Lesson+Two

Lesson Two
Grade Level: 9
 * "Creating a Script and Storyboard for a Digital Historical Narrative"**


 * Objectives:**
 * 1) Students will work collaboratively in groups to interpret, analyze and display their knowledge of the historical significance and context of events of the Vietnam War by creating a narrative script about a fictional character through brainstorming, research and note-taking activities using pencils, paper or computers.
 * 2) Students will synthesize information gathered during research lesson and note-taking lesson to create a written script in first-person using pencils and a provided storyboard template.
 * 3) Students will participate in peer review of written storyboards by completing an online peer assessment tool.


 * Time Allotment**: Two 50-minute periods


 * Materials Needed:**
 * Notecards from previous lesson
 * One laptop or computer per student
 * Promethean Board or similar projection system
 * Flipchart for Introduction – 6 components of a narrative script
 * Broadband Internet Access or wireless connection
 * Template for Storyboard
 * Pencils and paper (as needed)
 * Google Form for assessment rubric
 * (1) gmail account for each student

Please note that procedures for this lesson are interwoven with research and note-taking done in Lesson One. We anticipate that as students are composing their fictional narratives, they will need to move freely between reading for information, viewing images and photos for inspiration and brainstorming among group members. Therefore, we recommend that the learning space for these lessons (including access to materials and each other) be fluid and flexible to allow students to rethink and revise their strategies as needed to achieve mastery.
 * Lesson Procedure:**


 * 1) In preparation, the SLMS preloads the Promethean Board with the Flipchart, the sample video, the storyboard template and distributes laptops in the instructional area, one per student. Pencils and paper are also made available as back up.
 * 2) Students enter the library media center and are greeted by the SLMS and the Language Arts teacher who will co-teach this lesson. They will be seated at work tables in the instructional area by group with one laptop per student.
 * 3) As an activator, SLMS will ask for volunteers to share with the class one event from their research that stood out to them about the Vietnam War and then leads guided discussion as review. This will also serve as informal method for co-teachers to gauge student progress for each group and provide one-to-one intervention as needed to help students get on track.
 * 4) Using the Promethean Board (or projection system) and flipchart, the Language Arts teacher lists some of the student responses; then she transitions to direct instruction, introducing students to the “Six Components of Digital Historical Narratives” also provided as a handout. These components will form the basis of peer review and assessment that follows. As needed, the teacher may wish to replay the sample digital story as a means to engage students meaningfully and apply this new knowledge.
 * 5) SLMS directs students to the storyboard template and peer review form, providing direct instruction on how to provide feedback using the Peer Review form. She also assigns each group to their peer review partners.
 * 6) Students are dismissed to work in small groups with teacher and SLMS circulating to provide one-to-one guidance, feedback and redirect students back to tasks when required. One Day Two, Steps 1-3 are repeated (in shortened form as time allows) and students then work in their groups to complete their writing assignments.
 * 7) For homework, students will complete the Peer Review form using computer, internet and Google account and submit it electronically to the Language Arts teacher.

Narrative script in first person using a storyboard template using Microsoft Word or similar word processing software
 * Product:**

Student assessment for this lesson will be conducted individually using a peer review form submitted electronically to the Language Arts teacher using Google Forms. This formative assessment allows students to self-evaluate their own work as well as practice digital citizenship skills in providing peer assessment of work creators by other students. As well, the language arts teacher can review the assessment forms to gauge progress, check for understanding and provide interventions or re-teaching for students who require additional supports to complete the project successfully. Here is a link to the Peer Review survey tool: @https://docs.google.com/spreadsheet/viewform?fromEmail=true&formkey=dEJOdWNxdHUtNE1SdmszYmhPcV93OXc6MQ
 * Assessment:**

The SLMS and the teacher will circulate throughout the instructional area to assist all students to clarify tasks or answer questions. Checklists embedded throughout the project help to gauge if students who struggle with organization need additional time for successful completion. For those with specific IEP requirements, Para-educators will be available to provide supports for writing, reading and listening tasks. All computers are equipped with headphones, microphones, zoom magnifiers and screen readers to reduce barriers to access for all users. All project materials have been evaluated for readability and accessibility standards by the Library Media Specialist.
 * Accommodations:**