Nicholas Martin

Lesson Plan Project Fall 2013

Integrating and Implementing Technology
1


Lesson Title: Multimedia Club Digital Photo Stories
Audience: This lesson will be taught to a group of 10-12 fifth and seventh grade students who
are members of an after-school Multimedia Club at the National Inventors Hall of Fame STEM
Middle School in Akron, Ohio. These students meet after school on Tuesday afternoons. These
students joined the club because they wanted to learn more about multimedia tools, including
audio and video recording. Students in the club have their own laptops provided by the school.
At the present time, all of the members in the club are boys.
Context: According to the principal at the school, this purpose of the club is to help students
develop technology skills that will enable them to be leaders in the building. She wants students
in the club to learn things that are beyond what they would learn in their digital literacy class
during the school day. One suggestion that the principal had for a possible club activity would
be to create short video commercials about school fundraising events that could be shown on the
morning announcements and possibly posted to the school website. In order to learn more about
the students, I contacted the schools librarian/media specialist and met with her in person during
the school day. She suggested, since most of the students in the club were in fifth grade, that I
do a digital photo project with the students first. She suggested that once students knew how to
import pictures, put them in sequential order, and add text to describe the pictures, they would be
better prepared to start working with video. She also told me that the fifth grade students in the
building as a whole were still getting used to having laptops on a daily basis at school and taking
them at night to do homework, so she thought the idea of helping students learn how to import
pictures from their laptop or USB drive would be a good idea. She also suggested that I have
students make a folder on their computers for Multimedia Club. I took her idea and had students
make a folder on their computers for images or videos during a previous club meeting before this
lesson would be taught. Overall, making a digital photo project is a developmentally appropriate
project with which students at this grade level could be successful and will be a great starting
point with which students can develop their multimedia production skills.
Limitations: One limitation of planning and implementing this lesson is that the club only meets
once a week. Therefore, if any part of the lesson cannot be completed during one club meeting,
there would be an entire one-week gap before the lesson can resume. Another limitation is that
the students in the club are in different grades, so materials and instructions might need to be
adapted to different levels. Another limitation is that I am not able to be in the school building
every day to become more familiar with the students in the club and all of the technology that is
available to use. Therefore, I will work together with the schools librarian/media specialist and
the technology coordinator to establish a connection between myself and the school on the days
that I am not there. Both of these people would be able to assist me with any technology needs
in order to implement this lesson. Finally, another limitation is that the students work for this
lesson will not be graded for any of their classes, so the students might have less motivation to
Nicholas Martin
Lesson Plan Project Fall 2013
Integrating and Implementing Technology
2


participate in the lesson and do their best work. In order to motivate the students, students will
present their projects to the club. The club will vote on the best project, and the winning student
will get a prize (gift card). Projects could also be shown on the morning announcements.
Objectives/Indicators:
Here are the learning objectives for this lesson:
Students will import images from their laptop or USB into a multimedia presentation tool.
Students will sequence the images in a certain order (i.e. chronological or spatial).
Students will write complete sentences that describe what the pictures are about (i.e. who is
in the pictures, when the pictures were taken, where the pictures were taken, why the pictures
are important)
Students will add a title page at the beginning of their project that indicates the name of the
story and the authors (students) name.
Students will add an introduction page by writing what the story is about and introduces the
setting and characters.
Students will add a conclusion page by writing how the story ends.
Students will change the duration that the text appears on the screen in the project so that it is
longer than the duration of the images.
Students will save their digital photo stories in video format.

Here are the related state and national standards that relate to this lesson:
Common Core English Language Arts - Writing Standards (Grade 5)
CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.5.3a Orient the reader by establishing a situation and introducing a
narrator and/or characters; organize an event sequence that unfolds naturally
CCSS.ELA-Literacy.W.5.3b Use narrative techniques, such as dialogue, description, and
pacing, to develop experiences and events or show the responses of characters to situations.
CCSS.ELA-Literacy.W.5.3c Use a variety of transitional words, phrases, and clauses to
manage the sequence of events.
CCSS.ELA-Literacy.W.5.3d Use concrete words and phrases and sensory details to convey
experiences and events precisely.
CCSS.ELA-Literacy.W.5.3e Provide a conclusion that follows from the narrated experiences
or events.
Nicholas Martin
Lesson Plan Project Fall 2013
Integrating and Implementing Technology
3


