“Helping students to learn with new literacies is part of making sure they are prepared for life in the 21st century.”
-Vacca & Vacca
-Vacca & Vacca
PBI Project
For this New Literacies & Media problem based inquiry project on theme I came up with the following compelling question: How can the use of the digital tool Storybird motivate readers and writers to create a published product around a central theme chosen by the students?
Project
Before beginning the culminating project, a unit on theme was taught. Students were taught about common themes, such as kindness, courage, and perseverance found within examples of rich literature, and they were taught how to determine the central message of a text, after reading the text or listening to it read aloud.
I then created a project that allowed my students to apply the knowledge they had just learned, by collaborating with their peers to create a unique story, centered on a self chosen theme, that was then published using the digital tool Storybird. I encouraged the students to focus on creating a story by first starting with the theme in mind, advising them to ask themselves, "What is the central message I want readers to grasp as they read my story?" After a theme was chosen, students began mapping out their story, planning out their characters and the conflict they would experience as well as how they would have the conflict resolved. Once the story was mapped out and approved, students then began drafting their story, working through the writing process of planning, drafting, revising, editing and then publishing. After each group revised and edited their drafts, they were then allowed to publish their final draft using the digital tool Storybird.
Outcome
The level of engagement, participation and motivation demonstrated throughout this project was inspiring. Students that were typically hesitant writers jumped at the chance to create a story with their group members. Allowing my students to collaborate with one another immediately increased their level of engagement and motivation. The result was a fun learning experience where students were able to demonstrate their creative talents in a collaborative manner as they applied the knowledge they had just learned about theme.
Project
Before beginning the culminating project, a unit on theme was taught. Students were taught about common themes, such as kindness, courage, and perseverance found within examples of rich literature, and they were taught how to determine the central message of a text, after reading the text or listening to it read aloud.
I then created a project that allowed my students to apply the knowledge they had just learned, by collaborating with their peers to create a unique story, centered on a self chosen theme, that was then published using the digital tool Storybird. I encouraged the students to focus on creating a story by first starting with the theme in mind, advising them to ask themselves, "What is the central message I want readers to grasp as they read my story?" After a theme was chosen, students began mapping out their story, planning out their characters and the conflict they would experience as well as how they would have the conflict resolved. Once the story was mapped out and approved, students then began drafting their story, working through the writing process of planning, drafting, revising, editing and then publishing. After each group revised and edited their drafts, they were then allowed to publish their final draft using the digital tool Storybird.
Outcome
The level of engagement, participation and motivation demonstrated throughout this project was inspiring. Students that were typically hesitant writers jumped at the chance to create a story with their group members. Allowing my students to collaborate with one another immediately increased their level of engagement and motivation. The result was a fun learning experience where students were able to demonstrate their creative talents in a collaborative manner as they applied the knowledge they had just learned about theme.
Students collaborated to map out their story using an enlarged graphic organizer.
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Students developed a unique story focalized around a chosen theme, or big idea.
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Using ideas from their story map, students worked together to create a story centered on their chosen theme.
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Student Storybird ExamplesThe Lost DogCaptain Joe Saves the Day |
Standards Addressed:
RL 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
W3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
SL3.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
3.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.).
RL 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
W3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
SL3.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
3.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.).
Vacca, R., Vacca, J., & Mraz, M. (2014). Content area reading: Literacy and learning across the curriculum (11th ed.). New York: Pearson.