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First and Last Name: Kara Washington
Author’s E-mail Address: kthomas20@butlercc.edu
Course Name: ED 222 – Technology in the Classroom
College: Butler Community College
Current Semester: Spring 2018
Professor Name: Brandy Diltz -- bdiltz@butlercc.edu

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Standard
CCSS.ELA-LITERACY.W.3.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Essential Question
Can you compose a narrative utilizing all elements of a story?

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Language Arts, Typing, and Writing

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The students will create an original short story from a single image, utilizing three out of the five elements of a story: exposition/introduction, rising action, climax, falling action, and resolution/conclusion.

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1. Greet students and instruct them to sit in front of a computer.
2. Discuss with the children that they will be watching a video about the elements of a short story.
3. Ask students if they already know the elements of a story.
4. Discuss briefly.
5. Show students a video, I created for added visual, of the elements of a story.
It would explain that a story is like a roller coaster. It begins with an exposition/introduction explaining the setting and characters; this would be comparable to giving the tenant your ticket and hopping in the roller coaster car. The rising action is next which are events leading to the climax; this is the click-click moment you feel when going up the steep hill. At the peak of the big drop is the climax. This is where an issue or problem comes to a head. The downward slope is next, the falling action which leads to the resolution. All conflicts are resolved at the exit, like the trash can being ready at the end of the ride.
6. As a class, we will walk through an example of the exercise. We will create a story verbally from a picture, making sure to cover all elements of a story.
7. Ask students for the name of the character from the photo.
8. Ask students for two events leading the the climax.
9. Ask students for the climax event.
10. Ask students for one event leading to the resolution.
11. Ask students for how the issue was resolved.
12. Instruct students to utilize a computer for typing their story. They can use scratch paper for brainstorming.
13. Once typed, students will highlight and change the color of the text to notate the elements of the story to better assess comprehension.
14. If applicable for gifted students, hand out peer review checklists for completion.

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Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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Students will choose from the following pictures to create their narratives!

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They must be able to have basic knowledge of Word processor, how to form a sentence, and writing skills up to their grade level.

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Computer, for each child

Printer

Projection system

Scratch paper

Pencils

Pictures of characters

Peer review checklist, if applicable for gifted students

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Special Needs Learning

If student cannot type, they can hand-write their stories for later typing.

If students cannot write, students may verbally tell the story while a para hand-writes or types the story.

If students need hearing assistance with video, they will be given a special link and can listen to the video independently with headphones.

Group individuals together to complete example with para educator to ensure understanding.

Ask students if they need assistance or further explination.

Offer students to use the speech-to-text software, if able.

Non-Native English Speaker

Write on whiteboard and label elements of the story for students to reference throughout exercise. Make sure to add roller-coaster ramp for how a story would appear.

Have a welcoming demeanor, know the students needs.

If applicable, create English and translated worksheet or direction sheets for students.

Include a list of vocabulary words to go with different pictures.

Gifted Student

Student will include one or more character in their narrative, instead of one.

Students are required to create a poem or folktale instead of the narrative depending on enrichment level.

Students will peer review each other’s narratives.

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Students are assessed by criteria below on a one through five scale.
Elements of the a narrative used

1. One element or less

2. Two elements

3. Three elements

4. Four elements

5. Five elements

Participation

1. None

2. Poor, off task

3. Participated in discussion but not assignment

4. Participated in discussion and assignment

5. Proactive with time after time was completed

Number of sentences used

1. Five sentences or less

2. Six to Eight sentences

3. Nine to Ten sentences

4. Eleven to Twelve sentences

5. Thirteen or more

Use of computer

1. Utilizing computer for non-assignment purposes

2. Handled technology poorly

3. Handled technology appropriately, Interrupted other students technology use

4. Handled technology appropriately, but did not exit properly

5. Handled technology appropriately, exited system properly ready for next user