Digital Storytelling

Linda Neff
Lesson adapted from Christensen, L. (2001). Rethinking Our Classrooms: Teaching for Equity and Justice, Volume 2, Where I’m From: Inviting Students’ Lives Into the Classroom (pp.6-10). Williston, VT: A Rethinking Schools Publication.

Subject(s)

Topic or Unit of Study

The Digital Storytelling Lesson belongs to the Culturally and Linguistically Relevant Curriculum Unit.

Grade Level

Summary

Students will design and produce a 3-5 minute digital story. Students collect images, select music, and write a first person narrative entitled, “Where I am From.” Working with the instructor, students construct a digital movie illustrating their story using MS Word to write their narrative, MS Power Point to develop their storyboard, and IMovie or Movie Maker to produce their movie.

Goals and Objectives

The overarching goal of the unit will allow ALL students to draw on their native language and culture to develop a digital narrative while also developing the students' English as a second language skills in both oral communication and media literacy.

Upon completion of this lesson, the learner will have participated in a variety of writing exercises that guide the learner through the creative writing process and help them to create a polished writing multimedia project.

The unit will serve as a bridge to help build a respectful community for ALL the students as well as to aid the limited English proficient students to eventually transition into all-English instruction.

Standards

AZ- Arizona Academics Standards• Subject : Language Arts
Subject/ Grade/ Domain : Writing
Grade : Grade 10

Strand : Strand 1: Writing Process
Concept : Concept 1: Prewriting
Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.

Performance Objective PO 1: Generate ideas through a variety of activities (e.g., brainstorming, notes and logs, graphic organizers, record of writing ideas and discussion, printed material or other sources).

Concept : Concept 3: Revising
Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?)

Performance Objective PO 1: Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency.

Performance Objective PO 2: Add details to the draft to more effectively accomplish the purpose.

Concept : Concept 5: Publishing
Publishing involves formatting and presenting a final product for the intended audience.

Performance Objective PO 1: Prepare writing that follows a format appropriate for the purpose (e.g., for display, sharing with others,
submitting to a publication).

Performance Objective PO 2: Include such techniques as principles of design (e.g., margins, tabs, spacing, columns) and graphics (e.g., drawings, charts, graphs), when applicable, to enhance the final product.

Performance Objective PO 3: Write legibly.

Strand : Strand 2: Writing Components
Concept : Concept 1: Ideas and Content
Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.

Performance Objective PO 3: Provide sufficient, relevant, and carefully selected details for support.

Performance Objective PO 5: Include ideas and details that show original perspective and insights.

Concept : Concept 2: Organization
Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the
piece together.

Performance Objective PO 2: Include a strong beginning or introduction that draws in the reader.

Performance Objective PO 3: Place details appropriately to support the main idea.

Performance Objective PO 6: Create an ending that provides a sense of resolution or closure.

Concept : Concept 3: Voice
Voice will vary according to the type of piece, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.

Performance Objective PO 2: Convey a sense of identity through originality, sincerity, liveliness, or humor appropriate to topic and type
of writing.

Performance Objective PO 3: Choose appropriate voice (e.g., formal, informal, academic discourse) for the application.

Performance Objective PO 4: Use engaging and expressive language that shows a commitment to the topic.

Performance Objective PO 5: Use language appropriate to purpose, topic, and audience.

Concept : Concept 4: Word Choice
Word choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.

Performance Objective PO 3: Use words that evoke clear images.

Strand : Strand 3: Writing Applications
Concept : Concept 1: Expressive
Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events.
Performance Objective PO 1: Write a reflective personal narrative that:

Example a: describes a sequence of events, communicating the significance of the events to the audience

Example c: describes with specific details the sights, sounds, and smells of the scenes

USA- ISTE: Profiles for Technology Literate Students (includes NETS for Students)• Grade : Grades 9-12

Performance Objective 5: Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). (3, 4)

Performance Objective 7: Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. (4, 5, 6)

AZ- Arizona English Language Learner Proficiency Standards • Strand : WRITING
Proficiency Stage ELL I: Performance Conditions: Students at this stage of proficiency relate short messages and stories by drawing and writing short phrases and
simple sentences.
Area : Writing
Standard : The student will express in writing his or her own thinking and ideas.
Level : Early Advanced

Benchmark : Relate messages and short stories by drawing, dictating to an adult, using imitative writing, or writing key, self selected words.

