m6 Lesson Idea

Multimedia: Audio or Video Lesson Idea
Lesson Idea Name: Wonder Connection Video

Grade Level/Content Area: 3rd grade English Language Arts
Content Standard Addressed:
ELAGSE3W3: Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence
that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and
events or show the response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.
ISTE Technology Standard Addressed: What would you like students to know and be
Creative Communicator – 1.6.a. Students choose able to do by the end of this lesson:
the appropriate platforms and tools for meeting the Students should be able to write a narrative
desired objectives of their creation or
piece about a time they related to an event from
Wonder by R.J. Palacio and record an audio or
communication.
video reading their piece.
What is the student learning goal for this lesson idea?

Students should be able to use details and events from the assigned text, Wonder, to write a
narrative piece about how they relate to the book. The student will then be able to successfully
make a video of them verbally explaining their writing piece and adding visuals to it.
Selected Instructional Software Tool: iMovie
Description of Software: iMovie is a great tool to create videos with, and has features like importing
photos and videos, adding music, adding visual effects, and more. iMovie is a user-friendly program
that is accessible for kids and adults alike.
URL(s) to support the lesson (if applicable):
Bloom’s Taxonomy Level(s):

☐ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☒ Creating
How do you plan to implement this lesson and integrate the technology? Check all that apply:
☐ Teacher-led: There is no student voice and choice in the activities. Students are guided by the
teacher's direction and expectations. Learning activities are assigned to the student and mostly
practice based.
☒ Student-Led: Students are given voice and choice in the activities. They may select the topic of
learning and/or determine the tool they will use to meet the learning goal. The teacher facilitates
the learning as the students direct their own learning processes.
TFrazier, 2022
☒ Problem-based and/or Publishable: Students are solving problems and completing projects to
demonstrate their learning. Additionally, the projects can be shared outside of the classroom.
(Note: This objective could be reached by displaying the project on the school’s morning newscast,
posting the project to the classroom blog, presenting it to another class, or publishing it via an
outside source.)
Lesson idea implementation:
I will plan for my students to write a narrative piece based on the book we are reading together,
Wonder, and how they relate to a character or event from the book. I will introduce the activity as
we approach the end of the book so that students can begin brainstorming connections to the book
as we finish. I will make students aware of the goal through I can statements that are posted in the
classroom. After writing their narrative, I will have them use it as a script for a video that they will
create on iMovie on school issued iPads. I will collaborate with the students on ways that they can
illustrate their narrative in their video as well as give them feedback as they formulate their script by
completing a storyboard. I will conclude the lesson by having the students present their videos, if
they wish, and have a class discussion about how we all have more in common than we think and
the importance of kindness.
Managing student learning:
Using this tool could cause a shift in behavior since students will have access to iPads. I will have to be sure
that students are staying on task and are not using different apps when they are not supposed to be. I will
have a certain amount of time set out each day for a certain number of students to work on their video. There
are not enough iPads for each student to use at one time, so I will have a certain number of students working
on their video at a time each day while the rest of the students work on a different activity related to the
book, such as finishing up their storyboard.
Universal Design for Learning (UDL) Reflection: Be sure to mention one specific UDL principle you
are focused on in this lesson – Multiple Means of Engagement, Multiple Means of Representation,
or Multiple Means of Action & Expression.
This technology tool that I selected supports all students because it is accessible at school and is
mostly easy to use. I am also familiar with the tool as a teacher so I am able to assist my students as
they need it. It enhances learning by having students display their thoughts and writing in a visual
way and enhance it with technology. The Universal Design for Learning Framework is supported by
this lesson through representation, because students are able to represent their ideas in multiple
ways.
Reflection:
I feel that this activity will impact student learning positively because students get to use their
personal experiences to fuel their presentation. This can foster student connection as well as add
creativity to the lesson which can be really enjoyable for students. I look forward to talking to my
students about how they want to represent their ideas because each student is different so every
video will be unique, and I look forward to seeing how each child wants to go about it.
TFrazier, 2022
TFrazier, 2022

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m6 Lesson Idea

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Multimedia: Audio or Video Lesson Idea

Lesson Idea Name: Wonder Connection Video

What is the student learning goal for this lesson idea?

Selected Instructional Software Tool: iMovie

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

Bloom’s Taxonomy Level(s):

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