SAMR Lesson Evolution

1. Presented by: Ashley, Jakila, Kinga & Lauren SAMR Lesson Evolution

2. Lesson Plan • Storytelling: • The Woodland First Nations of Canada • Reading Comprehension • * As a class we will read the passage about The Woodland First Nations. • *Students will then break up into small groups of 4 or 5 and be given a section of the reading. • *Together they will work to identify the important parts of the reading. • * Students should then develop a script as a dramatic means of conveying the information in a story format to share with their classmates.

3. Substitution • Step 1: (15 minutes) • As a group read the factual passage about • the Woodland First nations. • Step 2: (45 minutes) • (Script Writing and Voice audio recording) • * Advise students that they will be broken up into groups of four. Each group will be given a section from the passage read about The Woodland First Nations. • * In groups, students will create a script entailing a short dramatic performance about a specific section from the passage. Students must have narrators and performers. • * Once students have completed their script they will be asked to convert their written ideas onto an audio feature. • * Using any applicable audio device (Smart Recorder Lite) students will be asked to record their script. (Each group member must participate in the audio recording phase) • * Once students have completed their audio they must submit their recording.

4. Augmentation 1. Students have created and recorded a script for a vignette about the Woodland First Nations. 2. Students will playback and analyze/reflect on their vignettes. They will complete a self-assessment to demonstrate their analysis work. Students may also choose to edit (re-record) audio (i.e. adding soundscape/sound effects) and compare to their previous recordings (i.e. How did the use of dramatic conventions improve their storytelling?) Students can also add Social Studies content to their vignettes if they feel it is necessary to add to their story (i.e. not descriptive enough  add more ideas). This will allow students to reflect on both Social Studies (Is there enough content being shared when I hear the story?) and Arts (Is the story being told effectively?) …and how the two intersect (Are important ideas being emphasized through drama?)

5. Modification 1. After choosing a part of the First Nation’s living aspect students will create a voice recording of their made up skit 2. Once this is completed students must post this on their wordpress directing a link to the Animoby in which they recorded their assignment. 3. Other students in the class will provide feedback on the Animoby to allow the group to make improvements. 4. Contentfeedback that will be given should be constructive in which to improve their accuracy of the content they are portraying.

6. RedefinitionUsing audio and visual components students will be expected work in groups to interpret and “retell” the stories assigned to them in a creative manner using the software application “Animoby”Students will be asked to collaborate and brainstorm ideas of how to use the Audio/Visual Medium effectively this allows the students a more all encompassing creative experience. For example. script writing, audio recording, visual representation. The students might assign a certain role to different member of the group.After they have finished the “story” they will post it to the wordpress cite and reflect/comment/critique, their own work and the work of their peers.

7. Youtube Video:Introducing Animoby http://www.youtube.com/watch?v=oai9AcyWafc

9. Students are now able to analyze and critique their work within a larger context. They can examine how effective the different means of storytelling can be. Students are faced with the problem “how can we take something that is purely audio based and change in into a now visual medium? how does this change the message?” Students are also able to go through a process of self evaluating as well as peer evaluating through the online forum.