share the information with the class.
All of the students research information was compiled to create charts about
each of the community helpers.

For this lesson students will see how they can take the information they located
online to write an informational piece about one community helper using a
digital story for publishing. This lesson will only include the teacher model.
Future lessons will have students build their informational writing piece using
the same steps as the teacher to compose their own digital story over the course
of a few days for a writing unit. The standards below include standards for the
entire unit.
Standards Common Core Standards:
CCSS.ELA-LITERACY.W.K.2 Use a combination of drawing, dictating, and
writing to compose informative/explanatory texts in which they name what they
are writing about and supply some information about the topic.
CCSS.ELA-LITERACY.W.K.6 With guidance and support from adults,
explore a variety of digital tools to produce and publish writing, including in
collaboration with peers.
CCSS.ELA-LITERACY.SL.K.4 Describe familiar people, places, things, and
events and, with prompting and support, provide additional detail.
CCSS.ELA-LITERACY.SL.K.5 Add drawings or other visual displays to
descriptions as desired to provide additional detail.
CCSS.ELA-LITERACY.SL.K.6 Speak audibly and express thoughts, feelings,
and ideas clearly.
ISTE:
1. Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
ILA:
1.2 Candidates understand the historically shared knowledge of the profession
and changes over time in the perceptions of reading and writing development,
processes, and components.
5.1 Candidates design the physical environment to optimize students use of
traditional print, digital, and online resources in reading and writing instruction.
Kentucky Teacher Standards:
6.1 Uses available technology to design and plan instruction.
6.2 Uses available technology to implement instruction that facilitates student
learning.
Grade Kindergarten
Level
Time 20 minutes
Materials Community Helpers anchor charts from research
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Computer and projector

iPad with Doceri app
Story map
Story board
Digital Story link https://www.youtube.com/watch?v=7TrBS1rjfX4
Learner I can learn about a new tool to help me publish my writing.
Targets I can choose a topic to write about.
Procedures Introduction:
Remind students how they researched community helpers with their
groups online to learn and share information about different people that
help us in our community.
Review that charts were made for each one of the community helpers
that groups researched. Tell students that you will use one of those
charts today.
Tell students, today I am going to show you how I took the information
you found when researching to create an informational book about one
of the community helpers. Because I am a teacher I decided to choose to
write an informational book to tell you about teachers.
Show students the digital story at
https://www.youtube.com/watch?v=7TrBS1rjfX4
Teacher modeling (I do):
After viewing, tell students I had to work to develop my digital story into
the video. I am going to show you today exactly how I did it so that you
will be able to do the same thing.
Step 1: I first had to choose which community helper I wanted to write an
informational book about from the ones we researched. I did not have to
choose the one I researched, I could choose another that someone in our
class researched and told me information about. I chose a teacher. That
became my topic.
Step 2: Once I chose my topic I needed to organize my thoughts. I used
this organizer to help me write down the information I had learned about
teachers. This helped me plan out my writing. Display the story map
under the document camera for students. Model completing the story
map with information about the community helper by writing your name,
what you are writing about, and then supplying facts about the topic. Tell
students they may draw pictures and write words, or just draw pictures or
write words. Model gathering the facts, by drawing pictures and writing
words, from the anchor chart that was created about teachers by the
students from their research.
Step 3: After completing the story map tell students that they are ready to
begin creating the illustrations and script for their digital story. Tell
students that in this step they must have illustrations and words that they
write and/or say. Model using the story map to create a story board and
think aloud as you decide what you will say and the illustration to match.
Remind students how they can use the Google Docs app to convert speech
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to text. Tell students once your story board is complete you are ready to
practice for your digital story.
Step 4: Model practicing a few times reading aloud to make sure you are
ready to begin making your digital story.
Step 5: Open up the Doceri app on the iPad and begin a new project. The
Doceri app will be used because it is user friendly for kindergarteners.
They are able to take photos of their own illustrations and can write text
using their finger while also recording audio. Model how you will use
your story map to create your front cover of the book, your pages, how
you take pictures of your illustrations with the camera for each page, how
you write on the page, and how you record your story. Go through each
step with students by projecting the screen through the document camera.
Step 6: Once finished tell students that they will be able to put their books
on YouTube just like we did with mine.
Play the model story again for students.
Closing:
Now that students have been introduced to the project they will make,
tell them that they will start with step 1 to make their digital story by
choosing what they will write about. Pass out the story maps to students.
Have the students choose the community helper they will write about
and write it on their story map in the appropriate place. Remind students
of the anchor charts which included the correct spelling of the
community helpers.
After all students have chosen their topic, have them share which
community helper they chose.
Lesson accommodations:
Community Helper anchors chart from research
Google Docs voice dictation for story map
Students will have option of text and speech or just speech for their story
Teacher support
Assessment:
Students will be assessed on whether or not they chose an appropriate topic for
the purpose of the model lesson. Students will be assessed on their story map
and story board throughout the unit and assessed on their digital story when
completed.