Creating Story Problems Using Mixed Money Units
Students create original story problems based on the book "Alexander, Who Used To Be Rich Last Sunday," by Judith Viorst. The lesson plan includes links for an Animoto video that can be used as a review for story mapping, an evaluation rubric, and blank story map worksheets.
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Ryan Brown (Faculty)
This is a well thought out lesson with a solid rubric that the students can follow. There are different "hooks" for ALL students, with great YouTube videos, games and apps! (Only two are free). The Animoto video is a GREAT idea to share the plot with images from the storybook, which gives students another "reading" to help with the storyboard aspect of the lesson plan.
No Broken links!
Dawn LeComte (Teacher (K-12))
In an effort to leave a thoughtful response, I spent a little over an hour reviewing the lesson and checking for broken links to the rubrics, story maps, you tube videos, and apps.
In terms of ease of use, I would probably use portions of this lesson depending on age group and abilities. At this time, I have not had the opportunity to implement this lesson plan. I considered the following when reviewing this lesson plan UDL guidelines-Educator Checklist, the Goal-Directed Instructional Design Plan completion, and TPACK primarily but not limited to these resources.
Overall, I liked the inclusion of a rubric, the literature chosen, the cross-curricular nature of the lesson, re-teaching or reinforcement videos/games, use of a graphic organizer, a visual review of storybook, inclusion of Google Docs Presenter, connection to real world learning. Due to the cross-curricular nature of the lesson and inclusion of technology, I feel that additional standards are most likely being addressed. I also felt that if possible assitance to the classroom teacher through staff support i.e. paraprofessional or team teacher may further support student learning.
The visual nature of the story and use of Animoto provided for visual and auditory representations of the material. The use of videos and apps provided for further auditory, visual, and kinesthetic opportunities. This representation supports the illustration of key concepts non-linguistically. Background knowledge was supported by story. While not included in the lesson directly, more discussion to students own experiences would probably occur spontaneously as the nature of most lessons go (if not already considered more time should be allowed for this to enhance learning). Critical features and big ideas were highlighted using the story map. The inclusion of story maps that were scaffolded to support diverse learners and allowing students to retain modeled version in some form might be useful. Providing options for sustaining effort and persistence because of the ongoing time frame of the lesson may be necessary. Levels of challenge and support should be further determined and included as necessary to the lesson outline. Although some apps provided could be used for students who need more enrichment. In terms of the TPACK model, more or less technology could have been included depending on instructional goals. For example, the use of a visual story mapping resource online. With this said, it is unknown to the reviewer if and how much technology access is available to this particular classroom teacher.
There were no broken links found in this document. Animoto loaded and then needed to reload part way - pace of review on Animoto.