Digital Story Creation
1 Hook/Attention Getter
Students will need to create on account on Life Values Inventory website. I encourage students to provide as little personal information as possible. It is not needed for the activity and can be a digital citizenship lesson.
Students will answer questions about their values, though. After completing the inventory, the website will provide students with a list of their top five values. I've had students enter these values into a Google Form so I have a record of them.
Students will then brainstorm episodes from their lives that shaped or demonstrated those values. These episodes will be the subject of their narrative.
2 Dependent/Independent Practice
Use Storyboard That to create a visual outline of a story the class has read. Alternatively, the teacher could create a storyboard illustrating an episode from his/her life.
The goal here is to create a visual plan for a story. Pictures, animations, videos, songs, and words on the screen should complement the story.
After the form has been modeled, students should create their own storyboard for an event from their lives. Encourage students to include a dramatic question on the title screen and a concluding explanation of the value being modeled on the final frame.
3 Independent Practice
Students will need some support to use all the video editing tools available on Wevideo.
Begin by having students record their voice over narration. This can be accomplished on the website or using the voice memo feature available on most phones. A great way to have students organize this narration is to have them explain what they see when they look at their storyboards.
Next, students can select appropriate songs from the Wevideo archives or upload their own music. Help students match the music to their story's tone and theme.
Students should also upload images, videos (keepvid.com works well for including youtube clips), memes, etc to show their stories. This is another good place to address digital citizenship.
Wevideo has great tutorials about how to use their video editing tools. Make sure you help your students navigate these tutorials.
4 Wrap Up
When students are complete, I have them complete a self-assessment on Google Classroom. The main focus of the self-assessment is require students to reflect on the quality of their work. Another part of the self-assessment asks them for a link to their video. Google Classroom keeps all of these reflections organized in the same place.
I also ask students to publish their videos on youtube. This gives students a more authentic audience. I keep this channel private to our class. We have a viewing party to celebrate our stories.
Key Standards Supported
Speaking & Listening
|SL.11-12: Presentation of Knowledge and Ideas|
|SL.11-12.5||Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.|
|SL.11-12.6||Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.|
|W.11-12: Text Types and Purposes|
|W.11-12.3||Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.|
|W.11-12.3a||Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.|
|W.11-12.3b||Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.|
|W.11-12.3c||Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).|
|W.11-12.3d||Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.|
|W.11-12.3e||Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.|
|Production and Distribution of Writing|
|W.11-12.5||Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.|
|W.11-12.6||Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.|
|Range of Writing|
|W.11-12.10||Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes|