Immersive storytelling (IST) is usually conceptualized within the framework of technologically immersive tools such as virtual, augmented, and mixed reality. While these tools offer some unique features (such as visual fidelity, interactivity, and embodied, first-person perspective), their level of technological immersion (based on the system's objective qualities) might not directly translate to the psychological immersion experienced by the user. Such tools also tend to require access to digital or financial resources unavailable to many schools. We propose a low-tech alternative approach leveraging storytelling's power for learning through affordable, accessible, and familiar classroom technology -- Google Slides. We used the Participatory Learning framework to generate curricular design principles that aim to create a sense of psychological immersion through active participation in technology-mediated storytelling. In this design case study paper, we describe the design of a 10-day unit on Native American history implemented across nine teachers' elementary school classrooms in the US. We examine the interplay between pedagogical and technological constraints in the design process, the role of the theoretical framework in the design, and conclude by detailing future directions for research on low-tech immersive storytelling environments. [This is the online first version of an article published in "Convergence: The International Journal of Research into New Media Technologies."]