Visualizing: Making a Movie to Summarize a Story
1 Hook: Play Movie Trailer
Play trailer and discuss the characters, story problem, and some interesting scenes that were depicted.
2 Direct Instruction: Storyboarding
Introduce the story. Preview any vocabulary that might create confusion for students. Read aloud the first chapter, stopping at convenient points to check comprehension by asking students to describe what they are visualizing. At the end of the chapter 1, model by thinking aloud how to choose the key scenes of the story to use in the written and illustrated summary. Use a storyboard to sketch a cartoon-style drawing above each summary statement. Display the storyboard with a document camera as you complete the writing and thumbnail sketches.
3 Guided Practice: Storyboarding
Read Chapter 2 after pre-teaching any difficult vocabulary and reminding students to work on visualization. Discuss the key scenes of the chapter. Choose pairs or trios of students to practice storyboarding, taking turns writing the summary and creating the thumbnail. Share summaries with other groups at the same table and discuss similarities and differences in key scene descriptions. Students will practice reading their summary sentences with fluency and expression.
4 Direct Instruction: Scanning Illustrations
Read Chapters 3 and 4 after pre-teaching any difficult vocabulary and reminding students to work on visualization. Discuss the key scenes of the chapters.
Demonstrate the use of the scanner to digitize artwork and save to a folder on the school server. Ask for student volunteers to create a full-size (8-1/2 "x 11") drawing of each key scene in chapters 1 and 2 while the rest of the class creates storyboard sketches for Chapters 3 and 4.
5 Guided Practice: Scanning Illustrations
When students finish their full-size drawings, guide them in scanning and saving their illustrations to the school server. These students can then help to guide the rest of the class as each student completes an illustration for the story.
6 Direct Instruction: Creating a VoiceThread Project
Demonstrate the use of VoiceThread to create slide shows with voice narration. Demonstrate how to start a new project and load several illustrations from the folder on the school server. Demonstrate the use of the headseat to record the narration of each scene. Also demonstrate the process for reviewing the audio recording and deleting it if a do-over is necessary.
7 Guided Practice: VoiceThread
Students will work in pairs to listen to their partner's narration and give constructive feedback using the Praise-Question-Polish routine: the student reviewer will identify something the narrator does well first (Praise), then ask a question if something is unclear (Question), then offer specific advice for improving the narration (Polish). After getting feedback, each student will record their narration again to improve in fluency, expression, volume, and/or pronunciation.
8 Independent Practice
For the remainder of the project, students will work on visualizing, summarizing, and creating storyboards for each ensuing chapter. Students will volunteer to create full-size illustrations for each key scene, scanning their pictures and loading them to the class VoiceThread project as they are completed. Students will then add audio narration to their slide and save the project.
The class will view its VoiceThread project and celebrate its completion. Students will share their struggles and successes with visualization as a reading comprehension strategy. The teacher can suggest other ways in which VoiceThread can be used to share literacy experiences, including creative writing projects, book reviews, and "how-to" presentations. Students will likely have ideas of their own, which they should share and try during future library classes.
Key Standards Supported
Reading Foundational Skills
|RF.2.4b||Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.|
|RL.2: Integration of Knowledge and Ideas|
|RL.2.7||Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.|
Speaking & Listening
|SL.2: Comprehension and Collaboration|
|SL.2.2||Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.|
|Presentation of Knowledge and Ideas|
|SL.2.5||Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.|
|W.2: Text Types and Purposes|
|W.2.3||Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.|