Maureen+C.+&+Michael+C.

From Hiller: Looking forward to seeing your ILP project evolve! Maureen, why don't we each write up an idea for how our documentary should/could be structured and begin to get an idea of a layout that will work for us (i.e., what do we want to use in the intro?, what order would we like to show our images and videos in the body?, how would we like to structure our conclusion?, etc.). I'll begin to play around with some of it on my computer, so I can have something to show you when we next meet.

Maureen, feel free to add your ideas for your own classes. Leave, or email me any questions or suggestions you have. We can sit down again and discuss in more detail our final plans in class.media type="youtube" key="bqhFwLFGzbw?fs=1" height="385" width="480"

media type="youtube" key="05NWcyA4nZU?hl=en" height="344" width="425" media type="youtube" key="IcN0RhmjIS0?fs=1" height="385" width="480"media type="youtube" key="bdODpfSJE7Y?fs=1" height="385" width="480"media type="youtube" key="nN1Ujtn4nVg?fs=1" height="385" width="480"My questions are a little different (see videos) I was going to email them, but the files are too large, so I'm embedding them here. Here's what I'm thinking of for the video. Opening should be music and slide show pictures of our students working. The you and I should talk about the interview questions for the intro. Next, I envision some clips of the student productions interspersed with clips of our student essays. Finally, I think we should answer the remainder of the questions you posted for us to answer. Close out with music, pictures and credits. This is very basic, but, until we can sit down and look at each other's video footage, we won't know exactly what we are going to use.
 * What is the ILP question?
 * What did you hope students would be able to share by completing the video project?
 * What kinds of roadblocks did you expect to encounter? How did this play out?
 * Why choose a video project versus a traditional essay or test?

Interview Questions for students (to be used in our documentary): feel free to add to either of these lists
 * What were your opinions going into this project?
 * Have you ever completed a video project like this?
 * Did you feel you could adequately share your comprehension of the text by composing a video?
 * How well were you able to get that comprehension across?
 * If you had the choice between creating a video like this and taking a more traditional test, which would you choose? Why?
 * Do you feel you continued to learn as you completed your storyboard and planned your video?
 * Describe the processes of this project that you really enjoyed. Why did you enjoy these aspects?

Interview Questions for us (also to be used in our documentary--i.e., the intro and conclusion)
 * What is the ILP question?
 * What did you hope students would be able to share by completing the video project?
 * What kinds of roadblocks did you expect to encounter? How did this play out?
 * Why choose a video project versus a traditional essay or test?
 * By observing students through the process, what do you feel students experienced that took their learning further and deeper?
 * What did you learn about students through viewing their processes and final products?
 * Do you feel students were able to successfully demonstrate their understanding of the text/material?
 * How did students' individual creativity play out in the project?
 * How was the ILP question answered? What did you find/realize?

**Additional Information:**  >> **Maureen-College Freshmen** Maureen- After looking through NCSCOS, the objectives that most closely matched my developmental English course objectives are found in English I. Michael- These look really good. They fit my plan as well.
 * **What is your target age group?**
 * Michael-High School Seniors**
 * **What NCSCOS learning objectives will your ILP address?**

**1.01** Narrate personal experiences that offer an audience: **2.04** Form and refine a question for investigation, using a topic of personal choice, and answer that question by: **3.01** Study argument by: **3.02** Express an informed opinion that: **3.03** Support that informed opinion by:
 * scenes and incidents located effectively in time and place.
 * vivid impressions of being in a setting and a sense of engagement in the events occurring.
 * appreciation for the significance of the account.
 * a sense of the narrator's personal voice.
 * deciding upon and using appropriate methods such as interviews with experts, observations, finding print and non-print sources, and using interactive technology or media.
 * prioritizing and organizing the information.
 * incorporating effective media and technology to inform or explain.
 * reporting (in written and/or presentational form) the research in an appropriate form for a specified audience.
 * examining relevant reasons and evidence.
 * noting the progression of ideas that substantiate the proposal.
 * analyzing style, tone, and use of language for a particular effect.
 * identifying and analyzing personal, social, historical, or cultural influences contexts, or biases.
 * identifying and analyzing rhetorical strategies that support proposals.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; margin: 0in 0in 0pt; tabstops: list .5in;">states clearly a personal view.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; margin: 0in 0in 0pt; tabstops: list .5in;">is logical and coherent.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; margin: 0in 0in 0pt; tabstops: list .5in;">engages the reader's interest or curiosity.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; margin: 0in 0in 0pt; tabstops: list .5in;">providing relevant and convincing reasons.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; margin: 0in 0in 0pt; tabstops: list .5in;">using various types of evidence, such as experience or facts.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; margin: 0in 0in 0pt; tabstops: list .5in;">using appropriate and effective language, reasons, and organizational structure for the audience and purpose.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; margin: 0in 0in 0pt; tabstops: list .5in;">demonstrating awareness of the possible questions, concerns, or counterarguments of the audience.