Common Core English Language Arts Writing Standards (Grade 7)
CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events
using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-Literacy.W.7.3a Engage and orient the reader by establishing a context and point
of view and introducing a narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
CCSS.ELA-Literacy.W.7.3b Use narrative techniques, such as dialogue, pacing, and
description, to develop experiences, events, and/or characters.
CCSS.ELA-Literacy.W.7.3c Use a variety of transition words, phrases, and clauses to convey
sequence and signal shifts from one time frame or setting to another.
CCSS.ELA-Literacy.W.7.3d Use precise words and phrases, relevant descriptive details, and
sensory language to capture the action and convey experiences and events.
CCSS.ELA-Literacy.W.7.3e Provide a conclusion that follows from and reflects on the
narrated experiences or events.
K-12 Ohio Academic Content Standards for Technology
Grades 3-5 Standard 3: Technology for Productivity Applications Students learn the operations
of technology through the usage of technology and productivity tools.
Grades 3-5 Benchmark B: Use appropriate tools and technology resources to complete
tasks and solve problems.
Grade Five Indicator 3: Collect information for projects using still and video digital
cameras, scanners, and electronic resources.

Grades 3-5 Benchmark C: Use productivity tools to produce creative works and prepare
publications.
Grade Five Indicator 2: Investigate technology resources for individual and collaborative
writing, communication, and publication of creative works (e.g. video editing, desktop
publishing).

Grades 3-5 Standard 4: Technology and Communication Applications Students use an array of
technologies and apply design concepts to communicate with multiple audiences.

Grade Five Benchmark B: Develop, publish, and present information in print and digital
formats.
Nicholas Martin
Lesson Plan Project Fall 2013
Integrating and Implementing Technology
4


Grade Five Indicator 1: Produce a slide show from storyboard, using text, graphics and
sound with appropriate transitions and effects.

Grades 6-8 Standard 3: Technology for Productivity Applications Students learn the operations
of technology through the usage of technology and productivity tools.

Grades 6-8 Benchmark B: Select appropriate technology resources to solve problems and
support learning.
Grade Seven Indicator 3: Edit video clips using video editing software.

Grades 6-8 Standard 4: Technology and Communication Applications - Students use an array of
technologies and apply design concepts to communicate with multiple audiences, acquire and
disseminate information, and enhance learning.

Grades 6-8 Benchmark A: Communicate information technologically and incorporate
principles of design into the creation of messages and communication products.
Grade Seven Indicator 3: Generate multimedia presentations that communicate
information for specific purposes.

Grades 6-8 Benchmark B: Develop, publish, and present information in a format that is
appropriate for content and audience.
Grade Seven Indicator 4: Insert copyright-free images (photos/graphics) into multimedia
presentations (e.g., GIF, JPEG).

ISTE Standards for Students
Standard One: Creativity and Innovation Students demonstrate critical thinking, construct
knowledge, and develop innovative products and processes using technology.
Indicator B: Create original works as a means of personal or group expression.

Standard Two: 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.
Indicator B: Communicate information and ideas effectively to multiple audiences using
a variety of media and formats.
Standard Six: Technology Concepts and Operations Students demonstrate a sound
understanding of technology concepts, systems, and operations.
Indicator A: Understand and use technology systems.
Nicholas Martin
Lesson Plan Project Fall 2013
Integrating and Implementing Technology
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Prior Knowledge/Prerequisites:
Students will need to have the following prior knowledge and prerequisite skills:
Students will need to be able to take pictures using a digital camera or mobile device.
Students will need to be able to save digital images to a folder on their laptops.
Students will need to be able to save digital images in an appropriate file format.
Students will need to be able to save digital images using appropriate names.
Students will need to have basic writing skills to write complete sentences.

Pre-Assessment
During one of the first club meetings, students completed a survey to assess their current skills
when it comes to using technology and discuss what they wanted to learn as members of the
club. The survey was created using Survey Monkey, and students were given the link to access
and complete the survey. The survey asked the students to rate their knowledge of various
technology tools, programs, and websites. According to the results, 12 of the 15 students who
took the survey indicated that they had at least some knowledge of using Windows Movie
Maker, with five students indicating that they had extreme knowledge of using it. Students
had just done a video project for a school-wide contest using Movie Maker, so this might have
influenced the results. However, even though students were using Movie Maker, I observed that
the students projects were not well organized and that students really lacked a lot of the skills
needed to use this tool correctly. Some students needed a lot of assistance with adding video
clips, adjusting the timing of the clips, and adding audio. It was frustrating for many students.
Based on this experience, I felt that the students were not yet ready to learn about using digital
video and making a video-based project and needed to learn some basic skills first, which is the
basis of this lesson. My belief that students might not be ready to handle a video project was
confirmed when I met with the schools media specialist. Since most students in the club are
fifth graders, she suggested that students work with pictures first. She further suggested that the
students take their own pictures with cameras or cell phones, since they have not yet learned
about copyright issues and citing sources when taking images off the Internet.
Formative and Summative Assessment
Formative Assessment
During the first part of the lesson when I am demonstrating to students how to create their digital
stories, I will monitor student progress by walking around the classroom and making sure that
students are following along. Students will have Movie Maker open on their laptops and will be
starting to work on their projects in a step-by-step process as I demonstrate each step. Students
can give me a thumbs-up or thumbs-down signal to indicate if they are understanding what to do
Nicholas Martin
Lesson Plan Project Fall 2013
Integrating and Implementing Technology
6


