Fall+2012+Team+7

**You will use the PBI process to develop your project.**
====Be sure to design toward your rubrics for your 5 minute video and 8-10 page paper.====



===I. Design space for paper planning===

We are using a Google doc. Here is the link: https://docs.google.com/a/ncsu.edu/document/d/1pnd3W3IbGar1LPt-CsNdF9C8JQPTeArJ7gv9n7JndxQ/edit

===II. Design space for video documentary development===

We are filming in Justin's class of 10th graders. Clarice is using her camera to film, and John is interviewing students about the Penzu tool. Video: Either iMovie or Animoto. Music: Royalty Free music: "Wallpaper" by Kevin MacLeod

Storyboard

I. Tentative Title of project: The Power of Penzu: Using online journaling to develop a narrative voice II. Names of team members III. Our compelling questions: IV. Our theoretical framework: Social constructionism -- We believe meaning is “being constructed in and out of interaction between human beings and their world, and developed and transmitted within an essentially social context” (Crotty, 1998, p. 42). John Dewey's (1929) philosophy that education must tap into a child's "capacities, interests, and habits" (p.291) and must recognize that a child's education is inextricably bound up with his social nature. Dianne B. Anderson's (2010) research study that demonstrates online journaling has a significant effect on increasing the content and voice of student writing. CCSS:
 * Does journaling online with Penzu encourage secondary students in an English class to develop narrative voices? And: How do secondary students in an English class experience online journaling through Penzu?

CCSS-RL 1-6, which states in part that students will: “Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text...Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole...Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. CCSS-W 3-6, which states in part that students will: “Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences... Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.” V. Our plan of action: A) Students were introduced to Penzu and then helped to create accounts --SHOTS of students logging into computers B) Students were told that Penzu would help them improve their "narrative voice" in writing --VIDEO of Justin giving instructions C) Students were instructed on writing with sensory language and the "5 W's," as well as visual analysis --VIDEO D) Students were given models of narrative writing to review on Penzu and asked to use the comment feature to comment on the model. --SHOTS of students writing/commenting E) Students used a snapshot (brought from home or found online) to help create their own snapshot narratives on Penzu. --VIDEO of kids F) Students used the comment feature to post comments on each other's work --SHOTS of students typing VI. What students thought: --VIDEO of interviews VII. Quote from Dewey: "The progress (of education) is not in the succession of studies, but in the development of new attitudes towards, and new interests in, experience." FINAL VIDEO clip of students smiling/laughing IX. CREDITS -- APA style credits for Crotty, Dewey, Anderson -- Thanks to Green Hope High School