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Educ 301
Assignment #3: Voicethread
October 30th, 2018
Maria Borsellino
40006642
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The Boy Who Cried Wolf: The Remake

Grade Level: Grade 6, Cycle 3 (25 students)

Competencies Targeted:

Competency 1: To read and listen to literary, popular and information based texts.
-To use a response process when reading and listening to literary, popular, and
information-based texts
Competency 3: To represent his/her literacy in different media
-To follow a process to respond to media texts
Competency 4: To use language to communicate and learn
-To use language (talk) for learning and thinking
-To use language (talk) to communicate information, experiences and point of view
-To interact in collaborative group activities in a variety or roles
-To apply her/his knowledge of linguistic structures and features

Related Cross Curricular Competencies:

-To use information
-To exercise critical judgment
-To use his/her creativity
-To use information and communications technologies
-To work with others

Essential knowledge:

Competency 1: To read and listen to literary, popular and information based texts.
To use a response process when reading and listening to literary, popular, and
information-based texts
-Developing a personal response process in the context of a readers through discussion of
responses with others individually in small groups
-Moving beyond the initial response

Competency 3: To represent his/her literacy in different media

To follow a process to respond to media texts
-Consider some of the functions of the media through collaborations with peers in pairs,
identifying her/his understanding the messages/meanings of familiar medis texts

Competency 4: To use language to communicate and learn

To use language (talk) to communicate information, experiences and point of view
-Sharing information with peers and teachers
-Participating in collaborative improvising and role-playing activities to communicate
experiences and responses
-Shaping of communication to achieve its purpose and to meet the needs of the
listener/audience
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- Examining of alternative points of view and providing reasons for choosing one over
the other
To use language (talk) for learning and thinking
-Participating in collaborative reading, writing, viewing, visually representing, listening
and talking activities:
-Use of technology resources for problem solving and communication of thoughts and
ideas, e.g. educational software, videos and logical thinking programs
- Development of strategies to use prior knowledge effectively such as collaborative talk,
sharing ideas, re reading and discussion of relevant texts
To apply her/his knowledge of linguistic structures and features
-Experimenting with appropriate language registers to achieve a desired purpose such as
storytelling, improvisation
-Adopting appropriate tone of voice and intonation patterns to convey meaning

To interact in collaborative group activities in a variety or roles

- Using a range of strategies to assist communication within the group
- Participating in group activities in a variety of roles:
- Listening critically and responding to members of the group:
- Offering alternative solutions to problems and providing reasons

Progression of learning:

Language Learning Process

A. Response Process: 2. During Reading/ Viewing
b. Applies knowledge of cueing systems to construct meaning (Cycle 3, Grade 6: Student
reinvests knowledge)

C. Production Process 2. Production.

c. Uses storyboard and/or other planning resources to guide production of text (Cycle 3,
Grade 6: Student reinvests knowledge)
d. Uses appropriate technology resources for the specific production as needed (Cycle 3,
Grade 6: Student applies knowledge by the end of the year)

Objectives:
-Students will be able to read the folktale with their group members and understand the
original ending of the folktale “The Boy Who Cries Wolf”
-Students will be able to collaborate with peers
-Students will be able to create with 4 alternate endings while in their groups for the
folktale “The Boy Who Cries Wolf”
-Students will be able to verbally communicate 1 alternate ending for the folktale “The
Boy Who Cries Wolf” using VoiceThread
-Students will be able to identify what the “moral” is of their created alternate ending
-Students will be able to just analyze and use critical judgment by commenting on their
group members’ alternate ending

Resources:
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-One hard copy of the folktale “The Boy Who Cried Wolf”
-1 per group of printed copies of the folktale “The Boy Who Cried Wolf”
-25 laptops (1 per student)
-Worksheet
-Guidelines
-Rubric

Introduction into lesson:

This VoiceThread activity is part of a larger unit on folk tales. Folktales will be
introduced to the children through discussion where they will be explained what a
folktale is, and be given multiple examples of a folktale. The students and teacher will
read the folktale “the Boy Who Cries Wolf” as a class. The students and the teacher will
engage in a conversation about the story, the moral of the story, and the ending of the
story.

The students will get to pick their groups. The groups can be made of 2 or 3 students.
Each group will be given a copy of the folktale “The Boy Who Cries Wolf”. In the
groups, the students are given a worksheet where they will be asked what the ending of
the folktale is originally, to analyze the ending of the folktale, and brainstorm ideas on 4
possible alternative endings. Each group will be given one worksheet, so 1 worksheet
will create 4 possible alternative endings. The worksheet can be seen on page 6.

Describe how the VoiceThread task is going to fit into your lesson.

Using the worksheet, the students will have 4 alternative endings per group for the
folktale written down on paper. The students will have class time to be in their groups
and they can begin their project using the website VoiceThread. The students will be
given a 30-minute tutorial on how to use, create, and add multiple members, voice
threads, comments using the website: https://voicethread.com/. The students will then be
given their guideline sheet and the rubric they will be graded with. As a class, the teacher
and students will go over both the outline and rubric. The students will have the
opportunity to understand what is expected of them, and they ask any questions if needed.
The outline and rubric can be see on pages 7,8,9.

