Phase #2

Instructional Decisions and Teaching:

The modifications that we made for individual needs varied between the different needs of the children. For English language learners, we will allow these children to focus primarily on the voice over part of the project. They would be allowed to use a narrative they had written previously so their time would not be consumed with the writing process. Special education students would have access to a teacher’s aide to help them work on their projects. The aide will help the student gather their ideas, write the story, and produce the technology portion of the project. The gifted students will have a vocabulary word bank for their stories. The students will have to use these words in their story. The word bank will help the gifted students feel challenged in their work. Finally, for the at-risk student the teacher will be sure to give them additional positive feedback about their story and project. In order to maintain alignment to the goals and objectives of the lesson we made sure that we designed the lesson to teach the students what we wanted them to learn.

Assessment of Learning:

In order to assess the student’s learning we created a grading rubric on which to base their learning success and our teaching success. We based their learning on the ability to use the technology for its intended purpose and their overall story. The student’s technology grade will be based on their ability to use the technology successfully and appropriately. Their story grade will be dependent on their creativeness, character development, and setting. They will get one to four points depending on their success.