in Movie Maker. During the next part of the lesson when students are working on their projects
on their own, I will monitor student progress by walking around the classroom and answering
students questions. In addition, students will be able to self-check their own work using a short
checklist that I will provide. Students will be able to use the checklist to determine if they are
meeting the guidelines for the project while they are working on it.
In addition to using the checklist, students will be given index cards to write down questions that
they have about making their digital photo stories. At the end of each day of the lesson, I will
answer as many questions as possible.
Summative Assessment
Students will be assessed on their digital photo stories by using a checklist. Even though this is
not a graded assignment for a class, students in the club will still be able to use this checklist to
evaluate how well they have mastered the objectives and how they could improve their digital
photo stories in the future. This checklist will ask students if they have completed the different
requirements for the project.
Models of Instruction/Instructional Strategies
There will be a combination of whole group instruction and individual work time used in this
lesson. During whole group instruction, I will be used a step-by-step demonstration approach to
teach students how to use Movie Maker to create their digital photo stories. I will walk students
through the process by creating my own digital photo story using vacation pictures. I will add
images, text, and transitions just like students will be doing for their own projects. The digital
photo story that I will create will be an example for students to model while they are making
their own photo stories. While I am creating my own digital photo story in front of the students
in the club, students could be doing similar steps as they start making their own photo stories,
depending on if students have the images for their stories saved to their laptops. Students will
also have handouts with instructions on how to do different steps in Movie Maker during this
whole group instruction time. These handouts will have screenshots from Movie Maker. Since
students seemed to have a hard time using Movie Maker while making their first videos for the
school-wide contest (Race to the Top), I feel that it is important to demonstrate to the students
how to do certain things step-by-step, so everyone is familiar with the process. I also want to be
sure that students have the background skills to use Movie Maker to create future video projects.
During the individual work time, students will work on adding images, text, transitions, and the
title and conclusion pages to their digital photo stories. I will walk around the room answering
students questions and helping students with problems as they create their digital photo stories.
Students will have two individual work days to work on their projects.
Nicholas Martin
Lesson Plan Project Fall 2013
Integrating and Implementing Technology
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Due to the time frame of the lesson and the fact that students only meet once a week, students
will have the option of using pictures that have already been taken for their projects. If there are
any pictures that students want to use that are not saved in a digital format (in a photo album at
home), then we would provide a scanner if students do not have a scanner at home. Students
would have to provide the pictures ahead of time, so there would be adequate time to have the
pictures scanned and saved to their laptops or USB drive before working on their projects.
Procedures/Activities
Day One (Nov. 19)
1. Students will open Windows Movie Maker on their laptops, and I will set up a laptop.
2. Using my own pictures, I will show students how to use Movie Maker to create a digital
photo story. I will demonstrate how to import images, how to add text describing the
pictures, how to add a title page, how to add an introduction page and conclusion page,
how to change the amount of time that the text appears in their stories, and how to save
their stories as a video. Students will be following along with handouts at their seats.
3. If students have pictures saved to their laptops at their point, then the students could be
doing the same steps as I am demonstrating them to the club. Even if the students do not
have all their images yet, they can still start working on the title page, introduction page,
and conclusion page as long as they know what their story will be about.
4. I will review the project requirements with students as stated in the attached document.
5. I will answer any questions that students have written down on their index cards.
6. Students will save the work they have done in Movie Maker to their Multimedia Club
folders on their laptops.
Day Two (Nov. 26)
1. Students will open Windows Movie Maker on their laptops, and I will set up a laptop.
2. I will answer any questions that students have about their projects from the previous
week.
3. I will review any skills or concepts about using Movie Maker that students do not quite
understand.
4. I will demonstrate to students anything that I ran out of time to demonstrate to the club
using Movie Maker from the previous week.
5. Students will have the remainder of the club meeting time to work on their digital photo
stories. Students will have the checklist to self-check their progress. I will be walking
around the room monitoring student progress and answering student questions.
6. Students will save the work they have done in Movie Maker to their Multimedia Club
folders on their laptops.
Nicholas Martin
Lesson Plan Project Fall 2013
Integrating and Implementing Technology
8


Day Three (Dec. 3)
1. Students will open Windows Movie Maker on their laptops, and I will set up a laptop.
2. I will answer any questions that students have about their projects from the previous
week.
3. I will review any skills or concepts about using Movie Maker that students need extra
instruction to complete or that students had trouble doing the previous week.
4. Students will have the remainder of the club meeting time to work on their digital photo
stories. Students will have the checklist to self-check their progress. I will be walking
around the room monitoring student progress and answering student questions.
5. Students will save the work they have done in Movie Maker to their Multimedia Club
folders on their laptops.
6. Since this is the last day that students will have to work on their projects, students will
also need to save their projects as a video file, so that it can be shared with the club.
Resources
To support the lesson and help students achieve the objectives, students will be given a handout
that lists all of the project requirements and provides several ideas that could be used to create a
digital photo story. This will be done the week before the lesson begins, so students can start
thinking about ideas and taking pictures for their projects. On the first day of the lesson, the
students will be given a handout with step-by-step instructions that explain how to use Movie
Maker to create their digital photo stories. On the second day of the lesson, the students will be
given a checklist that they can use to assess their projects as they start working. Students will
also use this checklist on the third day of the lesson as the students finish up their projects to
evaluate if they have met the requirements. In addition, there are three students from Dr. Tsais
Instructional Design and Hypermedia/Multimedia classes who would also be available to assist
students as they work on their projects, since they are helping out with the club each week.
Technology Resources
Students will use Windows Movie Maker to create their digital photo stories. This program was
chosen because it was already available on the students laptops. The students laptops also have
USB ports and slots to insert SD cards, so students can import images to their computers. There
is a projector in the classroom where the club meets, so that Movie Maker can be demonstrated
to the students on a laptop. I will also have support from the schools librarian/media specialist
and technology coordinator to assist with any technology issues or needs that might arise during
the lesson. In addition, we will also need a scanner if the students want to use pictures that are
not in a digital format.
Lesson Reflection
Multimedia Club Digital Picture Story Project

9

You will be telling a story using pictures and text by creating a multimedia project
that can be shared with others.
Telling a story from beginning to end is an important skill that is necessary to be
successful with using Windows Movie Maker to create video projects.
Once you have learned how to tell a story using pictures, then we can start telling
stories using video.
Directions:
1. You will need to have at least five pictures to create your digital story.
2. You will need to have at least five pages in your story that tell what the
pictures in your story are about (who is in the picture, when the picture was
taken, where the picture was taken, why is the picture important, etc.). You
will need to have at least three complete sentences on each of these pages.
3. You will need to add a title page, introduction page, and conclusion page to
your stories.
4. All of the pictures will need to be saved in your Multimedia Club folder that
you created on your laptop or on a USB memory disk.
5. If you do not have a camera to take pictures (this is preferred), you can use
pictures that have already been taken. You will need to scan those pictures
into your computer. If you do not have a scanner at home and need some
help with this process, please tell me!!
6. You will need to have all of your pictures saved to your Multimedia Club
folder or saved to a USB disk by Tuesday, November 26. Please be sure to
bring your USB disk that day if that is where you have saved your pictures.
7. You will be working on Tuesday, November 26 and Tuesday, December 3.
Remember that the club will vote on the best project, and the winner will receive a
prize! If your project is really well done, then I might ask Mrs. Buckner to put it
on the morning announcements!
If you have any questions about this project, please tell me!! Lets have fun making
digital photo stories!! The next three pages have some ideas for your project!
Mr. Martin
Multimedia Club Digital Picture Story Project

10

Do I have a title page with my first and last name and the
title of my story? _____

Do I have an introduction page that tells what my story is
about (setting and characters)? _____

Do I have at least five pictures in my story? _____

Do I have all of my pictures in the right order, so they tell
my story from beginning to end? _____

Do I have at least five pages that tell what my pictures are
about? _____

Do I have three complete sentences on each page? _____

Did I change how long the words in my story appear on the
screen, so that the words appear longer than my pictures?
_____

Do I have a conclusion page that tells how my story ends?
_____

Did I save my story as a video, so I can share it with the
other kids in the club? _____