Describe how the students going to collaborate in order to develop the

VoiceThread? Are you going to ask the students to create a story board?
During class time, students will be in their groups where they will be working on their
voice thread. Since each group will have 4 alternative endings, each student needs to
pick 1 alternative ending. They will be asked to use voice thread to verbally present the
alternative ending they picked by saying their story in a voice note. They will be told to
be creative, use different voices, and express themselves as much as they can. As
described in the outline, one of the main goals of this project is to be able to create and
express the alternate ending making it as engaging as possible. There is no storyboard for
this project. The students will be collaborating with their group members to create the 4
alternate endings using their worksheet. The group members will be encouraged to
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bounce ideas off one another, making the ending as creative as they want. The worksheet
is like a brainstorming, as each student will be picking 1 story to voice record.
After each student has completed their voice note of their alternative ending to folktale,
they will need to identify the new moral or their folktale, if there even is a new one. The
moral can still be the same. They will also be doing this by voice note. After they have
identified their moral, each student will have to comment in a few sentences (either with
a voice note or with a typed comment) on one another’s new ending. This relates to the
the aspect of create and analyze in Bloom’s taxonomy.
Sample: https://voicethread.com/share/11627688/

Reflect on your experience:

Using VoiceThread was overall a great, positive experience. I think the fact that you can
use a voice note, or a video, or type a comment adds great diversity and amplifies
interaction opportunities. It gives students different ways of expressing their ideas. For
example, if they feel that they cannot express themselves correctly through typing, they
can just record themselves saying it. The multiple users being able to interact on one
platform is great for group projects. Students can work on this at home, or at school.
They can work on it while in their groups or individually. I really love interactive group
projects where there is a final product that the students can present and show. I was also
able to download the app for this on my IPhone, which really helped me while recording
my voice notes. Students now often have phones and they can be working and voice
recording on their own phone. This makes the website literally portable. For example, if
students ever get an idea they can just pull out their phone and voice record it! I also love
how constructivist the entire website is. I enjoy how students can comment on one
another’s work, which is why I included it as an aspect of my assignment! I did however
have trouble using the website on my MacBook computer as it did not work on safari or
chrome applications for internet. This was frustrating at the beginning, although,
technical issues do happen. There is not much that can be done about it. Overall, the
positive defiantly outweighs the negative on this website, and I would absolutely use it in
my future lesson plans and classrooms.
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Worksheet:

Date: ______________________

Group Members: ____________________________________________________

Folktale: _____________________

Original Ending of the Folktale:

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

Moral of the original folktale:

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

Alternate Endings to the folktale:

1)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

2)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

3)
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

4)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

Guidelines for VoiceThread Assignment

1) In your groups, you will be using the website https://voicethread.com/ to voice record
yourself saying one of the alternate endings you created with your group. If you are a
group of 2, then you get to pick which out of the 4 you would like to record. Every group
member should have a different ending. You will be using the laptops given to you in
class to access the website and to record your parts. You will be given class time for this
assignment.

Tips for alternate ending voice recording:

-cannot be the same as the original ending!
-use your story telling voice
-be creative
-have fun!

2) After the alternate ending, you will state what you think the new moral of the folktale.
The moral can have changed or can be the same as the original ending’s moral.

3) After you have recorded your alternate ending, you should listen to your partner’s
alternate ending. You will need to comment on your partner’s alternate ending using
either another voice recording or by typing a comment. This is where you will be able
to give positive feedback on the ending, the way the story was expressed, or give some
constructive criticism. No negative comments, constructive criticism only!

For example, if you thought the ending was too complicated, you can give some positive
feedback by saying you think the ending was great, but maybe next time to make the
ending a bit shorter.
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Rubric

/20 1-Poor 2-Average 3-Good 4-Excellent

Alternate Student did not Student poorly Student is able to Student is able
ending verbally verbally verbally to verbally
communicate an communicated communicate 1 communicate
alternate ending an alternate alternate ending 1 alternate
for the folktale ending for the for the folktale ending for the
folktale (too using the voice folktale using
short, or not detail and
ending is very creativity.
similar to
original ending,
or ending does
not make sense)
The moral of Student did not Student poorly Student verbally Student
their alternate verbally verbally communicated verbally
ending communicate the communicated the moral of communicated
moral of their the moral of their alternate the moral of
alternate ending their alternate ending with their alternate
ending using some but limited ending using
little/no detail detail great detail.
Comment Student did not Student gave a Student gave a Student gave a
comment on poor comment sufficient comment on
his/her partner/s on his/her comment on his/her
alternate ending partner/s his/her partner/s partner/s
alternate ending alternate ending alternate
but gave little or ending using
no positive positive
feedback or feedback and
constructive constructive
criticism criticism
Working in Student showed Student showed Student showed Student
groups no sense of little/ minor some sense of showed great
effective team sense of effective team sense effective
work skills, did effective team work skills but team work
not work skills, did not to his/her skills and
communicate not potential, communicated
with his/her communicate communicated effectively
group members well with sometimes with with his/her
at all his/her group his/her group group
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members members members to

his/her full
potential
Overall Student showed Student showed Student showed Student
Understanding no little good showed great
understanding of understanding understanding of understanding
what an of what an what an of what an
alternative alternative alternative alternative
ending is, or ending is, or ending is, or ending is, or
what a folk tale what a folk tale what a folk tale what a folk
is is is but still with tale is and
some difficulty created a great
or limitations alternative
ending!