Bridgette Fincher- Masters in Educational Technology and Leadership. 2006

 

BFincher.net

Terms and Classes

Summer '05

Fall Term '05

 Winter Term '06

Spring/Summer Term '06

Action Research Project

 

5th Grade Commercial UBD Unit Description

My fifth grade students will construct a 30 second commercial about the school to allay the fears of an incoming student about what he or she could expect to find at the school. 

Standards and Benchmarks:

1.       ISTE Technology Standard 5: Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)

2.       ISTE Information Literacy Standard 1: The student who is information literate accesses information efficiently and effectively.

3.       ISTE Information Literacy Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

4.       NCTE Standard 7: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience.

5.       NCTE Standard 15: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

 Enduring Understandings

1.      Change is a natural thing that happens.

2.      Change can bring many different results.

3.      There can be mixed emotions people have about change when it happens to them.  

4.      Having more information, change happens, can help make the feelings more positive.                

Essential Questions

1.      How did I feel when I had to come to a new school?

2.      What things hurt or helped me when I first got here?

3.      What things can I show a new student before they get here that would make them feel better about coming? 

Content Knowledge and Skills:

1.      The student will develop, and identify, point of view in him and others.

2.      The student will write a persuasive text using the writing process.

3.      The student will use interviewing techniques with his or her peers. 

4.      The student will become comfortable using the story board format as a method of drafting.

5.      The student will learn the elements which help makes a picture visually appealing as- well- as providing a persuasive subtext.

6.      The student will use a digital camera and Windows Movie Maker to generate a viable commercial.  

Performance Assessments and Other Assessments

1.      Use of the organization, mechanics and word choice 6 Traits Rubrics derived by the class earlier in the year to evaluate the narrative pieces.

2.      A short, personal reflection with key sentence stems.

3.      Review of the finished video production using a rubric.  

Teaching and Learning Activities 

A. Gathering Background Knowledge and Initial Group Set Up

1. Paring up, the students will interview each other to see what their feelings would be about entering a new school. A second section of the paper would ask all the questions that they might feel that they needed answered to feel like they would have a good understanding of the situation. Have the kids project what questions they have about entering middle school next year, and then apply that to the situation that a new student could face at Old Wire Road.  

2. The feeling and questions will then be posted on paper and reviewed by the students. Charting out possible answers to the questions should be written under the emotion that they address. Leading questions should help the student see ways in which providing the answers to incoming students should rotate the feelings from negative to positive. If there is not a transition, then alternate questions and their answers should be derived that will address that emotional need. 

3. The student should then be sorted into two primary groups- upper, lower and all school groups. These groups would then take the appropriate questions and emotions for their subgroup and use that as a base for what is to follow. 

B. Story Boards

1. Deconstruct a Known: Make a “backwards” storyboard. Watch a standard 30 second television commercial that is persuasive in nature. Watch the video. For every change in shot, a drawing is made. When it is all done, it should mirror the commercial.

2. Make an Intermediate Form: Cut out specific comics from a newspaper. Using gentle kids Manga comics would be good due to the shifts in visual perspectives they have.  Have the kids act the roles of being the characters. Take digital pictures of the kids and then write text to go on the slide. Be sure to shift perspective and action. This allows the students to see how storyboarding works from a drawn perspective. Watch the program and see if there needed to be any slides in the middle which would make the message flow better.  

C: Narrowing Down the Focus and Using the Writing Process to Draft a Clear Persuasive Text.  

Each subgroup then needs to look at their questions and write a text, written from the perspective of a new student written in as an internal conversation a new student has to themselves. A beginning list of possible shots should also be derived as a possible supplement to the text.  

1. Drafting:

  • Uses a spiders and sticky tabs to organize their details.

  • Organize the writing into a solid paragraph that has a solid topic sentence, main body and concluding sentence.

  • Follows a logical order and has a clear focus.

2. Revising:

  • Go through one teacher draft and one peer draft.

  • Editing to clarify meaning.

  • Adding facts, details and descriptive words to make the piece more persuasive.

3. Editing:

  • Look for correct mechanics.

  • Use of transitions.

D. Story Boarding and The Final Video Construction:   

1.      After reviewing their general list, the students need to take a tour of the school. As they do the tour, they need to think of shots that would be persuasive and interesting. As they find one, they need to draw it from the perspective they found. Flow, continuity and ability to effectively photograph it needs to be really focused in on. The narratives the kids worked on should be printed out and pasted below each appropriate shot when the storyboard is done.

2.      Listen to select music from Music Free play. Talk about mood and how music enhances what a person sees visually on the screen. Have the students select the music that would best fit and down load it from the site and save it in the key file. They also need to note their music choice on the story board. 

3.      As for Teena  and Heather to come in and help with the kids using a digital camera. The shots are done and checked off on the story board. The pictures are downloaded and saved in two areas.

4.      The pictures should be looked at and edited if need be. Cropping, rotating and general editing should happen at this time.

5.      Using Windows Movie Maker, the student then construct a title slide, and introduction, insert the pictures in the right order of sequence and a final shot. Any narration should be added at the appropriate time as should the music.

6.      After the final commercials are made, the students should be assessed with the more formal rubrics. However, as the project is going along, the students will write a refection journal which will do a journal which will provide an on-going assessment system.  

 Resources

 

   

This site best viewed with current versions of Netscape, Internet Explorer, Mozilla, or Firefox. Original Content 2005-2006 by Bridgette Fincher. Other rights reserved by individual authors.