MultiMedia Tools: Video

Lesson Idea Name: Emotions Booklet

Grade Level/Content Area: First Grade/ English Language Arts
Content Standard Addressed: ELAGSE1RL3 Describe characters, settings, and major events in a story, using
key details.

Technology Standard Addressed: Students communicate clearly and express themselves creatively for
a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their
goals.

Guiding question or statement:

What emotions can you use to create an interesting story?

Set a goal that you want to achieve with this plan for learning with the use of multi-media tools? Will you
use your video as a sample of what students will design or will you use the video for meaningful learning
about a topic? Be sure to mention what tool you/your students will use
My goal is to design a video that will clearly show my students how to express emotions using words and
illustrations. The video will support students in their book creation. This video will be used for students to
follow along with to help guide their own creation. The students will use paper to create their own booklet.

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☐ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☒ Creating

Levels of Technology Integration:

☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☒ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL)

I chose to use iMovie as my video software to create my lesson, by using a software like this it allows for
me to support all students by including images, audio, and examples, that can support student learning
experience by giving them the supports they need. This tool supports student engagement and
representation by allowing students to work and listen at their own pace.

Lesson idea implementation:

I created this video as a way for students to support students in their book creation process. The students
will watch the video at their own pace to get an idea of what their book should look like. The project will be
followed by an example of a book that I created about emotions. The students will be introduced to the
booklet idea that they will create with the help of a parent or guardian. Students will have a 5-page minimum
and should take 24 minutes to an hour depending on their skill level. Students will return their created
TFrazier, 2021
 MultiMedia Tools: Video
booklet to the classroom teacher the following day of completion. The teacher will assess student work by
reading through and checking for the different emotions and five pages minimum.
After assessing student work, I will upload the student’s books to our classroom blog, which we will then
look at all together in the next class period. The students will be able to share their books with the class which
I will be able to conduct questions for them to reach a higher learning level. These questions will look like
- What five emotions did you choose for your story?
- Have you ever left these emotions before?
- Can you raise your hand if you have felt insert emotion before?
After reading through the students’ stories I will have 3 signs that have a happy, straight, and sad face on it.
Depending on the student work I will hold up the sign that fits what their “grade” will be, and this is how I will
provide feedback to the students.

Importance of technology:
Using a multimedia tool is critical to the project because it allows for students to experience the flipped
classroom. The students and parents are able to have access to the video and watch it at their own pace. If
this was a project for an older class I would allow them to work on creating their book using an online
software such as iMovie, AdobeSpark, etc. Technology enhances student learning with this project because it
includes all the supports most students need such as audio and images to help them better understand the
assignment.

Internet Safety and Student Privacy:

Because the video link I will be sending out is on a public platform I would be worried about ads, videos,
and other not age appropriate to be clicked on. To minimize the risk of ads I would use the website Video.link
(Check it out) to remove any ads from my video. To alleviate any fears by parents/administrators I would
allow parents access to view the video before letting the students have access to it. I am also only letting
students use materials they have at home like paper to complete their own book. The students will not be
using any video software to create their project. Because the students will have the link to the YouTube video
and their projects will be posted on the classroom website the students are protected under FERPA,
CIPA, and COPPA. The ‘student project’ page of the classroom blog is password protected so only those who
have signed the permission form for their child’s work to be posted and those who have access to the
password will be able to see the page.
Reflective Practice:
I feel that the activity I created could impact student learning because they are able to have a “Voice and
Choice” in this project. The students are able to choose any emotions they would like as well as a story line to
follow these emotions. The students are able to become a writer and illustrator! To further extend this lesson
would be to create a class journal. There would be a whole group discussion at the end of the day where the
students and teacher discuss an emotion that could describe their day and they write down that emption in a
journal. This would allow the students to have something to continue to use their knowledge from this lesson
throughout the school year.

TFrazier, 2021