Proficiency Stage ELL II: Performance Conditions: Students at this stage of proficiency are able to express basic personal needs and compose passages on familiar, personally relevant topics. At this level, a focus is on writing personal narratives. Texts are short (one or two paragraphs). Student writing at this level consists of basic vocabulary and simple sentences and phrases. Errors in spelling and grammar are frequent and
characteristic of language production at this stage.
Area : Writing
Standard : The student will express in writing his or her own thinking and ideas.
Level : Early Advanced

Benchmark : Write 4 to 6 word simple sentences about events or characters from familiar stories read by the teacher.

Lesson Accommodations

Content
As the instructor for this lesson, I will need to know how to write a personal narrative, understand the seven principles of effective digital stories, how to use IMovie and how to search the internet for images and audio (mp3) files.

Multiculturalism & Diversity
Multiculturalism: The lesson revolves around the idea of multiculturalism in that ALL students will explore and share their cultural upbringing to their peers.

Special Needs: The lesson is designed specifically for English language learners in that they will draw from their personal experience to write short sentences that will help them to build their vocabulary and tell a short story about where they are from.

Lesson Integration
Rather than developing a personal narrative, this lesson could be used in any of the subject areas where students research the history of a mathematical, social studies, or scientific concept and create a digital story summarizing their research.

Implementation

Rationale
Students need to know how to communicate in a variety of media including images, video, audio, and writing. Media literacy is central to the student's ability to effectively communicate in the 21st century.

Focusing Event
I will begin the lesson by showing them some personal narratives out on the internet. Narratives of kids their age from a variety of cultural backgrounds.

Class Session 1

Introducing the Digital Story Lesson

Class Session 2

Writing the Narrative

language, names, family, and neighborhood that sound like home”
specific descriptions – when they use the word shoes perhaps they mean red leather pumps.
their home language because it adds authenticity to their work.

Class Session 3

Writing the Storyboard

The storyboard is a visual plan of your digital story. We will use MS Power Point to help visualize our stories and help guide us during our production process.

Selecting the Media

Class Session 4

Creating the Soundtrack

Recording the Narrative

Class Session 5

Creating the Digital Story

Formative Check

We will review the Digital Story rubric at the beginning of the lesson and then revisit the rubric when they start to create their production. We will also have many peer feedback opportunities throughout the lesson.

Student Participation

Closing

CRITERIA	4	3	2	1
A Point (of View)	A point, understanding of an issue or reason for the story is clearly communicated using text, audio, and images.	A point, understanding of an issue or reason for the story is somewhat communicated using text, audio, and images.	A point, understanding of an issue or reason for the story is not communicated well using text, audio, and images.	The story does not have a point.
Dramatic Question (Action/Conflict)	Holds the audience’s attention by posing and answering a dramatic question or includes significant action or a related conflict that is clearly understood by the reader.	Somewhat holds the audience’s attention by posing and answering a dramatic question or includes significant action or a related conflict that is clearly understood by the reader.	Is somewhat distracting or hard to follow the dramatic question, action, or conflict.	Does hold the audience’s attention because it does not pose a dramatic question, action, or conflict.
Pacing	The pace (rhythm and voice punctuation) fits the story line and helps the audience really "get into" the story.	Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience.	Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged.	No attempt to match the pace of the storytelling to the story line or the audience.
Economy	The story composition is told with exactly the right amount detail throughout. It does not seem too short nor does it seem too long.	The story composition is typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections.	The story seems to need more editing. It is noticeably too long or too short in more than one section.	The story needs extensive editing. It is too long or too short to be interesting.
Soundtrack	Music stirs a rich emotional response that matches the story line well. Images coordinated with the music.	Music stirs a rich emotional response that somewhat matches the story line. Images mostly coordinate with the music.	Music is ok, and not distracting, but it does not add much to the story. Not coordinated with the images.	Music is distracting, inappropriate, OR was not used.
Images	Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors.	Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors.	An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical.	Little or no attempt to use images to create an appropriate atmosphere/tone.
Organization	Story has a strong introduction that draws the reader in and an ending that creates resolution or closure.	Story has a somewhat strong introduction that draws the reader in and an ending that creates resolution or closure.	Story opening or closing needs some work.	Both the opening and closing are weak.

Instructional Materials

Software Programs
Microsoft Word and Power Point (optional)
MovieMaker 2.1
Audacity or Soundforge
Or
iLife w/ iMovie and iDVD
Garage Band
Sample Narratives
Sample Digital Stories
Digital Storytelling Grading Rubric
Seven Elements to Constructing a Digital Story Information Sheet
Digital Storytelling Interview Questions Worksheet File
Independent Idea Generation Worksheet File
Writing Your Narrative File
Paper
Pen/Pencil
Personal Photographs
Music Soundtrack
Digital Microphone/Headphones