Topic Writing Overview Grades 6 - 8 Time Allotment Learning by fionan

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									                         “Listen! I Have a Story to Tell!”
                                  Stacey C. Mooneyham
                            Staunton City Public Schools


Topic: Writing
Overview
Storytelling has been a form of communication since our earliest ancestors. Technology
has added a new twist to storytelling. In today’s lesson, we will be finding a creative way
to introduce ourselves to our classmates. Students will study various forms of digital
media and identify effective elements of how videos can be used to tell a story and
educate their audience. Prior to today’s lesson, students should know how to operate a
flip video camera. By integrating technology through the use of Flip Video cameras and
computers, students will have the chance to produce his or her own compelling digital
story and allow learning in a way that is unique and natural to that child. Creating a
“Digital Story” is something all children can do no matter what his or her skill level
because each child has a story to tell. There are an endless variety of digital stories
waiting to be told. Once students find his or her voice and realize the power of their
story, they will continuously be seeking ways to integrate their new acquired skill into all
of their classes. Students will have so much fun creating their stories using the video
cameras and computers; they will forget they are learning! Just watch and listen…
everyone has a story to tell!

Grades 6 - 8

Time Allotment
One 80-minute block

Learning Objectives
On completion of this lesson students will:
   • introduce themselves in a creative way to their classmates.
   • participate and involvement will increase by putting technology in the hands of
        the students.
   • learn collaboration and teamwork by using one video camera per every two
        students.
   • relate to his or her own personal style of learning and will become engaged by
        using technology.
   • Improve achievement specifically in writing and oral presentation.
   • Improve confidence. (Students will gain a sense of satisfaction watching his or
        her final movie and their name scroll up in the credits at the end of the movie.)
   • master the skills of digital storytelling, handheld video recorders, and computer
        editing.
   • gain knowledge for real-life experiences in their future and lead to professional
        development.
   • Digital storytelling provides the students with another medium to communicate
        and share information.
This lesson address Va. Sols Computer/Technology 6-8.9; Writing 6.6, 7.8, 8.7



NTTI Spring 2008                                                               Page 1 of 6
                         “Listen! I Have a Story to Tell!”
                                 Stacey C. Mooneyham
                            Staunton City Public Schools


Media Components
   •   Flip Video Camera for each pair of students
   •   Computer with projection device
   •   Tripod for each Flip Video (optional)
   •   Chalk board, white board or interactive white board

Materials and Student Handouts
   •   ABC’s sheet (one per student) (attached)
   •   Blank Paper (4 to 5 pieces per student)
   •   One pen or pencil per child

Teacher Preparations
   •   Make sure cameras are operational and battery power is fully charged
   •   Reserve computer with projection device
   •   Reserve Flip Video Cameras
   •   Reserve Tripods (optional)
   •   Prior knowledge of how to use a flip video camera
   •   A clock
   •   Blank paper – 4 to 5 pieces per child
   •   Make copies of “ABC’s” sheets, one per child
   •   One pen or pencil per child

Introductory Activity
FOCUS: Say: What are some descriptive words? (Possible answers are big, little, fast,
pretty, ugly, rich, poor, yellow, pink, energetic).
ACTIVITY: Say: Today you are going to think of as many words as possible that
describe you! I will give each of you an “ABC’s” sheet. You will have ten minutes to
complete this activity. For each letter of the alphabet, try to come up with one adjective
that starts with that letter that describes you. For example, if you play basketball, you
could write “basketball” beside the letter B. (Time 10 minutes.)
FOLLOW-UP: (After 10 minutes) Say: Time is up. Was that easy or hard to complete?
How many of you were able to find something for every letter of the alphabet? How
many of you were able to find multiple things for some of the letters?

Learning Activities
1. FOCUS: Say: Since we are just getting to know each other… What are some things
that distinguish you from your classmates? How could you explain yourself to me?
ACTIVITY: Say: I am going to pair you with a partner. We are going to create a
“digital introduction”. Together you are going to figure out a way to introduce yourselves
using the words on the “ABC’s” sheet and the flip video cameras to introduce yourself.
What is the most creative way you can think of to explain yourself to me? (Some
examples are to do a type of interview, sing a song, create a rap, write a poem or tell a


NTTI Spring 2008                                                              Page 2 of 6
                          “Listen! I Have a Story to Tell!”
                                  Stacey C. Mooneyham
                             Staunton City Public Schools

story using the descriptive words.) Each video should be about one minute in length. I
am going to set out paper and pens for you develop your scripts. Remember to write
down everything that you want to say. I will give you 20 minutes to complete this
activity. (Time 20 minutes. Walk around the room and provide assistance as needed.)
FOLLOW-UP: (After 20 minutes) Say: Time is up. Could you relate to your partner?
What type of scripts did you prepare?

