Title of UnitDigital Storytelling

Grade Level6-8

Name: Amy WalkerSchool: DCMS

Curriculum Area Language Arts/ Reading

Time FrameThree weeks, depending on school scheduling

Identify Desired Results (Stage 1)Content StandardsELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

a. Identifies and writes simple, compound, complex, and compound-complex sentences correctly, punctuating properly, avoiding fragments and run-ons, adding or deleting modifiers, combining or revising sentences.b. Identifies and writes correctly punctuated adjective and adverb clauses. c. Uses standard subject-verb and pronoun-antecedent agreement. d. Identifies and uses verb tenses consistently (simple and perfect). f. Demonstrates appropriate comma and semicolon usage (compound, complex, and compound-complex sentences, and split dialogue). h. Produces final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation and capitalization.

ELA7LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.

Critical Component: When delivering and responding to presentations, the student: b. Organizes information to achieve particular purposes and to appeal to the background and interests of the audience. e. Uses rubrics as assessment tools. g. Uses multimedia in presentations. ELA7W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The student

a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements).

e. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.

ELA7W3 The student uses research and technology to support writing. The student

a. Identifies topics, asks and evaluates questions, and develops ideas leading to inquiry, investigation, and research. d. Documents sourcese. Uses electronic media to locate relevant information.

Information Literacy Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

2.1.4 Use technology and other information tools to analyze and organize information.

2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve pro2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

Understandings Essential QuestionsOverarching Understanding Overarching Topical

Authors help develop their craft by examining the works of other authors.

When choosing an organizational structure for expository text, good authors consider the audience and purpose for the text.

What does the author of a piece of literature intend for me to know or want me to understand?

How do writers decide which organizational structure would best communicate information?

How can an author’s use of words influence how the reader interprets the reading selection?

How do I write a personal narrative?

What is a rubric and why should I refer to it when completing a project?

What is the author’s purpose in my reading selection?

Related Misconceptions: Technology is only used for fun; it isn’t a

reliable educational source. Authors don’t rely on good writing or reading

skills, they can naturally read and write well.

KnowledgeStudents will know…

SkillsStudents will be able to…

     1. Different reasons that author’s write (author’s

purpose).2. Expository writing is writing to explain or

inform the reader.3. Narrative writing is writing that tells a story.4. Terms for the different genres of literature

(vocabulary).5. How figurative language is used in writing. 6. How to apply conventions and grammar

correctly in writing.

     1. Use technology to research information and create different types of products

(compositions, digital stories).2. Analyze examples of narrative writing.3. Select purpose and structure for writing tasks.4. Plan, draft, and revise a personal narrative.5. Create a digital story.6. Produce a final draft/presentation that demonstrates accurate spelling and the

correct use of punctuation and capitalization.

Stage 2: Evidence of Desired Results

Performance Tasks:

Performance Task Assessment What story can I share that others will want to hear? Students will create a personal narrative that they would like to share with others. After revising the narrative, they will create a storyboard of images for the narrative. Students will use Audacity to create a voice recording and PhotoStory to create a digital story of their personal narrative.

Other Evidence:(e.g., tests, quizzes, prompts, work samples, observation)

Quiz How can I improve my personal narrative? What problems do I still face when creating a digital story? How is a digital story similar to and different from reading your personal

narrative aloud to the class? Do you consider creating and using a Digital Story to be a technological

advancement? Why or why not?ObservationThe teacher will observe class discussion and student participation for comprehension on a daily basis. The teacher will address all questions and concerns that students may have by placing a “mailbox” in the room that encourages students to write their comments and questions about the assignment for clarification.

Student Self-Assessment and Reflection: Student self reflection of assignment (using self-reflection rubric to be completed by the student)

Performance Task Assessment

What story can I share that others will want to hear? Students will create a personal narrative that they would like to share with others. After revising the narrative, they will create a storyboard of images for the narrative. Students will use Audacity to create a voice recording and PhotoStory to create a digital story of their personal narrative.

