Tonya+Webber+&+Jen+Crigier

How can technology promote understanding of plot elements with fourth graders? How can students identify plot with technology?

Elements of Plot: Introduction, Initiating Event, Rising Action/Events, Climax, Falling Action/Conclusion

Cloudy with a Chance of Meatballs
 * Book to use for Plot:**

First students will be placed in 5 different groups. 3 groups of 5 and 2 groups of 6. Then they each be given a book. Students will read through the story, using sticky notes to find the 5 elements of plot mentioned above. Each group will be given an element of plot. They will work as a group to become an expert on their element. They will define their element and create an illustration to go along with the book. Groups must clearly find and describe from the book their element of plot.
 * (Monday)**
 * (Tuesday)**

Tonya will upload their illustrations into Voice Thread and get them started for Thursday

Each student will find their illustration and add their voice about their element to their picture.
 * (Thursday)**

Students will present their part of the elements of plot to the class.
 * (Friday)**

__Paper:__

red are my changes
 * Bold = Changed/Added on Saturday**
 * Which did not transfer when I did it in word:( I saved the file though and will email it to you!**

Rationale: We wanted to infuse basic reading concepts and technology to teach plot. I had taught the five elements of plot to my fourth graders earlier using pencil and paper methods only, using no technology. During the previous lessons on plot, as a class we defined each element, introduction, initiating event, rising action, falling action and climax on chart paper. I read aloud several fiction stories over the week, which we discussed together, and created story maps of the elements. My class seemed to understand parts of the lesson, but still needed to master their skills at identifying each of the elements in a new story.

To help students master the skill of elements of plot, we wanted to incorporate Gardner's theory of multiple intelligences. With Gardner’s list of eight learning theories, our lesson is bound to help increase knowledge of plot elements. Gardner stated “Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions.” (Howard Gardner 1999: 180-181) Therefore, we wanted students to use different modalities, such as visual, auditory and kinesthetic, to help engage the learners at their potential to move in productive directions. With our new lesson, we chose to use Voicethread as our new literacy or Web 2.0 tool to help engage our students. Each student is to create a unique, hands-on project to help enhance their understanding the elements of plot. Students would work together on one specific element of plot and create their own image and description. Individually students would find their image on Voicethread and use voice to describe their picture. TPACK is a complex model that involves the use of technology, pedagogy, and content knowledge. Our lesson relates to the TPACK model because we are infusing technology into a specific content area while using specific strategies of instruction. We feel that students learn best in cooperative groups because they are able to bounce ideas off of each other and collaboration is a major 21st century learning skill.

Lesson Implementation: On Monday, I began the lesson by gathering my students at the carpet. We pulled out our chart that defines each of the five elements of plot and reviewed each. The students were able to remember most of the elements and remembered well the visual story maps and how it helped them visualize where each element went. They also remembered that a story needs to be read entirely before the rising action, climax and falling action/resolution can be correctly identified.

Next, I read aloud Cloudy with a Chance of Meatballs. During the story, I would pause and remind students to be thinking about the elements and where they might be in the story. After reading the book, I explained the next part of the project. I gave students sticky notes and in groups of two or three, they were responsible for reading Cloudy with a Chance of Meatballs again on their own. They were to use the sticky notes to write down each element and then place the notes where those events occurred in the story. Each student was responsible for their own reading and notes. I was looking for detailed notes that gave specifics on why they thought that page represented an element.

After everyone had completed this part, I gathered the class back at the carpet, with their books and notes. We discussed where each group put their note for each element. It was interesting to hear where students thought specific areas of plot were and why. Once in particular students had an interesting discussion about. Students debated over where they thought the introduction of the story was. Some students thought the introduction was on the first page where Grandpa starts the story and some thought the introduction was where the story of Chewandswallow started. There was also some discussion over where the climax was, but as time was running out, it was decided to finish the conversation the next day.

