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Week 4 SAMR Lesson Plan

This activity involves students working in groups to create an original story using Google Docs. Each student will write one paragraph that contributes to the overall story. The stories will then be shared, and students will vote on their favorite using Kahoot. The winning story will be transformed into an interactive book using Story Jumper. The goals are for students to practice their writing, collaboration, and technology skills while being creative. The activity incorporates elements of the SAMR model and addresses several Common Core writing standards.

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Ally Jacques
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259 views3 pages

Week 4 SAMR Lesson Plan

This activity involves students working in groups to create an original story using Google Docs. Each student will write one paragraph that contributes to the overall story. The stories will then be shared, and students will vote on their favorite using Kahoot. The winning story will be transformed into an interactive book using Story Jumper. The goals are for students to practice their writing, collaboration, and technology skills while being creative. The activity incorporates elements of the SAMR model and addresses several Common Core writing standards.

Uploaded by

Ally Jacques
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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TPACK/ SAMR ACTIVITY DESIGN

Yourassignmentistodesignalesson/activitythatincorporatestheelementsofTPACK,
orSAMR,standards,andafocusonspecifictechnologythatwillhelptheclassin
meetingyourteachinggoals.(Hereisalistofclassroomtoolsifyouneedideas).
**Refertothegradingrubricinthesyllabusforassignmentexpectations.Acomplete
sentenceisappropriateforshortresponses.Aparagraphlengthresponseisappropriate
forlongerresponses.

Your name: Ally Jacques


Grade level for the activity: 3rd Grade
Content area (math, ELA, science, etc): ELA
Integration model (TPACK or SAMR): SAMR
Technologies integrated:
In my ELA Lesson incorporating the SAMR Model I will be using computers with my
students. The three main tools they will be using on their computers are Google docs,
the website Story Jumper and Kahoot.
Activity title: Story Stacking
Class demographics (describe your students):
I have a class of 24 students and a majority of the students are at norm reading and
writing levelssome are above and others are just below the average level. The
majority of students come from middle to low-income households with 90% being
Caucasian.
Activity overview (describe the activity):
In this activity the students will form four groups of six in which they will all have the task
of creating a story. The story can be about anything the group chooses. The students in
their groups will each start a Google doc for their story. The story will consist of at least
6 paragraphs, each student in charge of one paragraph. The story can go in whatever
direction the student writing at the time desires, as long as it follows a clear event of
sequences and includes a setting, characters, exposition, conflict, climax, and a
resolution. After creating the stories on Google docs the students will share their stories

with the rest of the class and the students will take a vote on the website Kahoot, voting
for the story they liked best. After the students have voted the story with the most votes
will have the opportunity to use the site Story Jumper to make their story into an actual
book for the classroom.
Activity goal (describe what the activity will accomplish):
The goal is to get the students working together to create an original story with
technology. Through this activity the students will be pushed to use their creativity and
to also work on their typing and using a variety of technology throughout the creation of
their story.
Standards covered (pick from State, CCSS, NGSS, etc):
I am going to cover some of the Common Core Standards for third grade writing in my
lesson including the following:
W.3.3: Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
W.3.5: With the guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing.
W.3.6: With guidance and support from adults, use technology to produce and
publish writing (using keyboard skills) as well as to interact and collaborate with
others.
*National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common
Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects.
Washington, DC: Authors

Procedure (describe the steps students will follow):


1. Form groups of 6
2. Create a Google doc with your story group
3. Decide the order in which the students will writeeach student must write a
paragraph of the story. (The story will have a setting, plot, characters, exposition,
conflict, climax, and resolution)
4. After the story has been written, each student will need to go back through the
story and proofread/edit the story.
5. All stories will be shared in class and then all students will vote on the story they
enjoyed the most.
6. The chosen story will be made into a book using Story Jumperthe whole class
will work together to make the story into a book, which we will then have made
for the classroom.
Assessment (describe how you will assess student understanding):
I will log on to their Google docs to check in on their progress while creating their stories.
I will also allow for class time where the students can all talk and discuss their stories as
well as ask me questions. By checking to see how clear their stories are and if they
used all the necessary components to create the story I will be able to assess their
understanding.

Personal reflection (discuss how the activity you designed covers TPACK/SAMR
principles):
This activity covers the SAMR principles by incorporating technology to enhance the
learning of the students. By creating the story on Google docs substitution,
augmentation, modification, and redefinition are all being used. Substitution is being
used because Google docs are acting as a substitute for writing on paper or on a
Microsoft document. It is also acting a an augmentation by improving the functionality of
the taskwith Google docs the students can all have access to the document at the
same time and simultaneously work on the document. Modification is being
implemented by allowing the students to change and modify the document at any given
time on the Google doc. Creating an actual storybook online, the technology is allowing
the students to create innovative tasks through redefinition. It is amazing how
technology can be implemented in so many different ways, it allows for an interactive,
engaging classroom environment.

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