In order to review the elements of a story, students watched the Plot video on Brain POP Jr. They then clicked on the Activity and had the choice to print out the Activity to hand-write their brainstorm with a pencil, or type directly onto the Activity and print it when they completed their brainstorm.
Brainstorms were then reviewed by the teacher (myself), and if approved, I gave them a sticker, along with a few comments/spelling corrections.
Students were required to include a technology lesson in their story, but could be as creative as they wanted, being school appropriate with the plot and technology lesson.
Students had recently completed the Unit 1 and Unit 2 Assessments from the Common Sense Media Scope and Sequence lessons for K-2nd grade.
2 Direct Instruction
After students' brainstorms were approved, they then logged into Storybird with the account associated to their iMac number in the media center. Ahead of time, I created 25 accounts, by iMac number, with the same password.
Teachers at the iMac share a Storybird account with other students, so we also had a discussion about the importance of writing a first name, class section, and year on the cover in order to give ownership to stories, as well as respecting other peers' stories.
Students were required to complete their cover and at least 3 pages by the end of the second class period, once their brainstorms were approved from the Activity on Brain POP Jr.
3 Guided Practice
Students continued to work on their Storybirds until they were finished with a beginning, middle, end, and a technology lesson. Once they finished, I either logged into their Storybird account from my computer, or I sat at his/her iMac, and went through their story. Once approved, I went ahead and published their Storybird for them.
4 Independent Practice
I perused through the published Storybirds in our classes, and at the begininng of the following class period (once all stories were published), students stood in front of the SMART Board, and put their story on full screen, tapping on the pages to flip through their Storybird, reading it aloud to the entire class.
As a class, I then modeled to the students how to comment on stories, being both positve and constructive, while ensuring to not give away any personal informatin (only leaving a first name).
Students used the following class period to read other stories published by fellow classmates and were required to comment on at least five other stories.
This helped students practice commenting online, versus face to face, as well as following the digital citizenship lessons we previously reviewed using Common Sense Media's scope and sequence lessons.