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Students develop a photo story here with objects and photos shown in sequential order to build interest


Computers & Internet  



Title – Creating A Sequenced Story Using Photo Story 3
By – Kim Ramsey
Primary Subject – Computers / Internet
Grade Level – 3

Concept to Teach:

Stories develop in sequence and this sequence engages the reader, thus creating a better story.

Texas Essential Knowledge Standards Addressed:

§110.5.b English Language Arts and Reading, Grade 3, Knowledge and skills.

  1. Listening/speaking/purposes. The student listens attentively and engages actively in various oral language experiences. The student is expected to:
          (D) listen critically to interpret and evaluate (K-3);
        1. (E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3)
  2. Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:
          (A) connect experiences and ideas with those of others through speaking and listening.
  3. Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. The student is expected to:
          (C) ask and answer relevant questions and make contributions in small or large group discussions
        1. (D) present dramatic interpretations of experiences, stories, poems, or plays
  4. Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words.
          (B) clarify and support spoken messages using appropriate props, including objects, pictures, and charts
          (C) retell a spoken message by summarizing or clarifying (K-3).

§126.3.b Technology Applications, Grades 3-5, Knowledge and skills.

(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections.

(2) Foundations. The student uses data input skills appropriate to the task

(4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision.

(6) Information acquisition. The student evaluates the acquired electronic information.

(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems.

(9) Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product.

(10) Communication. The student formats digital information for appropriate and effective communication.

General Goal:

The student will be able to tell a story in sequence using Photo Story

Specific objectives:

The student will create a story with objects, photos, etc using a sequential order that builds during the story, keeping the reader entertained and engaged.

Required Materials:

  • computer
  • headset with microphone
  • Photo Story 3
  • Internet
  • photos, objects or actions in sequence
  • the book If You Take a Mouse to the Movies
  • sample Photo Story 3 titled My Family

Anticipatory Set (Lead In):

  • Students listen as teacher reads the book If You Take a Mouse to the Movies .
  • Students watch the Photo Story 3 titled My Family .
  • Students discuss how each story’s sequence affects the story.


  1. Teacher facilitates the discussion regarding why sequence is important and how it would change the stories.
  2. Students brainstorm ideas on what would make a good sequential story (recipes, a how-to event, planting a seed, etc.)
  3. Students choose an idea and review it with teacher.
  4. Students storyboard the project on a template provided by the teacher.
  5. Teacher gives students guidelines for safe Internet searches, copyrighted materials, safe use of images, music, etc.
  6. Students are then given access to the Internet to begin collecting information and images for the story.
  7. Students then insert pictures, images, music into the project and narrate it.
  8. Students present the story to the class for feedback.


Once stories are presented, students will compare and contrast stories’ sequencing, and brainstorm ideas for better stories or more topics.

Plan for Independent Practice:

  • Students will be given opportunity to use rubric to rate each others and their own work.
  • Students will gather all rubrics submitted for their stories and begin to edit them, or re-create using the rubrics as guides.


Students will present each final, edited story to the class, and discuss how sequence affected the making of the story.

Assessment Based on Objectives:

Teacher will use rubrics to grade the final copy of student’s stories based on effective sequencing techniques, student interest/engagement, and appropriate demonstrations of sequence.

Adaptations (For Students With Learning Disabilities):

Students will be given opportunity to storyboard project and use microphone and recorder to demonstrate story sequence aloud.

Extensions (For Gifted Students):

Students will be encouraged to use video they have created to enact a story using webcams/eyeball cameras (such as actually completing the recipe on screen).

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