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Moses Digital Storybook

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Moses Digital Storybook

Logo for Moses Digital Storybook
A class assignemnt in which each student is assigned a different portion of the Moses story from the Bible. Each student's digital contribution is then put together to create a complete digital storybook that explains the life and character of Moses. 
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Material Type: Assignment
Technical Format: Website
Date Added to MERLOT: January 27, 2012
Date Modified in MERLOT: March 02, 2012
Submitter: Lonna Hill
Keywords: digital storybook, Bible, Moses


  • Reviewed by members of Editorial board for inclusion in MERLOT.
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  • User review 5 average rating
  • Discussion (2 Comments)
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Primary Audience: Grade School, Middle School
Mobile Platforms: Not specified at this time
Technical Requirements: To complete the assignment, students need to be able to scan or take pictures of artwork, the teacher needs a VoiceThread account (free accounts available at, and students need access to computers with microphones to record audio comments.
Language: English
Cost Involved: no
Source Code Available: unsure
Accessibility Information Available: unsure
Creative Commons: no
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Discussion for Moses Digital Storybook

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Avatar for Jennifer Peraino
5 years ago

Jennifer Peraino (Faculty)

It is obvious that this lesson is well thought out. First, the lesson is easy to follow, and provides clear directions and details for the teacher. The lesson has clear objectives, an assessment to show the students’ understanding, and relatability between the students and their work. This lesson is also clear and easy to understand for the students since they already know how to use the technology, write summaries, and use digital recorders.

Next, the lesson incorporates technology students are familiar with to create a class project that they can relate to. The use of VoiceThread and digital recorders allow students to have a stronger connection to their work while they are learning the intended information. This aligns with three of the NETs for students (numbers 1, 2, and 5). Adding in the skit as a preparatory element further adds in technology that does not take away from the intended learning outcome. It enhances the lesson by providing an alternative to teacher lecture.

Pedagogical speaking, this lesson incorporates aspects of all three major learning styles: visual, auditory, and haptic (kinesthetic). Visual learners benefit from illustrations and presentations that use color and are attracted to written or spoken language rich in imagery. This lesson fulfils that need. Auditory learners’ needs are met because they acquire knowledge by reading aloud. Having students record themselves reading their summaries provides this for the auditory learners. Haptic learners learn best through illustrating their knowledge. Having the students illustrate their chapter summery provides the needed tactile environment for these types of learners. In addition to meeting the needs of the different types of learners, this lesson also incorporates past knowledge that the students have, and concludes with the full class discussion that analyzes any holes in their understanding and work.


Technical Remarks:

I would like to make a suggestion of having students work in pairs to write two summeries. This would allow the students that do not feel comfortable showing their illustrations or poor writting in front of the class. If students work in pairs, this woould eliminate any feelings of inadaquacy.

Time spent reviewing site: 30

Avatar for Liz Klein
5 years ago

Liz Klein (Teacher (K-12))

The lesson plan was very easy to follow. As a teacher, it was clear what was expected in the lesson. From a technological perspective, there is a good use of technology used that enhances the lesson. I believe this provides motivation for students to learn and complete the assignment and allows the students to complete the objective of the lesson effectively. I especially like the voice thread because students love hearing their own voices and it is used very effectively in this lesson.

From a pedagogical perspective, I believe this lesson satisfies many learning types. This lesson allows students to show their understanding of the content they read both visually and audibly. This lesson also provides for collaboration because students are able to share their knowledge with each other using their digital storyboards to create one finished project. Also, by having the students bring their stories together holds all the students accountable for completing the activity because of the fear of letting down their peers. This lesson also provides for differentiated instruction. Especially for students who have trouble with reading comprehension or fluency, the voice thread allows these students to overcome this learning barrier. My suggestion from this perspective is the need for more accommodations. This lesson seems like it caters toward higher level thinkers. Being a 6th grade teacher, I know that some of my lower achieving students would have trouble completing a lesson like this. Therefore, I would provide more support like possibly making this activity a partner activity to provide for more collaboration or support from peers, or for the teacher to show an example of what a good storyboard summary looks like for reference.

Finally, from a content perspective, there is a clear objective, assessment, and motivation to guide students in this lesson. I especially like the incorporation of the skit; it was a great anticipatory set for the lesson. Additionally, this lesson gives students a variety of tasks to cater toward many different strengths a learner might have.

Technical Remarks:

No revisions I feel are needed. Some reference support would be helpful to include for teachers who are not familiar with the technology provided in the lesson including voicethreads and digital storyboards.

Time spent reviewing site: 25mins