Goal The problem is to that you must write your own personal narrative that will help

others in learning more about you. Your teacher and peers should be able to learn a valuable lesson after listening to your narrative.

Role You are a 13-year-old guidance counselor at an inspirational youth training camp.

Audience Your peers are unmotivated and need help moving in the right direction in their

lives. They are at camp because they need to be inspired to finish school and serve their purpose in life.

Situation You must help your peers by sharing a personal story about yourself. This story

can be sad, humorous, inspiring, loving, or daring. You must share your story with everyone present at camp. Since you have a fear of speaking in front of others, you have decided to create a digital story that you will present to everyone at camp.

Product, Performance, and Purpose You must create a digital story that your peers can relate to. They should know

the point of the story after viewing your digital story.

Standards and Criteria for Success Your boss will evaluate your presentation using a rubric as a yearly observation

tool to decide if you will be asked to return to motivate others at next year’s camp. Your peers will also evaluate their experience with the digital story by grading you through the use of the same rubric.

Checklist for Creating your Digital Story

Name:________________________________________Directions: Place a check beside each category that you have completed. Write comments in each area that lists ways that you could improve your work before turning it in as a grade.

I made excellent use of font, color, graphics, effects, etc. to enhance the presentation and illustrate the main points.

COMMENTS:

I have checked over my work to ensure that I have no misspellings or grammatical errors.

COMMENTS:

I have provided appropriate content that attracts the attention of the audience. Others will benefit from and easily understand the presentation of the digital story.

COMMENTS:

The content is well organized and flows well as I am telling my story.

COMMENTS:

All information collected for all graphics/ images, facts and quotes have been sourced. All sources are documented in the desired format.

COMMENTS:

My storyboard is complete and I have checked the script to ensure that I am reading what I intended to say for each image that I present.

COMMENTS:

Creating a Digital Story

CATEGORY 4 3 2 1

Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the digital story and illustrate the main points.

Makes good use of font, color, graphics, effects, etc. to enhance to digital story.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the content of the digital story.

Overall the use of font, color, graphics, effects etc. distract from the content of the digital story.

Mechanics No misspellings or grammatical errors in my storyboard script.

Two or fewer misspellings and/or mechanical errors in my storyboard script.

Five or fewer misspellings and/or grammatical errors in my storyboard script.

More than 5 errors in spelling or grammar.

Organization Content is well organized and my speech produces a smooth flowing digital story.

The overall organization does not produce a smooth flowing digital story.

There is little logical organization to the digital story and I “jump” from idea to idea.

There was no clear or logical organizational structure, just lots of ideas.

Sources Source information collected for all graphics, facts, information, and websites. All documented in desired format.

Source information was collected but not in the desired format.

Only part of the source information was documented.

Very little or no source information was collected.

Requirements Much thought was put into my personal narrative. The storyboard contained all images and script for the digital story. The project was completed on time.

Although completed on time, the project did not appear completed or did not contain all images and script in my storyboard.

The project was not completed on time but was complete.

The project was late and incomplete.

Quiz

Name:______________________________________________________

Directions: Answer each open-ended question as you reflect upon your experiences in writing your personal narrative and creating a digital story. Be sure that your answers are thoughtful and thorough.

1. Do you consider creating and using a Digital Story to be a technological advancement? Why or why not?

2. What problems do I still face when creating a digital story?

3. How can I improve my personal narrative?

4. How is a digital story similar to and different from reading your personal narrative aloud to the class?

5. If I could go back and change one thing about my digital story, what would I change and why?

Self Evaluation Rubric

Name_________________________________________________

CATEGORY 4 3 2 1

Effort I worked very hard to find everything I needed for creating the Digital Story.

I worked long enough to get the information required for creating the Digital Story.

I worked on occasion and got most of the information required for creating the Digital Story.

I rarely worked on the project, which led to me having very little information for creating the Digital Story.

Working with a partner (revising the rough draft and conferencing)

I worked very well with my partner and I did my share of the work with great results.

I worked fairly well with my partner and I completed the work I was assigned.

I did not work that well with my partner and I did not complete my assigned work.