2. FOCUS: Say: Before we begin recording your introductions, we need to practice.
This is a very important step in recording video production. You do not need to memorize
what you wrote. You are allowed to read from your paper however, you must be very
polished and professional during your video. What does it mean to be “polished and
professional”? Let’s make a list. (Write them down where the class can see them.) (Some
examples would be, no gum chewing, no slang words, seriousness, use a voice that is
loud enough to be heard, do not say “um” in between lines, do not stumble on words,
speak with a clear voice, use correct grammar, check length of presentation, voice quality
is clear and consistent through entire reading, etc.)
ACTIVITY: Say: I am going to give you 10 minutes to practice with your partner.
During this time, your partner should critique your script and give you constructive
feedback on ways to improve your script using the list we developed.
FOLLOW-UP: (After 10 minutes) Say: Time is up. What are some things your partner
noticed about your scripts? Is there anything new that we can add to our list of “what we
think makes a polished and professional video”?

3. FOCUS: Say: I think we are ready to record your videos now. Remember, we need
to demonstrate the characteristics from our “polished and professional” video list.
ACTIVITY: Say: Are you and your partner going to do a video together or are you
going to do it separately? If you are going to do it together, you will need to use a tripod.
Go ahead and start recording your video. Once you are finished, please sit quietly and
wait for everyone to finish.
FOLLOW-UP: (Once everyone has finished.) Say: It looks like everyone has finished.
Was it more or less challenging to record your video when you were actually recording it
vs. just reading it to your partner when practicing? Did you experience any type of
nervousness or anxiety?

** If more time permitted, you could do a follow up lesson “Editing and Re-Recording
Videos”.

Culminating Activities
FOCUS: Say: Now that we finished producing our movies. We are going to watch our
videos. While we watch each video, we are going to take notes. (Give each child paper
and a pen.) I want you to write down what you learned about your classmates. I also
want you to write down one positive trait that the video demonstrated from the “Polished
and Professional” list that we developed.



NTTI Spring 2008                                                                 Page 3 of 6
                         “Listen! I Have a Story to Tell!”
                                  Stacey C. Mooneyham
                            Staunton City Public Schools

PLAY: Play each video for the class to watch. (To play the video, just plug the flip
video camera in to the computer and hit play once it loads. You will only be able to show
one video at a time.) Leave the lights on. Each video should be less than one minute in
length.
STOP: Stop after each video.
PAUSE: (After each video, hold a discussion.) Say: What is one new thing that you
learned about your classmates? What is one positive thing that you saw in the video?
FOLLOW-UP: (After you have watched ALL of the videos) Say: Great job! Now that
you know how to make a video that educated your classmates, how could you use your
new acquired skill of “storytelling” in other classes? (Some possible answers are projects
in English, Social Studies, Math or Science Class. Or students could use the digital
cameras to record events, develop scripts and tell their versions of what they witnessed. ).

Assessment
 The evaluation of the project will be measured by:
   • Student participation
   • Completion of project
   • Students getting to know each other
   • Create quality videos worthy of being shared and published on the school’s
      website.
   • Increased involvement of classrooms getting to use hands-on technology.
   • Store digital projects to aid in teaching for years to come.
   • Creates an authentic assessment. Differentiation = each child can tell his or her
      own story in a way that is unique to that child.
   • Increase student mastery of specific SOL’s relating to writing and technology.

Community Connections
   •   Contact the local TV station and ask a reporter and/or anchorman to come speak
       to the class.
   •   Plan a fieldtrip to the local TV station for a tour.

Cross-Curricular Extensions
   Once students develop a comfort in making videos, the possibilities are ENDLESS!
   • Each student could prepare a debate and use the flip cameras to record the debate
      to be used in History class.
   • Each student could use the flip camera to record a science experiment and make
      predictions.
   • Each student could read a book and record their own conclusion or ending for
      Language Arts.
   • Each student could prepare a PSA for Language Arts or Social Studies or History.
   • Each student could tell the story of the First Americans or a famous American for
      History class to be used to educate his or her classmates.
   • Each student could write and record a poem for Language Arts.


NTTI Spring 2008                                                               Page 4 of 6
                        “Listen! I Have a Story to Tell!”
                                Stacey C. Mooneyham
                           Staunton City Public Schools


   •   Each student could record the steps necessary to complete a math problem and
       play it for their classmates.

About the Author
Stacey is the Technology teacher at Shelburne Middle School in Staunton, Virginia.

This lesson was written as part of the Spring 2008 WVPT NTTI for the Virginia
Enhancing Education Through Technology Ed Tech Grant awarded to the Shenandoah
Valley Technology Consortium (SVTC).




NTTI Spring 2008                                                            Page 5 of 6
                   “Listen! I Have a Story to Tell!”
                          Stacey C. Mooneyham
                     Staunton City Public Schools




The ABC’s of…ME!
A                                               N
B                                               O
C                                               P
D                                               Q
E                                               R
F                                               S
G                                               T
H                                               U
I                                               V
J                                               W
K                                               X
L                                               Y
M                                               Z



NTTI Spring 2008                                       Page 6 of 6

								
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