Digital+Story

Rationale:
I would use this strategy because I want my students to appreciate tessellations in a deeper way than just the teacher lecturing. I believe that students can reach this target by identifying tessellations in art.

Course:
Geometry – Chapter 9. This strategy is implemented with ninth and tenth grade Geometry students who need to identify transformations in tessellations and which figures will tessellate.

Diverse learners:
This strategy would mostly benefit all the types of learners. Visual – They will write responses to what they have learned. Auditory – They will record their voice digitally of what they have learned. Kinesthetic – They will be interacting with the storyboard software.

Procedure:
1. The teacher will model the use of the software. 2. The students will research different images that depict a tessellation. 3. The students will bring those images onto the storybook. 4. The students will model the transformation. 5. The students will write a narrative of their storybook. 6. The students will record their narrative digitally. 7. The students will add their narrative to the storybook. 8. The students will save their work to the network drive. 9. The teacher will play each for the class.

Potential Issues:
A problem that might occur is having a time schedule. Doing this for the first time, the teacher will have to be flexible with students.

Materials:
Computer Software Copy of