Lana Marin
Professional Learning
Material Type:
Media Object, Student Guide, Teaching/Learning Strategy
Middle School
Lesson Plan
Creative Commons Attribution Non-Commercial
Media Formats:

Student Digital Storytelling

Student Digital Storytelling


In this lesson, ESOL students will record and edit their Digital Story about a challenge they have overcome. This will be towards the end of the unit, and almost towards the final grading of the project. 


In this lesson, students will record the speaking portion and begin editing their digital story. 

  • Time frame: 60 minutes
  • Format: face-to-face


Background for Teachers

  • To teach this lesson, you will need an understanding of the process of planning and exucuting the recording and publishing of a digital story.
  • You will need knowledge about different digital video resources and editing techniques in order for students to record a digital story.key people/concepts/vocabulary/formulas before teaching this lesson...
  • The following resources can help you teach this topic: Top 30 Tools for Digital StorytellingStorybird - Writing a visual story


Step 1 - Goals and Outcomes

Goals and Outcomes

Learning Intentions:

  • Students will be able to present and record what they have written for their digital story. They will be able to record and begin editing their project. 

Success Criteria:

  • Students will produce a recording that flows well, with few to no mistakes. 


Step 2 - Planning Instruction

Planning Instruction

Student Background Knowledge

  • Prior to this lesson, students will need to have an understanding of how to plan their story, and experience with different digital recording sources. This has been taught in previous lessons in preparation for our lesson today. At this point, students must have a storyboard turned in for what they are going to do for their recorded project.

Strategies for Diverse Learners

  • Students who have limited English experience will be allowed to have extended time for the project, and may choose to have a peer help write. Students will be encouraged to read the script out loud to show they are able to process the vocabulary.

Step 3 - Instruction


  • Show students the rubric (which they have been working with since the beginning of this project) and remind them of what is required in their digital story.
  • Demonstrate how to record with the desired resource and some basic editing techniques.
  • Provide students room to spread out so that the recording is only picking up their voice and not those of the other classmates.
  • Have students record and then begin editing their videos. 
  • Plan extra time for this portion, as (from my experience) it always takes a few tries to say the right words in the video and editing is time consuming as well.


Step 4 - Assessments

Students' projects will be assessed according to this rubric:


Full points (10)

Almost complete (8)

Needs improvement (6)

Does not demonstrate (0)

  1. Idea

Concrete, clear, flows well.

Some minor issues that distract from the idea.

Many issues that distract from the idea.

Nothing done.

  1. Voice

Easily heard, and understandable.

Some minor issues that make it hard to hear or understand.

Many issues that make it hard to hear or understand.

Nothing done.

  1. Use of pictures/video

Pictures/video add to and do not distract from the project. 5 required pictures/videos.

3 out of 5 required pictures/videos and/or media is distracting from the project. 

1-2 out of required pictures/videos and/or media is very distracting from the project.

Nothing done.

  1. Use of background sounds and music

Sounds and music do not distract from the video. 

Some minor distractions regarding the sounds and/or music.

Many distractions regarding the sounds and/or music.

Nothing done.

  1. Time

3-5 minutes

2 minutes or less

1 minute or less

Nothing done.

  1. Self-evaluation

2-3 well thought out paragraphs.

Less than 2 well thought out paragraphs.

Short response that is not thought out. 

Nothing done.