lp_asoundstory

8/7/2019 LP_ASoundStory

1/3

Lesson Plan-A Sound Story Michele WilhelmUniversity of Richmond March18, 2011

Page | 1

Lesson PlanA Sound Story

Introduction

y Lesson topic: Writing

y Length of Lesson (30 minute intervals each day for a week)

y VA Standards of Learning4.7:The student will write effective narratives, poems, and explanations.

Cognitive ObjectivesStudents will:

y Focus on one aspect of a topic;

y Develop a plan for writing by organizing it to convey a central idea;

y Utilize elements of style, including word choice and sentence variation; and

y Use available technology.

Materials/Technologyand Advanced Preparation

Pre-lesson:

Students will need a demonstrative lesson on usingGarageBand. A basic lesson would includerecording voice, adding tracks, and modifying thetracks to achieve the desired results (editing,

copying, pasting, volume control, etc.)

Handouts: y Story Map

Books: y noneAuditoryaids:

y Pre-selectedsounds

Technology:y Laptops

y MicrophonesOther:

y Quiet space torecord a story

Teachingand Learning SequenceIntroduction/Anticipatory Set

y Have students lay their heads on their desk and close their eyes. Inform them that you will be playingabout 5-7 different sounds and they are only to listen quietly.

y Choose one of the sounds, play it again, and have students jot down some thoughts about it.

y Facilitate a class discussion aboutthat sound (i.e., What is it? What does it make you think of? Howdoes it make you feel?)

Lesson Development

y Using that same sound, collectively brainstorm a story in which that sound, and at least 3 of the othersounds, could be incorporated.

y Ask students to think about the character(s), setting, problems, story events, solution, etc. and modelhow to fill out a Story Map (see attached).

y Discuss starting the story from the information on the Story Map and model some effective ways tobegin. Encourage the use of tone and style depending on the mood of the story. Explore examples ofvarious sentence lengths (i.e., how 2 short sentences can be combined for better flow).

y Pass out Story Maps to everyone and explain that each one of them will be writing a short narrativestory of their own. Once they are finished, they will be recording themselves reading it and insertingtheir chosen sounds in the appropriate places.

y With their attention now focused, play the remaining preselected sounds from which they can chooseto weave their stories. (This may need to be repeated at different intervals to get students started.)


2/3


Page | 2

y Have each child choose one sound that speaks to him/her in particular and begin to fill out his/herStory Map. Each child should incorporate at least 3 other sounds in their story.

ClosureThis type of assignment involves lots of thinking and decision-making. Students will spend several daysplanning and writing their stories. At the close of the first day, students should have their Story Maps

nearly complete. After 2-3 days of writing, group discussions, and teacher approval, the stories can berecorded. When a story is ready to be recorded, demonstrate the basics of GarageBand with the modeledstory collectively brainstormed in class.

HomeworkHomework will consist of finishing the Story Map or completing writing that could not be done during classtime.

AssessmentFormativeObserveclass participation. Are students offering story ideas? Have they been inspired byany of the sounds to write a compelling story? Walk around while students are filling out their Story Mapsand offer brainstorming suggestions.

SummativeHow closely did the student follow the elements of a Story Map (it is not necessary for thestudent to adhere to the original story map, but they do need to include all the story elements from themap)? Is the story focused? Are the word choices appropriate? Is there sentence variation? Does therecorded story incorporate at least 4 sounds?

ReferencesDorfmann, L., Capelli, R.Mentor Texts.Portland, ME: Stenhouse Publishers, pp. 45-46.


3/3


Page | 3

Story Map

Name:

lp_asoundstory

Documents