Team+37

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 * Digital Story Unit**

OVERVIEW: In this unit, students will learn about the age-old practice of storytelling and use 21st century tools to create their own digital story. Students will explore digital storytelling as a way to tell a story, promote cross-cultural understanding and build meaningful connections with others. Students will participate in an email exchange to discuss the process. They will 1) develop a story topic 2) write their story 3) create or find appropriate images to support their story and 4) share their story and reflect on their work.

OBJECTIVES:
 * Students will understand that digital storytelling is an effective way to have their voices heard and make a meaningful connection with others.
 * Students will plot a story using as a springboard Dali's Woman at Window / Figure at a window / Girl Standing at the Window
 * Students will demonstrate an understanding of the role images and music play in a story and will create or find appropriate images to support their story.
 * Students will be able to demonstrate an understanding of digital storytelling. They will translate their words, images, and audio into a digital story in such a way that others will understand or appreciate their point of view.
 * Students will communicate and work collaboratively with peers, teachers and ePals.
 * Students will present an understanding and appreciation of another culture.
 * (Students will use different communicative skills in the target language).

ESSENTIAL QUESTIONS:
 * 1) What is digital storytelling?
 * 2) What are the elements of a good story?
 * 3) Why do people tell stories?
 * 4) One picture is worth more than a thousand words: What is your viewpoint?

SUPPORTING QUESTIONS:
 * How is digital storytelling the same as traditional storytelling? How is it different?
 * What is your objective in telling this story? What did you try to communicate to your audience?
 * What role do images and sounds play in storytelling?

TPaK CONNECTION: Students who compose narrative literature are better readers of fiction. Therefore, students will be given the opportunity to write for authentic audiences for a clear purpose. Students will incorporate their knowledge of elements of fiction by writing short narratives inspired by a painting. Using one image to inspire multiple interpretations also fosters creativity. While giving students varied opportunities for expression by using a myriad of formats, students are exposed to the challenges and advantages of story telling in multiple genres.

PRODUCT: The culminating activity is for students to create their own 2-3 minute digital stories and share them with their peers. In addition, they will create a glogster identifying the elements of fiction on a product not their own.

MASSACHUSETTS FRAMEWORKS:
 * Language Arts: **

STANDARD 12: Fiction // Students will identify, analyze, and apply knowledge of the structure and elements of fiction and provide evidence from the text to support their understanding. // • Analyze the connections among setting, characterization, conflict, plot, and/or theme. • Analyze characters’ personality traits, motivations, and interactions with others and give supporting evidence from their words, actions, or thoughts. • Analyze the ways characters change or interact with others over time and give supporting evidence from the text.

MEDIA STRAND GENERAL STANDARD 27: Media Production Students will design and create coherent media productions (audio, video,television, multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium.

STANDARD 1: INTERPERSONAL COMMUNICATION: 1.13 Suggest possible solutions to a problem 1.14 Discuss personal feelings and ideas to persuade someone to consider an alternate viewpoint
 * Foreign Language:**

STANDARD 2: INTERPRETATIVE COMMUNICATION: 2.13 Read a literary text, and understand the theme, characters and settings. 2.15 Comprehend narration in the present, past and future. 2.17 Comprehend audio and video text.

UNIT SEQUENCE:
 * 1) Show Dali's painting and have freewrite their responses and share.
 * 2) Review elements of fiction by brainstorming how each can be applied to the painting. Highlight which elements are evident in the painting, and which ones would be created by the student.
 * 3) Create a story map.
 * 4) Show a few examples of digital story-telling, and discuss the technological elements that need to be added beyound the basic plot of the storyboard.
 * 5) Introduce xtranormal, storyjumper and voicethread, and any other available tools to create their end product.
 * 6) Use voicethread to provide peer feedback as groups get close to a finalized product.
 * 7) Showcase final products.
 * 8) Identifying the elements of fiction on the favorite product not their own.
 * 9) Self Reflection

ASSESSMENTS: Formative Assessments: Summative Assessments:
 * 1) Storyboard
 * 2) Voicethread peer editing activity.
 * 3) Student Reflection
 * 1) Digital Product
 * 2) Glogster

