Multimedia Fairy Tales

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					                         Best Practices of Technology Integration


Title: Multimedia Fairy Tales

Subject(s): English Language Arts

Intended Grade Level(s): 4-5

Description:
Students will create multimedia presentations based on original stories.

Narrative:
      Concept Statement: Students will study the elements of the genre commonly
      known as “fairy tales”. Using those elements, students will design and author
      original stories in a multimedia format.

        Framing questions: What are the elements of a fairy tale? How would a fairy tale
        look on a computer? If you were to write your own fairy tale for a younger
        student to view, what would it include?

Students will write text that demonstrates their understanding of a story genre and their
understanding of the element of voice as used to communicate with a specific audience
(in this case younger students). The task of writing a fairy tale as opposed to some other
genre creates a situation where the writing task is not particularly challenging, and may
be considered fun. This is a purposeful attempt to support the more challenging task of
creating the fairy tale in a multimedia format. This also structures the task so that
students with varying degrees of story writing ability and technology experience can
create an acceptable product.

Curriculum Benchmarks:
MI.ELA.6.LE.2
Explain the importance of developing confidence and a unique presence or voice in their
own oral and written communication.

MI.ELA.6.LE.3
Identify the style and characteristics of individual authors, speakers, and illustrators and
how they shape text and influence their audiences’ expectations.

MI.ELA.8.LE.2
Identify and use elements of various narrative genre and story elements to convey ideas
and perspectives. Examples include theme, plot, conflict, and characterization in poetry,
drama, story telling, historical history, mystery, and fantasy.




Multimedia Fairy Tales                                                                         1
MI.ELA.8.LE.3
Identify and use characteristics of various informational genre(e.g., periodicals, public
television programs, text books, and encyclopedias) and elements of expository text
structure(e.g., organizational patterns, supporting details, and major ideas) to convey
ideas.

Materials/Hardware/Software:
  q Microsoft PowerPoint or some other multimedia presentation software
  q Computers-1 per student
  q Copies of Several Widely Known Fairy Tales
  q Chart Paper and Markers for Brainstorming
  q Web Access or Captured Web Page (Print or Display in Browser)
      http://www.magickeys.com/books/lk/index.html
  q Scanner
  q Overhead Projector or TV Display for Computer




Detailed Timeline & Activities/Procedures:

    Week
 (Assuming
  40 minute                               Activities and Procedures
 Lab Session
  per Week)
   Week 1         Students are asked to recall fairy tales that they remember. Fairy tale
                  books are displayed and discussed. Shift the topic of conversation to
                  commonalities between the stories. Begin to brainstorm what elements
                  are usually included in fairy tales onto chart paper. Encourage students
                  to discuss the type of characters that are included, the type of setting
                  involved, the language that is used, and the use of magical or non-
                  realistic elements. Introduce the concept that fairy tales, although often
                  thought of as old fashioned can be presented in a very up to date way
                  using technology. Show “The Littlest Knight” from the Internet web
                  page (see materials list). Ask students how the pictures and text in “The
                  Littlest Knight” might have been created (prompt for answers that
                  include technology). Tell the students that they will be making similar
                  fairy tales that should be designed for viewing by smaller children.
                  Assign the homework of coming up with a concept and bringing a picture
                  to scan that will embellish their fairy tale.
   Week 2         Remind students of the project that was introduced the previous week.
                  Display the chart upon which the elements of fairy tales were drafted.
                  Ask students to give examples of each. Demonstrate to the students how
                  to start PowerPoint, how to create a new slide and how to enter text.
                  Encourage students to create complete sentences and to be descriptive in
                  their language. Demonstrate how to insert graphics (from clipart or from
                  a scanner) to go along with the words. If time allows demonstrate adding



Multimedia Fairy Tales                                                                      2
                  animation and sound to the graphic. Keep in mind that students will be at
                  various stages with the manipulation of graphics and text. Try to
                  demonstrate enough new material for students that are advanced, while
                  reassuring others that they only need to incorporate the elements that they
                  are capable of handling. Encourage students that are successfully using
                  graphics, sound and animation in well-developed stories to show small
                  groups of other students that are interested in doing the same. Leave
                  enough time at the end of the session to save presentations.
   Week 3         Demonstrate how to open previously saved presentations. Students then
                  continue adding content and developing stories. Assist students with
                  scanning pictures and inserting them into their presentations. Begin
                  giving suggestions for editing. Discuss quality and length standards.
   Week 4         Edit and polish presentations into final draft form. Peer editing is a good
                  way to catch glitches. Remind students to keep their audience (younger
                  students) in mind. Complete presentations. Assess using the rubric
                  below.


Teacher Preparation:
The teacher should be familiar with the equipment involved. The ability to insert
scanned images into PowerPoint® and to manipulate them on the slides is critical to the
success of this project. It is helpful to have a volunteer help with the editing portion of
the lesson. The teacher should be prepared to coach the students when brainstorming
story elements for fairy tales to insure that the students clearly define the elements that
should be included in their own stories.

Prerequisite Student Skills:
This lesson is most successful with students that have had previous experience with
PowerPoint®. Prior to the lesson, the students involved in the project had participated in
at least one group PowerPoint® project. They were able to start a new presentation, add
slides, add graphics, save and retrieve their presentation. Students with more advanced
knowledge will be able to use scanned graphics in addition to clipart.

Activities/Procedures:
see Detailed Timeline

Assessment/Evaluation:
Use the following rubric to assess the completed student projects.

Assessed Elements                                        Contains     Contains     Does Not
                                                         Element       Partial     Contain
                                                                      Element      Element
Plot (Supported by Correctly Ordered Slides)
Characters With Special or Magical Traits
Setting Described in Pictures and Text
“Fairy Tale” Language (e.g. Once Upon a Time)


Multimedia Fairy Tales                                                                        3
5 or More Slides in Presentation
1 or More Grammatically Correct Sentences per
Slide
1 or More Graphics per Slide
1 or More Animation Effects per Presentation
1 or More Sounds per Presentation
Targets Younger Student Audience
Originality or Voice
Student Can Run Presentation Independently

Follow-up Activities:
Following thorough editing, students may present their fairy tales to younger students
from Kindergarten through 3rd grade classes. This may be done by inviting the younger
class to the computer lab or for multiple simultaneous presentations or by traveling to
different classroom with a presentation device and mobile computer. The author of this
lesson incorporated the sharing of stories into March is Reading Month activities.

Submitted By:
      Name: Sherry McVay
      School District: Potterville Public Schools
      School: Potterville Elementary
      Address: 420 N. High St. Potterville, MI 48876




Multimedia Fairy Tales                                                                    4