PBI Unit Project

(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

(A) compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts;

(B) analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music);

CONCEPT STATEMENT: Digital Storytelling uses digital media to create media-rich stories to tell, to share, and to preserve. Digital stories derive their power through weaving images, music, narrative and voice together, thereby giving deep dimension and vivid color to characters, situations, and insights. The narrator is encouraged to personalize the tale, making it clear how the people or events in the story impacted his or her life. Typically, a digital story will run from two to five minutes in length. The goal is to narrow the story down to a single "nugget" — one central idea or message. Many digital stories rely heavily on photographs, hand-drawn illustrations, and other scanned-in images, along with transition effects, to accompany the recorded narrative. Good stories — digital or not — include essential elements such as conflict, transformation, and closure. Furthermore, they are told in a way that allows the audience to identify with them, remember them, and be changed by them.

PERFORMANCE OBJECTIVES: Students will be able to:

§ Identify the elements of a digital story.

§ Change their storyboard into a digital story.

§ Know the different types of digital storytelling.

RESOURCES: Computers, example of digital storytelling, power point about digital storytelling, power point handout with fill- in- the –blank.

SAFETY CONSIDERATIONS: None

SUPLEMENTARY MATERIALS, HANDOUTS: Power point fill-in- the -blank handout, blank storyboard

Engagement		Time: _5 min_______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
	1. Ask the students if they know what digital storytelling is.	1. No. 2. People reading books and being filmed.
Show example of digital storytelling.	1. Ask again-What is digital storytelling?	A story about something.

Explanation		Time: __10 min______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Pass out fill- in- the blank handout on digital storytelling. Present students with a power point about digital storytelling.	1. I will not ask students questions at this point. 2. I will go over the power point with them and they will fill-in-the blanks
Instruct students to fill in the blanks as the power point is presented. This handout will be used for reference when they are compiling their own digital story.	1. After I have completed power point, I will ask if anyone has any questions.	1. Does it have to be a video? 2. Do you have to use pictures?

Exploration		Time: __5 min______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Instruct the students to take out their story boards. Students should study their stories and think of how they could create a digital story.	1. What type of digital story would they like to create?	1. Can we just use pictures? 2. How long does it have to be? 3. Can we be in the video?

Evaluation		Time: __30______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
For the rest of the class period, students should be working on creating their own digital story.	1. Are there any questions?	1. When do we get a video camera?