Teacher+Page

=**Grade Level**=

6-8 = = =**Curriculum Area**=

Cross-curricular: Language Arts ESE and Media = = =**Related NETS-S Standards**=

//1. Creativity and Innovation//
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
 * 1) apply existing knowledge to generate new ideas, products, or processes.
 * 2) create original works as a means of personal or group expression.
 * 3) use models and simulations to explore complex systems and issues.
 * 4) identify trends and forecast possibilities.

//2. Communication and Collaboration//
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
 * 1) interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
 * 2) communicate information and ideas effectively to multiple audiences using a variety of media and formats.
 * 3) develop cultural understanding and global awareness by engaging with learners of other cultures.
 * 4) contribute to project teams to produce original works or solve problems.

//3. Research and Information Fluency//
Students apply digital tools to gather, evaluate, and use information. Students: = = =**Appropriate State Standard Code(s)**=
 * 1) plan strategies to guide inquiry.
 * 2) locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
 * 3) evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
 * 4) process data and report results.

NGSSS: Reading/Language Arts Strand: Information and Media Literacy

**Standard 1: Informational Text**
LA.6.6.1: The student comprehends the wide array of informational text that is part of our day to day experiences. LA.7.6.1: The student comprehends the wide array of informational text that is part of our day to day experiences. LA.8.6.1: The student comprehends the wide array of informational text that is part of our day to day experiences.

**Standard 2: Research Process**
LA.6.6.2: The student uses a systematic process for the collection, processing, and presentation of information. LA.7.6.2: The student uses a systematic process for the collection, processing, and presentation of information. LA.8.6.2: The student uses a systematic process for the collection, processing, and presentation of information.

Standard 3: Media Literacy
LA.6.6.3: The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision making. LA.7.6.3: The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision making. LA.8.6.3: The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision making.

Standard 4: Technology
LA.6.6.4: The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes. LA.7.6.4: The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes. LA.8.6.4: The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes. = = =**Lesson Description**=

Phase 1: Information Literacy and Research Skills
During several sessions with the Media Specialist, students will learn information literacy and research skills. These skills include searching the online catalog, using library databases, finding and citing sources, avoiding plagiarism, copyright, taking notes, and evaluating websites.

Phase 2: Research
Using skills learned during Phase 1, students will gather information about either their favorite hobby or activity or a hobby they might be interested in learning more about. They will answer questions provided by an accompanying handout. Students will access a teacher-created curriculum page, and reference materials such as books, multimedia CDs, DVDs, library databases, and links to teacher-recommended websites.



Phase 3: Brainstorming
After compiling research, students will use Inspiration, Creaza**,** or another visual mind mapping software program to create a mind map. They will then create a storyboard.

Phase 4: Gathering Images and Video
After being partnered in groups of two or three, students will use Flip cameras to record 30 second demonstrations. Students will also search for Creative Commons licensed graphics, photos, images, and videos.

Phase 5: PowerPoint Presentation
Using their completed handouts, mind maps, storyboards, and saved images and videos, students will create a PowerPoint presentation. Students will add narration. (Optional: transitions, music, and animation.)

Phase 6: Peer Review
Students will share their presentations with a partner. They will offer and receive constructive criticism.

Phase 7: Revise and Submit
Students will make revisions and submit their work. Presentations may be uploaded to a class website or blog.

Phase 8: Share
Students will share their presentations. = = =**Technology Integration**=

Students will use the online library catalog and library databases to search for sources. They will use visual mind mapping software such as Inspiration Software, Inc. and Creaza to brainstorm and create mind maps. They will search for Creative Commons licensed images, video, and music. They will use image editing software such as Pixlr to edit images. They will create presentations using PowerPoint. = = =**Research Component**=

Michalski, P., Hodges, D., & Banister, S. (2005). Digital storytelling in the middle childhood special education classroom: A teacher’s story of adaptations. //TEACHING Exceptional Children Plus, 1//(4), Article 3. Retrieved October 13, 2012, from ERIC database.

Skouge, J., & Rao, K. (2009). Digital storytelling in teacher education: Creating transformations through narrative. //Educational Perspectives, 42//(1-2), 54-60. Retrieved October 13, 2012, from ERIC database.