Project 5 Digital Story

Hello and welcome!

Within this blog you will find information concerning a visual-based instructional model. The model will take you from the beginning to end with step by step instructions and explanations for the planning and delivering of this model. 

This digital story was created to introduce you (students) to some new ideas about point of view and visual/media literacy. If you aren't sure what media literacy is, don't worry, you'll learn! You will see and hear a lot of neat facts about how you can read illustrations and photographs just as you do text. Pause occasionally to practice and discuss! I hope you enjoy!

Project 5 Visual-Based Instructional Model Components

Overview: 

Project 5 Overview

Heather Suwinski

July 13, 2013

Rationale, Goals, Objectives

            This visual based instructional model is designed to introduce students to important concepts or key terms such as point of view, illustrations, media and media literacy. The digital story I created will introduce these key concepts to the students. Built into the digital story are moments for pausing which the teacher can use to allow students time to practice or discuss the information seen and heard. Following the viewing/discussing of the digital story, students will put ideas into practice by reading A Picture Book of Helen Keller by David A. Adler, illustrated by: John Wallner, & Alexandra Wallner. This is a popular, illustrated book that my client already possesses that will work perfectly as a visual tool to allow students to hone their media literacy skills by discussing a few design elements and principles. The visual-based instructional model comes to a closure with the creation and publication of student online illustrated stories. The objectives are as follows:

•       Students will understand and be able to explain point of view.
•        Through a series of class discussions, students will analyze point of view across different modes of information i.e., text and illustrations.
•       Students will apply their understanding of point of view and visual/media literacy through the creation of an illustrated story using storybird.com.
•          Students will evaluate their illustrated story and their collaboration skills.

Audience List of Tasks or Activities

•             Students will view the digital story accessed online via a blog designed specifically for this project.
•          Students will pause occasionally to discuss point of view and cooperate with a partner to provide examples of both 1^st and 3^rd person point of view.
•          Students will pause to discuss design elements and principles that will be clarified with a handout.
•          Students will listen to an out loud reading of an illustrated story. Throughout the reading, the class should have the opportunity to pause often and discuss, point of view, any design elements and principles they may notice and how illustrations help add meaning to the text.
•          Students will work collaboratively in pairs to create and publish an illustrated story using storybird.com.

Expected Outcomes

Throughout the duration of this instructional model, it is my hope that students will fully understand point of view, and become more familiar with the idea of media literacy. They should understand media/visuals and media/visual literacy, analyze how the visuals (illustrations) add meaning or provide clarification, and create a piece of media/visual with the use of technology. Students should gain problem-solving skills through figuring out which illustration should appear in their stories, social skills through the use of working with a partner, and keyboarding skills through the typing of their illustrated story.   

Background Information for facilitators

The digital story in itself is not enough to fully instill a deep understanding of point of view, media, or media literacy. It is designed as a way to “hook” students and keep them engaged. The use of shared learning through class discussions is a really big component of this lesson. Discussions will provide an opportunity for students to ask questions and verbalize what they know. The educator can use discussions as an opportunity to expand, clarify, and assess student knowledge and understandings. Especially during the reading of the illustrated story, students should be allowed plenty of time to “think out loud” about the design elements and principles they may notice, the usefulness of illustrations, and point of view.

Background Information for learners

The students participating have very basic skills when it comes to technology; however, they do not shy away from technology. Technology can be used as a hook and as a tool for student engagement. In this case, the hook will be the digital story. The digital story can be pulled up easily via a link to the blog on which it is located. The teacher will have to pause the video occasionally to allow time for students to discuss or practice new ideas. These moments for pause will be prompted on the video. Students generally do not have fluent typing skills, so they will work in pairs to take the necessary step in becoming media literate which is creating media. 