I wasn’t prepared to share my story and I did not work with my partner.

WebQuest learning experience

I learned everything this project had to offer which led to a stronger understanding of creating a digital story.

I learned a lot from this project which led to a good understanding of creating a digital story.

I learned very little from this project which led to a weak understanding of creating a digital story.

I could have learned a lot more from this project and gained a better understanding of creating a digital story.

Points_____________________ Percentage___________________

Comments:

Essay: What were my strengths and weaknesses in the project? How can I improve in the future? (complete the essay on the back of this paper)

Learning Plan (Stage 3)Where, Why, & What

Goals: To have students use technology to tell about a personal event in order to create a digital story.

To understand essential ideas/questions in terms of the unit: What does the author of a piece of literature intend for me to know or want me to understand? How do writers decide which organizational structure would best communicate information? How can an author’s use of words influence how the reader interprets the reading selection? How do I write a personal narrative? What is a rubric and why should I refer to it when completing a project? What is the author’s purpose in my reading selection?

Students will be given a schedule of the requirements of the unit. (calendar)

Expectations:Students will create a personal narrative that they would like to share with others. After revising the narrative, they will create a storyboard of images for the narrative. Students will use Audacity to create a voice recording and PhotoStory to create a digital story of their personal narrative.

At the completion of the unit, students will complete a quiz and a self-assessment of the project. The teacher and students will review the rubric for the assignment (digital story).

Relevance and Value:The teacher will lead the class in a discussion of the use and importance of technology and how it is applied in our everyday lives. Students will give examples of how technology is used. The class will discuss why storytelling is important to them and share how some stories that they have been told have been significant to them.To have students use technology:

Students will write a personal narrative, edit the work of a peer and revise their own writings, create a final draft, and transfer the final draft to an audio recording that will be used when creating their own digital stories.

Students will also complete the following:

Evaluate a peer and complete a self-evaluation using a rubric as an assessment tool.

Apply peer-editing processes.

Diagnosis:Prerequisite skills:

1. Different reasons that author’s write (author’s purpose).2. Expository writing is writing to explain or inform the reader.3. Narrative writing is writing that tells a story.4. How to apply storytelling skills (prosody) when telling or reading a story aloud.5. How figurative language is used in writing. 6. How to apply conventions and grammar correctly in writing.

Hook & Hold

Begin class by asking students to raise their hands if they would like to share a personal story about a significant event that has happened to them. The story must be told in first person point of view. If a student volunteers, allow him or her to come to the front of the room and share their story (if no one volunteers, ask why and discuss reasons why it would be hard to do this in front of others).

After a student shares their story with the class, ask the student (and class members) how the story could be improved (images/ photos, organization, planning…). Tell students that we are all going to share a personal experience with the class. However, we will not stand up and read the story aloud BUT we will tell our own stories to everyone in the class. Ask students if they know how we can do this without dealing with a fear of speaking in front of others or “stage fright”. This will transition into a discussion about digital storytelling.

Explore & Equip

Introduce learning (information found on wiki—see below). Components:

Storytelling Writing a personal narrative that answers the question, “What can I learn from this?” Rubric Set up and organization of folders when saving work. How to create a storyboard. Putting it all together.

The following wiki was created as a pathfinder/ resource to utilize in teaching this unit. The teacher and students will refer to this regularly.

http://digitalstorytellingdodge.pbworks.com/w/page/32452115/FrontPage

The teacher will share her own personal story with the class (read final draft). Next, the teacher will share her digital story with the class as a model of the final product.The smart board will be utilized to play the digital story. Utilizing the smart board, students will also share their final products (digital stories) with the class.

Using the smart board, model how to create folders for this assignment and the importance of creating and saving information in the correct folders.

Rethinking , Reflection, & Revision Students will work with a partner to conduct a peer editing of the rough draft. Students should be able

to take something away from the personal narrative. For example, after reading the rough draft, each student should be able to answer the question, “why is this story important? what lesson was learned?”. If not, students will go back to the drawing board and start over.

Students will complete a think-pair-share with their partner. They will be asked to explain what lesson or idea can be learned after reading their partner’s story. Why did he or she chose to write about that event or idea?

After the final draft, students will create a storyboard of their personal narratives. Students will bring personal items and pictures to add meaning to the story and will use a scanner to scan the items in order to upload them to the document.

Once the storyboard is complete, students will use Audacity to conduct a voice recording of their stories.

Students will use PhotoStory to put all of their work together. Students will complete a self-assessment using the self-assessment rubric after the project has been

completed.

Evaluation & Self-EvaluationStudent edited rough draft before typing the final draft.Student completed checklist over assignment before turning in assignment.Students will grade peers by using the rubric and providing constructive criticism, as well as positive feedback when appropriate.Students will complete a self-assessment of the project using the self-evaluation rubric.Students will complete a quiz over concepts taught during the unit (see quiz).In a class discussion students will evaluate the following questions:

What tools were most effective when creating your digital story? What was least effective when creating your digital story? What would I do differently the next time? What did I learn about storytelling? What am I most proud of and why? If I had the choice to do this again, would I create a digital story or would I simply tell others my

story? Why? Which would I prefer listening to and why?

Tailor to student needs

ESL learners: Students will receive teacher notes and written instructions of all assignments and discussion items. Work will be provided in Spanish, as well as English when available. A translator will be available once a week and will work with these students in all of their assignments. Graphic organizers will also be given to the student as a way to organize information more effectively. Students with very limited English speaking skills will complete a Dolch Word List as an alternate assignment. (see Dolch Word List)

Slow readers: Slow readers will be given extended time on assignments. Students will receive oral, as well as written instruction on assignments. The inclusion teacher will also be available to assist these students and may read material to them when necessary.

Attention deficit disorder: Students with ADD will be asked to repeat directions to ensure that the directions are understood. All students will be provided with written, as well as oral instructions. Students will also have their assignments broken down into smaller assignments in order to meet goals more effectively and to prevent becoming overwhelmed with such a large assignment. A calendar with due dates and activities will be given to all students.

Gifted learners:

Gifted learners may use the “buddy-system” to allow them to guide others through complex learning tasks. Gifted students will be given the enrichment activity to further their writing and technology skills.

Slow Learners:Slow learners will work with the inclusion teacher as a group when appropriate. They will use the “buddy system” to allow students of higher ability levels guide them through more complex learning tasks. Students may also work one-on-one with the teacher if additional help is needed.

Organize Learning: Calendar

Week One:

Monday Tuesday Wednesday Thursday Friday

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Present the unit, course goals, and calendar.

Discuss the essential questions

using a K-W-L chart and invite

students to generate questions.

Introduce content vocabulary.

Think-pair-share: Ask students to identify personal goals for the unit.

Complete the “Hook and Hold” procedures to introduce technology and storytelling.

Present the task requirements and review rubrics for assignments.

Review a model of the writing assignment and post the model, as well as the rubric, in the classroom.

Have students begin writing their personal narratives.

Activate prior knowledge by reviewing author’s purpose and storytelling.

Discuss the EQ: What does the author of a piece of literature intend for me to know or want me to understand?

Discuss how technology can be used to support writing.

Continue writing your personal narrative.

Through a Think-Pair-Share, work with a partner to edit and begin revising your rough draft. Make sure that you can answer the question, “So what… why is this important?”

REVISE, REVISE, REVISE!!EDIT, EDIT, EDIT!!REVISE SOME MORE!

Work with a different partner to check/ edit your work. Make revisions and begin creating your final draft!

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Note: ESL students may have modifications to this plan. Some ESL students may work best with the Dolch word list assignment.

Week Two:

Monday Tuesday Wednesday Thursday Friday

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Finish the final draft, TYPE the final draft, and save it on your passport under “Final Script”.

Begin your storyboard! The teacher will demonstrate the easiest way to do this. Watch her!

Locate your images online and begin scanning your images with the scanner. Make sure you save all images in your “Images” folder.