Tuesday The next day, I began the lesson by having students get their books from the day before with their sticky notes still in place and meet at the carpet. We completed our discussion of the climax and reminded students that the climax is the most important part of the story and that people and events change after the climax. Then the students received their directions for the next part of the project. They were broken into five groups and each group was given one element of plot to become the experts on. They were responsible for finding and identifying their element within the story, and then each person created their own picture of that element from the story. Students were split up into their element groups, went back to their seats and began collaborating. Tonya and I visited each group to make sure they understood the directions and to help keep them focused and working together. Students started individually drawing and coloring their picture of their group’s element of plot. If students finished early on their picture, they were to write down on a piece of paper why they chose to draw that picture, how it related to the story and what their element of plot was. Students needed to keep in mind why they drew this picture and how it related to their element of plot as long as they could justify their reasoning. This would be used on Thursday as their script for when they record their voice on Voicethread.

Thursday After Tuesday’s lesson, I went home and uploaded the pictures into Voicethread. Since I did not have an account, I had to create 27 identies on my page for students to use on Thursday. As our day began, students were eager to get to the technology part of the lesson. This made Jen and I excited to get started as well. As Jen gathered all the students to the carpet, I got all five laptops set up and ready to go. Once the computers were set up I instructed the students how to use Voicethread. I showed them how to find their identity, find their picture, and record their voice. I used once student as an example for all students to see how one is done. Once that student completed his voice in front of the class all the other students had a huge smile on their face and thrilled to complete their Voicethread. Again, I repeated the directions for students to hear. I directed all students to go back to their seat and either finish their rational or start practicing for their voice. They needed to be very quiet while Jen and I called groups up to the table to use the laptops. As each student came up, Jen and I watched them correctly follow my directions by finding their identity, finding their picture and then recording their voice. Some students still needed guidance but we were amazed how well students understood the program for their first time using it. Once each group was complete recording their voice, we had students come up and find their identity them search through all the pictures. They were instructed to listen to the voices and then comment on their picture or rational. Students exhibited positive comments to others when leaving feedback. This was a great way to see interaction betweet their own work and the work of their peers in the class. After every student completed the Voicethread Jen set up the projector and showed our final presentation to the class. Students were very impressed with the drawings and the rational behind the pictures. I could hear the positive talk going on at each table about their friends work. Once the presentation was complete I gave each student a sticky note. On that sticky note I asked each student to write down their thoughts about how technology and this lesson has helped increase their knowledge of the elements of plot. Here is what some students had to say: • It helped me get to work in groups instead of by myself. • We were able to share with friends and gain ideas • It helped me by recording my voice and seeing what I talked about • I got to see and hear others thoughts on the elements of plot • It helped me by seeing others point of view • Technology made learning the elements of plot fun

Challenges & Successes One of the challenges that we faced in this project was that since most of my fourth graders do not have e-mail accounts, they were not able to set up their own Voicethread account. We were unsure suddenly if our project would have to be changed to using Podcasts, since the laptops we have at my school are Macs and have Podcast already on them. However, Tonya was able to put all of the students under her account and create their own identity. Eventually it did work, but we were rather nervous for a day!

The major success that I saw throughout this project was that my students were very much engaged, and that they seemed to have a better understanding of plot and how it all fit together.

I saw students very interested in using technology. They were smiling and very engaged when Jen or I were talking about the lesson. They asked questions and when it was time to work, they were focused and driven to complete the task! To me, when students need little redirection, that says a lot about how engaging the activity is.

Collaboration: I think that as a team, Tonya and I worked very well together. We were able to split up the responsibilities and teaching parts of the lessons in a way that made sense and kept things moving along. What I learned about myself as a collaborator is that I am really quite at ease with working with someone in my classroom. It was very natural to go between leading the class, and then stepping back to manage and support. Typically working with someone else is a hard thing for me to do only with the same group of kids. When I am teaching I like to bounce ideas off each other and share things that we create. When it comes to sharing ideas with once set of kids, I have never had to do that. I can say that team teaching is a fantastic thing especially if you have someone positive to work with. What I learned about myself as a collaborator is that I find it very natural. It was easy to share ideas and switch on and off from lead direction while working with one group of kids. Team teaching enables the teachers to give explicit instruction with more support for the students.

Words:1,802 :)