Shutterfly Photo Story Lesson Plan · Shutterfly Photo Story Lesson Plan ... //en.islcollective.com/resources/search_result ... and the photo they would like to

Shutterfly Photo Story Lesson Plan


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NAME: CARLY HRUSKA

STATE: PENNSYLVANIA

SUBJECT: ENGLISH LANGUAGE ARTS

GRADE LEVEL: 1

LESSON TITLE: All About Feelings Common Core/State Curriculum Standards: CCSS.ELA-LITERACY.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.W.1.1 Write opinion pieces, in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. CCSS.ELA-LITERACY.L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. CCSS.ELA-LITERACY.W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. ISTE Standards for Students: 1. Creativity and Innovation - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

2. 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. 4. Critical Thinking, Problem Solving, and Decision Making - Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.



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Learning Objectives: TLW infer a character’s feelings. TLW write a personal narrative. TLW define feeling words. TLW navigate publishing software – Shutterfly Photo Story Students Learning Targets: (What will students know and be able to do as a result of this lesson?) TLW infer a character’s feelings beyond just “happy” and “sad”. TLW write nine or more sentences about one topic in a personal narrative. TLW define feeling words beyond just “happy” and “sad”. TLW navigate publishing software, Shutterfly Photo Story, to add photos and text. Instructional Strategies: (Project-based learning, direct instruction, inquiry-based instruction, cooperative learning, etc.) Project-based learning, direct instruction, cooperative learning How Students Will Use Shutterfly Photo Story: Students will create a book of feelings by choosing layouts with one photo and a text box per page. They will take the photos as they work on a page instead of taking all photos before beginning. They will choose a feeling word and illustrate it with a photo of themselves taken by a peer. They will add at least one personal narrative about a time they felt one of the feelings used in the book. They will write at least one character analysis to infer a character’s feelings. Required Materials/Lesson Length: ipads with Shutterfly Photo Story installed, grade-level fiction texts, writing paper/pencils Lesson Length: 30 min. per day for 2 weeks Resources: (Photos, drawings, student created stories; reference books, articles, website URLs, etc. for citation) The Way I Feel by Janan Cain Kimochis feelings poster from http://www.shop.kimochis.com/Kimochis-Feeling-Poster-18x24-inches-PosterFeelings18x24.htm Feelings and Emotions multiple choice activity from https://en.islcollective.com/resources/search_result?Vocabulary_Focus=Feelings&searchworksheet=GO&type=Printables,



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Procedures/Activities: (What will the teacher and students do?) (Prior Knowledge. Opening Activity, Step-by-Step Learning Activities, Closure, Post-Instruction Reflection) Prior Knowledge. Students have used iPads since the beginning of the year and are familiar with the iPad keyboard, navigation, and force closing an app. The teacher will make sure that students have a library of feeling words to choose from using the text/websites listed in the resources. Students have learned the process of writing a personal narrative and have experience with this. Opening Activity. The teacher will introduce the process for the first phase. Students will make sure the page number is highlighted orange, select “layout” and choose one with one picture and text, click the text box and type a feeling word from the resources. They will change the size of the font as desired. They will go into the camera on the iPad and have a partner take their picture illustrating the feeling word that was just typed. They will get back into Photo Story, click the + sign, “add photo”, “photo library”, and the photo they would like to use. They will drag the photo into the gray box. They will retake the picture or change the layout if the “!” appears. They will repeat this until all 20 pages have a feeling word and photo. Step-by-Step Learning Activities. Students will work independently and with a partner to complete the above phase of the assignment. Once all students have completed the pages, the teacher will introduce the next phase. Students will choose one feeling from their book and write a personal narrative about a time they felt that feeling. The teacher will edit the work. Students will add this text to the matching feeling page either by changing the layout to include an appropriately-sized text box and typing their story, or by changing the layout to include a second picture and inserting a picture of their final copy onto the page. The teacher will introduce the next phase—writing about a character’s feeling. Students will infer a character’s feelings from a fiction book and write how the character felt along with the details that led them to that conclusion. The teacher will edit the work. Students will add their writing to the appropriate page using one of the methods described in the previous phase. Students may add more personal narratives or character analyses as they have time. Closure. The teacher will show the class how to change background colors and add stickers to pages. Students will have time to work on this. They will create a cover for the book using photos and/or stickers. Post-Instruction Reflection: The students will share their books with their classmates when the hard copies arrive. They will discuss how differences in facial expressions could be accepted for the same feeling. For example, a student may smile when “guilty” if they played a joke on someone, but frown if they got caught doing something very wrong.



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Differentiation: (Lesson suggestions for enrichment or re-teaching. Scaffolding needed as a result of misunderstandings noted during formative assessment.) Students needing more time/guidance to complete their book will not be expected to add Doodles or stickers to their layouts. Students advanced in writing will be required to submit more than one personal narrative and/or character analysis. Special Education/ESL Accommodations & Modifications: One student will complete many pages in an emotional support classroom one-on-one with a PCA or learning support teacher. Extensions: (Additional activities, follow-up lesson ideas, how the Photo Story book will be shared) Students could host a tea party for their families where they would reveal their published books and read their personal narratives. Students could play a game in which they make a facial expression and have others guess which feeling they are portraying. Assessment: (How will you determine if students have met the lesson objectives? How will your students know if they have successfully met the lesson objectives? Incorporate formative as well as summative assessments – rubrics, etc.) Students will take a summative multiple-choice quiz. https://en.islcollective.com/resources/printables/worksheets_doc_docx/feelings_-_quiz/feelings-beginner-prea1/12220 As an informal formative assessment, the teacher will observe partner “pair and share” moments to track their use of the feeling words in conversation.

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Shutterfly Photo Story Lesson Plan · Shutterfly Photo Story Lesson Plan ... //en.islcollective.com/resources/search_result ... and the photo they would like to