Continue working on storyboards and locating images for your stories. This will be your last day locating images and finishing your storyboard. Come prepared to move on!

The teacher will scaffold students as needed as they work on their projects.

Demonstrate the use of Audacity and explore the tools that can be found using Audacity. Allow students to begin using this software and to become familiar with the software.

The teacher will scaffold students as needed as they work on their projects.

Conduct the final recording of your voice over for the digital story.

If you choice to use music, upload this and ensure that everything runs smoothly. Ensure that your voice is heard! Do not make the music too loud!

Week Three:

Monday Tuesday Wednesday Thursday Friday

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Teach students how to bring all of their work together using the “Putting it all together” powerpoint.

Begin putting the digital story together!

The teacher will scaffold students as needed.

Finish the digital story! This is the last day bring everything together! If you do not finish in class, be prepared to stay after school today to finish this or you can finish at home (if you have the software necessary for the project).

Upload stories/ save story to files. Complete the quiz and a self-evaluation of the project using the rubric.

In a class discussion, students will evaluate their experiences when working on the project and creating the digital story.

Begin viewing digital stories! Students will be allowed to bring drinks and eat popcorn when viewing the stories on the smartboard.

Dolch Word List

1.Cut out the list of words and write the definition as well as an example sentence using the word on the back of the “card”. Use the flash cards as a tool to help you study and learn the words.

2.Once you are familiar with the words, shuffle the cards and turn them over to use them in another sentence. Turn this in to your teacher.

3.Write in a journal including as many Dolch words as you can!

*A list of the words can be found on the following website:

http://specialed.about.com/library/list5.pdf

http://specialed.about.com/library/list4.pdf

http://specialed.about.com/library/list3.pdf

The list of words used will be based on the student’s readability level and STAR test results.

Students will also complete work on Rosetta Stone (depending on the individual language learner).

Name______________________________

Enrichment Activity

Expand the use of the tools available on PhotoShop! Explore the software and utilize the tools available on PhotoShop to enhance your photos! This is exceptional software… but be forewarned, it is more complex than other tools!

Be prepared! You will present your findings to your classmates. Ensure that you are familiar with the software enough to teach it to others and use your enhanced photos as a model for other students. Get busy!

Creating a Digital Story

CATEGORY 4 3 2 1

Story Elements The story contains and uses all the story elements: characters, setting, mood, theme, plot, and conflict.

The story contains 5 out of the 6 story elements: characters, setting, mood, theme, plot, and conflict.

The story contains 4 out of 6 story elements: characters, setting, mood, theme, plot, and conflict.

The story contains three or less story elements: characters, setting, mood, theme, plot, and conflict.

Sequencing (Organization)

Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.

Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.

Some details are not in a logical or expected order, and this distracts the reader.

Many details are not in a logical or expected order. There is little sense that the writing is organized.

Grammar & Spelling (Conventions)

Writer makes no errors in grammar or spelling that distract the reader from the content.

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.

Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.

Word Choice Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural and not forced.

Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem overdone.

Writer uses words that communicate clearly, but the writing lacks variety, punch or flair.

Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or cliches may be present and detract from the meaning.

Use of Digital Photos

Used all photos with great success-character, mood, setting, plot-things.

Used most photos with good success-character, mood, setting, plot-things.

Used a few photos with some success-character, mood, setting, plot-things.

Used no photos with no success-character, mood, setting, plot-things.

References

“Dolch Word List”. About.com: Special Education. Retrieved July 10, 2009 from

http://specialed.about.com/od/literacty/a/dolch.htm

Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all

learners. Alexandria, VA: Association for Supervision and Curriculum

Development. ISBN 0-87120-342-1

Wiggins, G., & McTighe, J. (2005). Understanding by design, (2nd edition) Alexandria,

VA: Association for Supervision and Curriculum Development. ISBN 1-4166-

0035-0.

Wiggins, G., & McTighe, J. (2005). Understanding by Design: Professional development

workbook. Alexandria, VA: Association for Supervision and Curriculum

Development. ISBN 0-87120-855-5.