Project+-+Jasmine+and+Pam

=Overview=


 * Title: Video Journalism**
 * Grade Level: Fourth -Sixth**
 * Subject Area: Writing**
 * Time Frame: 1st semester**

=Description=


 * Summer:** Complete the first three sections
 * School Year:** Complete the entire proposal

Language from Bloom's Taxonomy for describing student outcomes may be found at: http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm

//A brief snapshot, as if someone asked you to briefly and clearly describe the intent of the lesson or project.// ||  ||   ||< -To expand experiences with storytelling through the use of video equipment and editing software || //What will guide student inquiry?// ||  ||   ||< -What is accomplished through news broadcasts? -What is the benefit of multi-media productions? || //Include technology. Use district standards where applicable, targeting performance objectives you will assess.// ||  ||   ||< -S1C5- Publishing includes formatting and presenting a final product for the intended audience…PO1 & 2 -S2C3- Voice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal, depending on the audience or purpose…PO1&2 -S3C2- Expository writing includes nonfiction writing that describes, explains, informs, or summarizes ideas and content…PO3 || //What will students learn and do?// ||  ||   ||< -Students will be able to... -Wite nonfiction pieces that explain, inform, and summarize for particular purposes and audiences -Publish their nonfiction pieces in digital and narrative formats || //Checklist, Presentation, Oral Response, Rubric, Test, Quiz, etc.// ||  ||   ||< -Students will be assessed in... -Storymapping -Oral presenting -Digital presenting -Quartly self and group reflecting || //(e.g., content, technology, etc.)// ||  ||   || -Students must... -know general computer skills -be willing to work as part of a group || //- Steps in the process// //- Responsibilities// //- Guiding// //- Questions// //- Student products// ||  ||   ||< Our project was done as enrichment clubs. We ran our clubs before and after school. Steps to starting a club. 1. Pick date and time for club (find funding, our clubs were funded by the 21st centrury grant-other funding might be available) 2. Distribute flyers/permission to prospective members/students (we chose to focus on 4th-6th graders) 3. Plan several weeks in advance keeping in mind that modifications will need to be made depending on the group of students (we began with introductions into the digital equipment world, i.e., camera operating)
 * < **Summary of Unit**
 * < **Essential Questions**
 * < **Academic Standards**
 * < **Student Outcomes**
 * < **Assessment**
 * **Prerequisite Knowledge**
 * < **Procedures for Lesson**

Responsibilities in running a club. 1. You need to have permission slips for the 'just in case' situations 2. You need the proper equipment, don't forget the batteries!!! 3. Availability

Student guiding. 1. Control is a major issue. If you properly teach each portion of digital storytelling then you should be able to let your student's create on their own. You are simply a guide, a tool for your students to refer to when assistance is needed. More often than not your students will be just fine on their own discovering and manipulating on their own.

Student Products. 1. Story Maps & Scripts. 2. Power Points 3. Movie presentations through 'Windows Movie Maker' || //- Computers - Software - URLs - ameras - Presentation Device - Handouts, Books - Supplies, Other// ||  ||   ||< You will need: -computers with plug in capabilities -Windows Movie Maker or Pinnacle, some type of movie editing software -Video cameras, digital cameras, microphone, tripod, batteries, video tapes -Power Point presentation outlining club and operating procedures -Handouts: breakdown of cameras, storymapping, interviewing... || //- Location - Teacher / Student roles - Group Dynamics - Interactions with experts, other educators, etc., if applicable// ||  ||   ||< Location: Classroom if mobile lab is available or computer lab/media center Teacher Role:Train students in each job, teach Movie Maker and supervise as students work on projects Student Role:Leanr to use the equipment, learn Movie Maker, work with peers, have fun, listen. Interactions with other educators: Other teachers ae always available for questions and advice as needed. || //Special Ed, Gifted, ELL// ||  ||   ||< Working in groups allows the students to learn from each other. They are able to help each other.... ||
 * < **Tools and Resources**
 * < **Learning Environments**
 * < **Modifications**