RUBRIC FOR DIGITAL PRODUCT:
 * A Picture is Worth a Thousand Words**
 * Dolores Frazer and Iago Vazquez (Team 37)**


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Incorporation of Dali's painting

10% || Incorporation is clever and creative || Incorporation is evident || Incorporation is minimal or vague || Not evident ||
 * Point of View - Purpose

20% || Establishes a purpose early on and maintains a clear focus throughout. || Establishes a purpose early on and maintains focus for most of the presentation. || There are a few lapses in focus, but the purpose is fairly clear. || It is difficult to figure out the purpose of the presentation. ||
 * Elements of Fiction

20% || Elements of fiction are incorporated purposefully || Elements of fiction are incorporated adequately. || Some elements are missing or are not clearly described. || Story lack adequate structure. ||
 * Creativity

15% || Media is used to its full potential to create an enjoyable and memorable product. Students demonstrate imagination in the use of the different features available. || Media is used adequately to produce an enjoyable produce. Students use multiple features successfully. || Available features used marginally producing a limited feature. || Use of media is simplistic, and the product is negatively affected. ||
 * Economy

15% || The story is told with exactly the right amount of detail throughout. It does not seem too short nor does it seem too long. || The story composition is typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections. || The story seems to need more editing. It is noticeably too long or too short in more than one section. || The story needs extensive editing. It is too long or too short to be interesting. ||
 * Self Reflection

20% || Students are thoughtful and insightful. Students reflect on technical challenges and story effectiveness in detail. Students also reflect on the value of the activity in helping them understand narrative concepts and the creative process. || Students are thoughtful. Student reflects on technical challenges and story effectiveness. || Students fail to communicate thoughtfully the technical and creative challenges. || Not completed. ||
 * Use of Target Language

//(constitutes 50% of Spanish project, the rest of values are reduced in half)// || Vocabulary and grammar are used accurately for grade level with little or no errors. Fluency is excellent, and message is not impeded. || Vocabulary and grammar are appropriate for grade level. Little or not difficulty in understanding. Some errors present, but meaning is not generally impeded. || Some mistakes in vocabulary and grammar. Meaning is impeded at times. Fluency is limited. Some rigidity and repetitiveness. || Vocabulary use is limited for grade level. Basic grammar mistakes are present. Message is unclear often. Rigid. Repetitive. ||

RUBRIC FOR GLOGSTER


 * || Teacher Name: **Dolores Frazer** and **Iago Vazquez**

Student Name: ||  ||


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Required Elements

40% || The poster accurately identifies all elements of fiction, provides viewer's responses that are thoughtful, and adds background information of the project is provided. || All required story elements are accurately identified and viewer's responses are thoughtful. || Most of the story elements are included and/or accurately identified; viewer's response may be general. || Several required elements were missing. ||
 * Variety of Graphics

20% || Contains multiple varieties of graphic options that are content supportive and visually appealing || Contains some variety of graphic options that are content supportive and visually appealing || Contains little variety and/or does not accurately address content || No variety ||
 * Attractiveness

20% || The poster is exceptionally attractive in terms of design, layout, and neatness. || The poster is attractive in terms of design, layout and neatness. || The poster is acceptably attractive though it may be a bit messy. || The poster is distractingly messy or very poorly designed. It is not attractive. ||
 * Use of Class Time

10% || Used time well during each class period. Focused on getting the project done. Never distracted others. || Used time well during each class period. Usually focused on getting the project done and never distracted others. || Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. || Did not use class time to focus on the project OR often distracted others. ||
 * Grammar

10% || There are no grammatical mistakes on the poster. || There is 1 grammatical mistake on the poster. || There are 2 grammatical mistakes on the poster. || There are more than 2 grammatical mistakes on the poster. ||

EXPANSION ACTIVITIES:
 * 1) Film festival.
 * 2) Showcase of best products to a wider audience.

PRODUCT EXAMPLE: media type="custom" key="6448229" Click here for full screen.