Standards:

ELACC3W6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

ELACC3SL5: Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

ELACC3RL7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

ELACC3RI7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Content

Project 5 Content

Heather Suwinski

July 13, 2013

Introduction of the tool or resources

            Several key tools and resources are included in this visual-based instructional model. I created a digital story to be used as a hook for student attention. This digital story works to introduce and explain key concepts to the students such as point of view, illustrations, media, and media literacy. Other tools and resources are equally important for this model such as the illustrated book A Picture Book of Helen Keller by David A. Adler, illustrated by: John Wallner, & Alexandra Wallner. This book is essential for students to apply the knowledge they acquired through the viewing and discussion of the digital story. Students will be able to analyze the illustrations and critique the illustrations with their newly found knowledge of design principles and elements. Storybird.com is an online tool that is extremely user friendly. This is an exciting component of this plan because it incorporates the use of technology in learning, allows for students to choose pre-existing illustrations to guide them in writing their story, and provides an online gallery or library where each student will feel like an authentic author through the publishing of their piece.  

Definitions of concepts covered if appropriate

            The concepts that will be covered include:

•       Point of view
•       Illustrations
•       Media
•        Media literacy

*Definitions for each of the above concepts are included in the digital story.

Values and Benefits

            The values and benefits from the use of this plan are endless. Students will gain essential knowledge and understandings through this lesson that they can carry with them beyond the walls of the classroom. They will understand point of view which is essential when living in a capitalistic society where we are constantly bombarded by media.

Limitations and/or appropriate applications from the literature review (Readings)

            Although students are exposed to media more often than not, they do not understand how to think critically about the media in which they see or hear. It is our job as educators to teach students how to question, analyze, and critique media rather than mistaking media for the truth with little or no investigation. This lesson will work well to teach students some of the design elements and principles needed in order to understand the “behind the scenes” perspective of media. In order to be truly media literate one must be a creator of media; hence, the online illustrated story. 

Guided Practice:

Project 5 Guided Practice

Heather Suwinski

July 13, 2013

Step-by-Step procedure on how to use or access

The Visual-based Instructional model begins with the viewing of a digital story which can be accessed at http://luvliteracy3.blogspot.com/ .  Students will view digital story and follow the prompts given. For example, during the digital story there will be a prompt that asks for the video to be paused to give students time to discuss or practice a new idea. Once the video comes to a close, students will then begin reading an illustrated story,  A Picture Book of Helen Keller by David A. Adler, illustrated by: John Wallner, & Alexandra Wallner. This reading and discussion will allow for students to apply the concepts they learned in the video.
Interactive collaboration with other learners

Students will have the opportunity to interact collaboratively through the creation of an illustrated story using Storybird.com. Students will work in collaborative pairs to prewrite, draft, revise, edit, and proofread a short story. The interesting part of this writing process lies in the illustrations. This is also where a connection to media literacy is made. Students will choose illustrations, and through the analysis of the chosen application, write the narrative.
Hands-on Activit(ies) completed offline and shared to the online group

The primary activity that will be completed offline lies in group discussions.
Assessment of participant learning

Assessment of student learning will be both formal and informal using the following rubrics.

Illustrated Story Rubric
Student Name: ________________________
CATEGORY	4	3	2	1
Point of View - Purpose	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.
Point of View - Awareness of Audience	Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience.	Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience.	Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience.	Limited awareness of the needs and interests of the target audience.
Setting	Lots of vivid, descriptive words are used to tell the audience when and where the story takes place.	Some vivid, descriptive words are used to tell the audience when and where the story takes place.	The audience can figure out when and where the story took place, but there isn\'t much detail (e.g., once upon a time in a land far, far away).	The audience has trouble telling when and where the story takes place.
Characters	The main characters are named and clearly described (through words and/or actions). The audience knows and can describe what the characters look like and how they typically behave.	The main characters are named and described (through words and/or actions). The audience has a fairly good idea of what the characters look like.	The main characters are named. The audience knows very little about the main characters.	It is hard to tell who the main characters are.
Grammar/ Mechanics	Grammar and usage were correct (for the dialect chosen) and contributed to clarity, style and character development.	Grammar and usage were typically correct (for the dialect chosen) and errors did not detract from the story.	Grammar and usage were typically correct but errors detracted from story.	Repeated errors in grammar and usage distracted greatly from the story.

