Makey Makey ELA Candid Camera Lesson Plan
By Teacher Librarian Colleen Graves
Appropriate for grade levels ES to HS
Create a switch and review a literature concept, vocabulary, or discuss sentence variety.
Discuss storytelling without words, review plot guidelines, and have students create their own GIF cards for others.
Discuss digital citizenship and privacy issues, create a candid camera station with signage.
Position sign, student made GIF cards, and GIF Maker Station in the classroom to collect images for a selected period of time.
After you've collected enough Candid Camera GIFs, have students watch GIFs and create original stories based on the GIF of their choice. Review narrative elements: plot elements, sensory details, word choice, ideas, organization, etc. You could even create a persuasive digital story with the images and overlay text and voice like this video poem by Eric Shabazz Larkin.
GIF Maker Station
Students will need to:
Use these GIF cards as examples for students to act out and create GIFS with GIFpal then upload to class Twitter or class Tumblr account.
Tableau Inventive Story Examples
Vocabulary Review Examples
Important Plot Point Example with Romeo and Juliet
Writing your own GIF Cards
Create partners or small groups, and instruct students to write their own GIF as a dramatic tableau that reviews a concept from a literature book, vocabulary, or desired content. Students will then exchange GIF cards and have other groups create their GIF with Makey Makey and computer and upload to class Twitter or class Tumblr account.
Examples for GIFs:
Click here to download a card template
Library: Keep a computer set up with Makey Makey by your book drop and laminated cards for students to write on. Include a sign and instructions at the desk:
Like your book? Wanna share it on our library tumblr?
Directions: Write a quote from the book that matches the theme, write examples of who you'd recommend the book, then step on the numbers holding each card to make a GIF for our Tumblr.
Make a copy of this Slides Carnival for your book drop. (GIF example below)
"A Moose Boosh Presents A Desk Is Not A Dinner Table by Eric Shabazz Larkin." Vimeo. Creative School of Thought. Web. 6 July 2015. https://vimeo.com/110467989
"Scenes in Tableau: Drama Strategies to Use With Any Day's Times (Part 2)." The Learning Network Scenes for The New York Times. 7 Aug. 2012. Web. 6 July 2015. http://nyti.ms/1dCnfb1
"Slides Carnival - Free Presentation Templates." Slides Carnival.
"Workshop Handouts." Penny Kittle - Teacher, Author, Advocate - Home. Web. 6 July 2015. http://www.pennykittle.net/index.php?page=workshop-handouts
Note on Standards
These lessons were developed with the idea that teachers all over the globe and a variety of grade levels could hack the lesson plan to meet their students' needs. Therefore, these are just some of the standards the lessons are based on, and not an all-inclusive list. Many of the CCSS align by grade level, so if you teach 9th grade, you could find the stair-stepped standard for CCSS.ELA-LITERACY.W.8.6 by looking at CCSS.ELA-LITERACY.W.9-10.6.
CCSS.ELA-LITERACY.W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
CCSS.ELA-LITERACY.SL.6.1.D: Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
CCSS.ELA-LITERACY.RL.6.3: Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
CCSS.ELA-LITERACY.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
3-PS2-3: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
HS-PS3-3: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
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