MYP Unit PlannerUnit Title Digital StorytellingTeacher(s) Ben DamasoSubject and Grade Level Technology Grade 8 — Grade 8Time frame and Duration 8 WeeksStage 1: Integrate significant concept, area of interaction and unitquestion, and ensure it can be assessedAOI FocusHuman ingenuity:Human Ingenuity was chosen for this unitto demonstrate how technological toolsand techniques applied to storytelling canaffect, innovate or re-invent the literaryproducts that people create and sharewith others.Significant ConceptsThe tools we use shape the stories wetell.MYP Unit QuestionHow do we effectively tell a story?AssessmentWhat task(s) will allow students the opportunity to respond to the unit question?What will constitute acceptable evidence or understanding? How will students show what they haveunderstood?Project S Creating the digital/multimedia version of an original story written for English class.(A, B, C, D, E, F)Apply the multimedia tools and techniques learned in Technology class to transform youroriginal short story (written for English class) into a digital format.Project S Creating the digital/multimedia version of an original story written for English class.(A, B, C, D, E, F)Apply the multimedia tools and techniques learned in Technology class to transform youroriginal short story (written for English class) into a digital format.Which specific MYP objectives will be addressed during this unit?A: Investigate• Students develop the design brief• ask relevant questions at the different stages of the investigation.• identify appropriate sources of information and acknowledge these using a recognized convention.• collect and select information, organize it logically and, with guidance, begin to analyse it.• consider, with guidance, the value of sources of information.
• Students identify the problem to be solved• consider the importance of the problem for life, society and/or the environment.• outline a simple design brief.• Students formulate a design specification• list, with limited guidance, the specific requirements that must be met by the product/solution• design, with limited guidance, tests to evaluate the product/solution against the designspecification.B: Design• Students design the product/solution• generate a range of designs that attempt to meet the design specifications.• compare the designs against the design specifications and identify the pros and cons of eachdesign.• select one design and explain its choice.C: Plan• Students plan the product/solution• devise, with guidance, a series of logical steps to create the product/solution.• construct a plan to create the product/solution that makes effective use of resources and time.• analyse the plan and explain the need for any modifications to the design.D: Create• Students follow the plan• follow the plan to produce the product/solution with minimal guidance.• review the plan and explain any changes to the plan (when necessary).• Students use appropriate techniques and equipment• use appropriate techniques and equipment competently• ensure a safe working environment for themselves and others.E: Evaluate• Students evaluate the product/solution• carry out tests to compare the product/solution against the design specification.• consider the success (and/or failure) of the product/solution in an objective manner based ontesting, their own views and the views of the intended user.• consider the impact of the product/solution on individuals and/or on society.• explain how the product/solution could be improved.• Students evaluate their use of the design cycle• reflect on their performance at each stage of the design cycle.• identify the parts they found difficult and suggest ways in which their performance could beimproved.F: Attitudes in technology• carry out units of work in technology using materials and techniques safely and responsibly.• work effectively as members of a team, collaborating, acknowledging and supporting the views ofothers.• provide evidence of personal engagement with the subject (motivation, independence, generalpositive attitude) when working in technology.Which MYP assessment criteria will be used?A: InvestigateB: DesignC: PlanD: CreateE: EvaluateF: Attitudes in technologyStage 2: Backward planning: from the assessment to the learningactivities through inquiryContentWhat knowledge and/or skills (from my course overview) are going to be used to enable the student to respondto the guiding question?
What (if any) Standard/skills are to be addressed?Knowledge & Skills:• To create the project, students will choose specific tools and techniques appropriate for their intendedproduct. The following digital storytelling techniques will be studied and explored in class: a. Photostory -Using photos, voice narration, music and transition/animation techniques b. Creating animated scenesusing Powerpoint - text and photo animations, transitions, recorded narration, background music and otherPowerpoint features. c. Animation using Pivot - including sound/voice/music recording, animating objects,using imported photos and scene transitions. d. Stop-motion animation - using document cameras,importing sound/voice/music recording, etc. e. Video editing using Windows Live Movie Maker or iMovieStandards:1. Creativity and Innovation• Students demonstrate creative thinking, construct knowledge, and develop innovative products andprocesses using technology.2. Communication and Collaboration• Students use digital media and environments to communicate and work collaboratively, including at adistance, to support individual learning and contribute to the learning of others.3. Research & Information Fluency• Students apply digital tools to gather, evaluate, and use information.4. Critical Thinking, Problem Solving and Decision Making• Students use critical thinking skills to plan and conduct research, manage projects, solve problems,and make informed decisions using appropriate digital tools and resources.5. Digital Citizenship• Students understand human, cultural, and societal issues related to technology and practice legaland ethical behaviour.6. Technology Operations and Concepts• Students demonstrate a sound understanding of technology concepts, systems and operations.Approaches to LearningHow will this unit contribute to the overall development of subject-specific and general ATL skills?• Communication:BEING INFORMED -includes the use of a variety of mediaINFORMING OTHERS –includes presentation skills using a variety of media• Organization:TIME MANAGEMENT –includes the effective use of time in class, keeping deadlinesSELF MANAGEMENT -includes personal goal setting, organization of learning materials• Reflection:SELF-EVALUATION –includes the keeping of learning journals and portfolios, reflecting at different stages inthe learning process• Thinking:GENERATING IDEAS –includes the use of brainstormingPLANNING –includes storyboarding and outlining a planAPPLYING KNOWLEDGE & CONCEPTS – includes logical progression of argumentsCREATING NOVEL SOLUTIONS –includes the combination of critical & creative strategies, considering aproblem from multiple perspectives• Transfer:MAKING CONNECTIONS –includes using knowledge, understanding & skills across subjects to createproducts or solutions, applying skills and knowledge in unfamiliar situationsLearner ProfileWhich characteristics of the learner profile will be emphasized? How will you make students aware of them?• Inquirers: Studying existing examples, students will formulate questions about the effects of using digitaltools in traditional literary production.• Thinkers: Applying multimedia tools and techniques, students will devise ways to effectively transform orre-invent traditional storytelling into digital formats.