Students should fill out two collaboration rubrics, one for him/herself, and another for his/her partner. This will help with accountability and self-reflection.

Collaboration Rubric Student Name: ____________________
CATEGORY	4	3	2	1
Contributions	Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.	Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!	Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.	Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
Quality of Work	Provides work of the highest quality.	Provides high quality work.	Provides work that occasionally needs to be checked/redone by other group members to ensure quality.	Provides work that usually needs to be checked/redone by others to ensure quality.
Time-management	Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.	Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.	Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.	Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person\'s inadequate time management.
Attitude	Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).	Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).	Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).	Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).
Working with Others	Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.	Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group.	Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Resources:

Project 5 Resources

Heather Suwinski

July 13, 2013

Print Materials:

Design Elements and Principles

Line	Scale
Shape	Texture
Patterns	Light
Movement	Angle

Questions to Consider

Movement

What is its impact on me?

What do I literally see?

How is it composed? What effect

What can I infer about it?

Who created it?

For what purpose? Is it something larger?

Who is the audience?

What’s the point of view?

Does it use conventions of a genre (news, art, personal)?

What’s the message, theme or argument?

Why is it important?

Abilock, Debbie. NoodleTools, Inc. Http://www.NoodleTools.com

A copy of the illustrated book A Picture Book of Helen Keller by David A. Adler, illustrated by: John Wallner, & Alexandra Wallner

Illustrated Story Rubric (Located above)

Collaboration Rubric (Located above)

Electronic Materials:

Projector

Set of classroom computers

Online/web-based materials:

http://luvliteracy3.blogspot.com/

storybird.com

Evaluation:

Project 5 Evaluation

Heather Suwinski

July 13, 2013

Collection of qualitative data (e.g., open-ended questions, interviews, archival data, etc.)

As a form of review and informal assessment, ask the following questions:

1.     Who can describe point of view?

2.     What are the differences between first and third point of view? Can anyone give an example?

3.     When you hear the term media what does that mean?

4.     Can anyone give me an example of media?

5.     What does it mean to be media literate?

6.     Why do we want to be media literate?`

Collection of quantitative data (e.g., surveys using Likert scales, multiple choices, etc.)

N/A

Explanation on how the data collected will support the redesign of the instructional module

The educator can gauge student knowledge and understanding from both the informal assessment of student responses and participation during the discussions as well as the assessment/evaluation of the illustrated stories and make necessary changes to the instructional model from there. Students will need to give a brief presentation of their illustrated story to explain why they chose the illustrations and how their illustrations work to add meaning to the text. 

Conclusion:

Project 5 Conclusion

Heather Suwinski

July 13, 2013

The completion of Project 5: Visual-Based Instructional Module

            Designing modules for instruction is never easy. That sense of unease grows immensely when you are creating material for another teacher. One of the benefits of my visual-based instructional module is that it can be easily tweaked to fit the needs of each individual student. With just a bit of scaffolding I am confident that the student’s will rise to the challenge. Though the creation of my visual-based instructional module comes to a close, I have high hopes that it will continue to be modified and used in the future. I hope that with each year it is used, it gets better and that each teacher who uses it adds his/her own personal touch.

Statement of Thanks

            I am sure that in the real world of clients and consultants the process of designing and delivering may not always run as smoothly as it did for me, and for that, I thank my client, Mrs. Thompson. She was accessible, friendly, and helpful which made my job as her consultant as easy as possible. As a consultant, I had a very good example of how to move forward through this project through my own consultant, Mrs. Gilepsie.

Information on face-to-face or Online follow up activities

            I will be sure to follow up with my client. Regardless of my score on this project, I need to be sure I have developed something that fits Mrs. Thompson’s and her students’ needs. I will begin the follow up activities by emailing her the link to the blog page where all of this information can be attained. I will be available for any questions she may have and am more than willing to make any changes as she sees fit.