10-13: Introduced cause and effect visual essay and showed examples found on You Tube 10-14: Students worked in computer lab to compose digital essay 10-15: Continued work on digital essay in computer lab 10-18: Computer lab time for work on digital essay 10-19: Last computer lab day to complete digital essay 10-20 Students share visual essays with class 10-22: Students begin work on written essay in computer lab week of 10/25: students will have some computer lab time to work on written essays 10/31: Final written essay due Results will be examined and analyzed immediately following, and I will interview students about the process and videotape their responses if Dr. Spires will let me borrow a flip camera. I will choose some of the students' visual essays to include in our final presentation and work with Michael to produce our video.
 * **What is your timeline for implementing and completing your ILP?-Maureen**

Michael: My students have finished their videos, and tomorrow we will have the last group present. I do, however, have to video individual students, so they can share their ideas, opinions, what they learned, and what they thought about the project. I also plan to video myself discussing our ILP question, what I wanted to find out, and what I believe the results were. I should be finished with this by Friday. We still need a couple of weeks to put our documentary together and make the appropriate edits. Maureen, I will email you the questions I plan to use for student interviews, so I can get your input and see if you would like to use those (or at least a version of those) too. >> Maureen- Computer lab time, flip camera Michael-flip camera, MacBook, storyboarding materials
 * **What materials and resources do you need to be successful?**

<span style="color: #121212; display: block; font-family: Arial,Verdana,Helvetica,sans-serif; font-size: 16px; line-height: 16px;">In what ways does using video technologies and projects aid students in demonstrating comprehension and meaning made from texts read and material studied in an English classroom? <span style="color: #121212; display: block; font-family: Arial,Verdana,Helvetica,sans-serif; font-size: 16px; line-height: 16px;">Resources used: flip cameras, digital video cameras, and smart phone cameras. We will also utilize class texts and materials during the pre-stages of this lesson. <span style="color: #121212; display: block; font-family: Arial,Verdana,Helvetica,sans-serif; font-size: 16px; line-height: 16px;">Maureen: <span style="color: #121212; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Students will be composing a visual essay to communicate a cause and effect relationship through a series of digital images. They will have computer lab time to work on the project, and they are free to compose their essay using any digital format they wish (i.e. PowerPoint, YouTube, Glogster, etc.). Students may use their own images or video, or they can pull appropriate images from flickr or google images. If students choose to use their own photos/videos, they must use their own equipment. They will be composing both a visual and written essay in the cause and effect rhetoric mode. I expect one form to support the other. <span style="color: #121212; display: block; font-family: Arial,Verdana,Helvetica,sans-serif; font-size: 16px; line-height: 16px;">Lesson Ideas: <span style="color: #121212; display: block; font-family: Arial,Verdana,Helvetica,sans-serif; font-size: 16px; line-height: 16px;">-Michael: My students (12th grade English class) will read __Beowulf__ in their reading circles. Several formative assessments and assignments will be used to gauge student understanding, comprehension, and meaning made. As a culminating unit project, students will, in their reading circle groups, create a video representing their knowledge of the class text. They will be given two options: creating a commercial capturing the main ideas and themes of the story (inviting their peers to read the epic); or create a video of recreated scenes they feel share the main ideas and themes of the story. In the preperation stages of this project, students will create story boards and scripts sharing their thoughts before beginning the video aspect. These must be run by me and signed off on before going further. This is an effort to keep writing a part of the project, as well as an effort to require them to truly think their project out and display their intent in the beginning stages. Scoring of the videos will be completed three ways: individual groups will use a rubric to assess their own efforts and product; a peer group will complete the same rubric; finally, the teacher will complete the rubric for each group. Students will be involved in creating the rubric and will have a copy of it before beginning. <span style="color: #121212; display: block; font-family: Arial,Verdana,Helvetica,sans-serif; font-size: 16px; line-height: 16px;">-Maureen: <span style="color: #121212; display: block; font-family: Arial,Verdana,Helvetica,sans-serif; font-size: 16px; line-height: 16px;"><span style="color: #121212; font-family: 'Times New Roman','serif'; font-size: 12pt;">Cause and Effect Essay. Students will be developing a visual model of an essay in the same exact way they would develop a written model. Essays must visually demonstrate a thesis with points supported by three topic images. Visual essays must have a strong introduction/hook, and a strong conclusion. <span style="color: #121212; display: block; font-family: Arial,Verdana,Helvetica,sans-serif; font-size: 16px; line-height: 16px;">Implementation: <span style="color: #121212; display: block; font-family: Arial,Verdana,Helvetica,sans-serif; font-size: 16px; line-height: 16px;">-Michael: this project will be implemented with my 12th grade, British Literature, class. During an informal pre-survey, I found that most students had never been asked to complete a video project for a class. They are very interested in technology, although many do not have access at home. The project will be completed at school, during class hours as a way to bypass this issue. The overall unit will be around one month in length, with the pre-writing and video stages last approximately one week. <span style="color: #121212; display: block; font-family: Arial,Verdana,Helvetica,sans-serif; font-size: 16px; line-height: 16px;">-Maureen: <span style="color: #121212; display: block; font-family: Arial,Verdana,Helvetica,sans-serif; font-size: 16px; line-height: 16px;"> <span style="color: #121212; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Only one of my four classes will be doing both a visual and written essay. I’m curious to see if the class doing the visual essay will produce better written essays in terms of development, support and content. The ILP will be conducted during regular class time, and results will be analyzed outside of the classroom. We can discuss our ideas for our final video for class. I would suggest using a few students discussing the process and product. It may also be a good deal to include clips from student videos, as well as the two of us sharing what we learned with regards to teaching during this process. Yes, this sounds like a good idea. We probably need to send home permission slips, so we can use students work and images in our video; I guess your students are adults and can sign for themselves. If your school has a standard release form, will you email me an electronic copy, and I'll edit it to fit my needs?
 * ILP Question:**

Let me know what you think. I'm excited to get started.

From Kristy: Michael and Maureen, this sounds like it will be a very thought-provoking project for 12th graders! They have no idea how much time and collaboration will go in to their 'storyboard' for their movie to be awesome! I think the students will really get a lot out of this project!