RILS Publication - ETC_Final_Project

Story Jumper: Transform Simple Paper & Pencil Stories Into Digital Masterpieces | Educator Studio

TITLE:  Jumpstart Storytelling Through StoryJumpers.com

Name: Jessica Isla

Brief Overview:  Having trouble getting your kids to find the motivation to be creative with their writing?  Look no further!  Story Jumper is where it’s at!  Transform their simple paper and pencil stories into digital masterpieces…with just a few clicks of a button. 

1.  Target Audience–My learners are going to be my 1^st grade SEI class.  We will be incorporating Story Jumper into our weekly Computer Lap routine and it will supplement our writing lessons. 

2.  Materials–

·   Creative Students

·   Pencils

·   Paper

·   Writing Samples

·   Computers

·   Lab Time

·   Folders of stock photos pre-installed on lab computers

·   URL links to images that students can use on my teacher webpage

3.  Objectives–

·   Student will be able to create a digital storybook using complete simple sentences. (Noun + Verb + Prepositional Phrase)

·   Students will be able to design a digital storybook that represents their writing sample using images and complete simple sentences. (Noun + Verb + Prepositional Phrase) 

4.   Procedure–

1) Make sure each student has a writing sample (short story) to use to create their digital storybook project

2) Have each student draw up a storyboard for what they want to include in their digital storybook (complete with a catchy title)

3) Take as many Computer Lab sessions as needed to complete the digital storybook (4 pages minimum and up to 16 pages maximum)

4) Have students create their backgrounds (per page) first

5) Add characters and “props” (Story Jumper term) to help build a visual representation of the storyline

6) Add the text/sentences (story content) last

7) Make sure that the books are read and re-read to ensure that they read correctly before saving the file for publishing (Keep in mind that the student can change/modify any story even after it has been saved)

8) Preview the completed digital storybook by clicking the advance arrows (Edit/Change/Modify project as needed)

5.  Emerging Technology– Story Jumper enhances student writing by allowing users to manipulate images and text to create a digital storybook.

            i.  Story Jumper

a.     www.storyjumper.com

b.     Children’s Digital Storybook Online Publishing

6.  Social Participation/Social Learning– In order to complete a digital storybook, I will be pairing my students up by writing abilities (Proficient/High & Basic/Medium OR Basic/Medium & Below Basic/Low).  This will allow for students to support each other while collaborating to create a short story.  After the storyline is complete, each pair/group will design a storyboard with quick sketches to represent the background scenery.  Once the drafts are complete, students can then move on to the interactive computer part of the project.  It is important that each student in the group has a designated job so that they are held accountable for their part of the project.  This will also help support students by giving them a choice in what role they want to take.  If a student is stronger in the creativity department, but not in the grammar department, than they can take lead when trying to figure out their storyline.

When students have reached the computer portion of the project, they will be responsible for taking turns creating each set of pages (1 illustration page and 1 text page).  This will ensure that each student is working fairly and getting the same amount of online creation time.  Once the digital storybook is complete, the pair/group will present their book to the class using the LCD projector.  As an added bonus, students can record their voices telling their story and a short video can be made of the pages being turned with an added voiceover. 

7.  Making Connections– Throughout the RILS connections are being made to help support a deep understanding of the content standards, as well as a deep understanding of the various feature that Story Jumper has to offer.  Since part of the project is connected to our writing process, each student will already have prior knowledge as to what is expected from the story writing perspective.  I will also show the class the 2 examples that I have made, so that they have an idea of what the final product should look like.  By allowing the pairs/groups to come up with their own topics, students will create a short story that is meaningful and personally relevant to them.  Upon completion, each pair/group will share their digital storybook with the class—allowing them to make connections with a local audience.

1.  Create/Produce– The product will be a digital storybook that is designed and created through the online program, Story Jumper. 

2.  Assessment– The writing portion of the RILS Story Jumper project will be aligned with the 1^st grade Writing Rubric and the online digital storybook portion will be assed using a 15-point system (5 points per category: Text, Images/Props, and Background Scenery).  I will know if objectives are being met if:

1) Students have written a short story that contains complete sentences and grade-level spelling

2) Images are being used in the digital storybook and they are on topic

3) Backgrounds are being used in the digital storybook and they are on topic

4) The TOTAL score should be 12 points or above

 

3.  Reflection–

o   All students will participate in a quick write upon completion of their online digital storybook.  There will be questions/prompts that must be addressed.

o   All educators/trainers will fill out a survey that has questions regarding the teaching experience, as well as what are any suggestions for improvement.

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