Kelly+W.+&+Anna+G.

Anna: **How can voicethread creatively enhance student's writing? (specifically in the area of elaboration of content)** This is a suggested phrasing from Hiller: "How can using voicethread enhance student's content elaboration during the writing process?" Think about the specific steps/process you will have the students go through as they use Voicethread.

Where do you think we should start with pictures/imagery? What should be the final product? I know we said we were going to do an individual activity and a group activity. Should those differ? Or just be the same activity with a different approach to them? Let me know what you think?

10/5/2010

Our compelling questions is evolving. We are still using voicethread and working on enhancing student writing, but we are working more specifically in the area of the short story writing process now.

What is your compelling question now that it has evolved? From Hiller.

Proposed Resources: Voicethread, flip camera, school laptops, microphones, smartboard.

Possible lesson ideas: We are attempting a cross-curricular lesson (7th grade Langugage Arts/Social Studies). The primary content area is Language arts, with an integration from the social studies area. The goal is for students to learn to narrate an expressive account (short story) as well as to respond to expressive materials (LA objectives 1.01 &1.02, NCSCOS). We plan to show the students cultural photographs through voicethread that are related to their social studies content (Asian culture). The students will create a short story based upon the photograph of their choice. They will be responsible for effectively educating the audience about a particular culture (including elements such as family, life, education, art, government, religion, etc). through their short story, whileusing all of the elements of a short story. The goals are creativity as well as elaboration.

Voicethread will be used not only to showcase the photographs, but will be used in the brainstorming/writing process as well. The students will label their photograph of choice with their ideas as they are preparing to write. These items will include main characters, setting, point(s) of view, etc. In addition, they will record their ideas for plot, making sure to include their reasoning.

This lesson will take place near the end of October.

Anna (10/11/10): Our target age group is 7th grade Our NCSCOS objectives are as follows:


 * ~ **Competency Goal 1** ||~ **The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.** ||
 * <  ||< **1.01** Narrate an expressive account which:* creates a coherent organizing structure appropriate to purpose, audience, and context.
 * orients the reader/listener to the scene, the people, and the events.
 * engages the reader/listener by establishing a context and creating a point of view.
 * establishes the significance of events
 * 1.02** Respond to expressive materials that are read, heard, and/or viewed by:* monitoring comprehension for understanding of what is read, heard, and/or viewed.
 * summarizing the characteristics of expressive works.
 * determining the importance of literary effects on the reader/viewer/listener.
 * making connections between works, self and related topics.
 * comparing and/or contrasting information.
 * drawing inferences and/or conclusions.
 * determining the main idea and/or significance of events.
 * generating a learning log or journal.
 * maintaining an annotated list of works read/viewed.
 * creating an artistic interpretation that connects self and/or society to the selection.
 * constructing and presenting book/media reviews.
 * 1.04** Reflect on learning experiences by:* analyzing personal learning growth and changes in perspective.
 * examining changes in self throughout the learning process.
 * determining how personal circumstances and background shape interaction with text. ||

Compelling Question: How can using Voicethread enhance students' content elaboration during the short story writing process?

Kelly (10/17/10)

Compelling Question: How can using Voicethread enhance students' understanding of the processes involved in writing an effective short story?
 * What is your time line for implementing and completing your ILP?
 * October 20-21 Students will be introduced to the elements of a short story. They will be required to use these when developing their own short stories in class. They will also be introduced to voicethread on classroom laptops. Thursday and Friday students will register and explore voicethread to become acquainted with the ins and outs of using the program. They will also select the photo that they wish to use for this assignment.
 * October 22nd Anna and I will use flip cameras to film my students as they use voicethread to label the photo that they've selected to base their short stories around.
 * The following we'll begin editing the footage we have. Students will work in class to complete the actual writing portion of the short story. We'll also tape some of their reflections.
 * What materials and resources do you need to be successful?
 * laptops, flip cameras, voicethread, Holt Literature Books (to review the elements of a short story), photos that reflect some aspect of Asian culture

Kelly & Anna (10/25/10) Short Story Writing Task Rubric

Potential Introductory elements: (10/25/10) - Flying images that they looked at on voicethread for the project - Our ILP question (typed out) with music - Dim the music once kids start coming in

11/6/2010- Here are some rough storyboarding ideas.

In terms of a storyboard for what our video will look like:

Let me know what you think!


 * **Potential Storyboard for Video** ||
 * **Beginning** ||  ||
 * **Images** || **Audio** ||
 * 1. Video explanation of question (by us)/ lesson plan || 1. From the video (with music in the background) ||
 * 2. The images we showed the students || 2. Preselected music that goes with our theme ||
 * **Middle** ||  ||
 * **Images** || **Audio** ||
 * 1. Video clips that we shot of the students during their assignment- simply doing the assignment || 1. Music that represents the assignment ||
 * 2. Questions that fly in (questions we asked the students) || 2. Music that represents the assigment ||
 * 3. Video clips in which the students responded to us about what they were doing in the classroom || 3. From the video (with music in the background) ||
 * **Conclusion** ||  ||
 * **Images** || **Audio** ||
 * 1. Reflective questions about the assignment that fly in || 1. Reflective music ||
 * 2. Video clips that we shot of the students in which they reflected on what they learned/ how they liked/disliked what we did in the classroom || 2. From the video (with music in the background ||
 * 3. Self-reflection on the project (Video clip)/ credits || 3.Audio from the video (with music in the background) ||
 * 2. Video clips that we shot of the students in which they reflected on what they learned/ how they liked/disliked what we did in the classroom || 2. From the video (with music in the background ||
 * 3. Self-reflection on the project (Video clip)/ credits || 3.Audio from the video (with music in the background) ||