• Communicators: Using various electronic media elements, students will convey messages throughoriginal stories they have written.• Reflective: Students will evaluate the effectiveness of applying digital tools and techniques to conveyliterary devices and messages through digital formats.International MindednessHow will international-mindedness be addressed?1. Storytelling will be explored as cultural traditions with varied contexts and purposes.2. The unit will also look into how the digitization of traditional literary products can create global impacts byway of Web 2.0 technologies.Learning Experiences Teaching strategiesHow will students know what is expected of them?Will they see examples, rubrics, templates, etc.?How will we use formative assessments to givestudents feedback during the unit?Following the requirements at each stage of thedesign cycle, students will be given rubrics andguidelines to follow.All activity prompts will be posted in the Edmodoclass site which functions for uploading and sharingfiles, posting messages, video clips and voicerecordings.The following formative actvities will be done to helpstudents acquire and practice the necessary skillsrequired for their summative project:Individual Exercises:1. Exercise on creating a storyboard based on a shortstory for children.2. Exercise on using Photostory 3 to create apersonal narrative.3. Exercises on basic Powerpoint animated slides,and transforming them into video formats.4. Exercise on Pivot animation.Group Exercise:Group mini-project on stop-motion animation usingpipe cleaners, clay, paper and other student-chosenmaterials.Tutorials and Discussions:1. Video tutorials on various digital video techniqueswill also be studied, specifically for Windows LiveMovie Maker and iMovie programs.2. Utilization of photos, sound, music and videosources using Creative Commons will also bediscussed, including copyright rules.How will students aquire the knowledge and practicethe skills required? How will they practice applyingthese?What different teaching methodologies will beemployed?The following formative actvities will be done to helpstudents acquire and practice the necessary skillsrequired for their summative project:1. Exercise on creating a storyboard based on a shortstory for children.2. Exercise on using Photostory 3 to create apersonal narrative.1. Video tutorials2. Individual and group exercises3. Class discussions4. Voice recordings
3. Exercises on basic Powerpoint animated slides,and transforming them into video formats.4. Exercise on Pivot animation.5. Group mini-project on stop-motion animation usingpipe cleaners, clay, paper and other student-chosenmaterials.6. Video tutorials on various digital video techniqueswill also be studied, specifically for Windows LiveMovie Maker and iMovie programs.7. Utilization of photos, sound, music and videosources using Creative Commons will also bediscussed, including copyright rules.Do the students have enough prior knowledge? How are we differentiating teaching and learning forall? Have we considered those learning in thelanguage other than their mother tongue? Have weconsidered those with special educational needs?Prior to the formative exercises, an online survey willbe given to students to determine their personalexperiences with producing multimedia artifacts. Thiswill cover their familiarity with applying digital editingtechniques and storing and accessing products. Theformative exercises will also determine their level ofproficiency in applying skills and concepts to createdigital products before they undertake the summativetask.As practice exercises will be done in the Tech lab withstudents working individually on computers, theteacher will be going around the lab to giveassistance and address specific technical difficultiesof each student. Various kinds of instructionalresources will also be utilized, including videotutorials, class discussions, voice recording andgroup collaborations.ResourcesWhat resources are available to us?How will our classroom environment, local environment and/or the community be used to facilitate studentsexperience during the unit?Journal:Online tools:www.edmodo.com : For posting class messages and embedding video clips, voice recording and surveyswww.kidblog.org : Online process journalwww.linoit.com : Online sticky boardswww.vocaroo.com : Voice recordingwww.bubbl.us : Mind mappingBibliographyCenter forDigital Storytelling. Introducing Storylab. n.d. 17 August 2012. http://www.storycenter.org/introducing-storylab/.Downtown Aurora VisualArts. Digital Stories and Films. 2010. 17 August 2012. http://www.davarts.org/education/job-training-grades-6-8/computer-art-lab/digital-storiesfilms/.
elearningtech. DigitalStorytelling. 23 March 2011. 21 August 2012.http://www.youtube.com/watch?v=yn0yV3t33fg&feature=player_embedded.epicfantasy. StopMotion Animation With Pipe Cleaners. 15 June 2009. 31 August 2012.http://www.youtube.com/watch?v=r9mcXuv5X9Y&feature=player_embedded.InternationalSociety for Technology in Education (ISTE). Teaching with Digital Video.Washington D.C.: International Society for Technology in Education (ISTE),2010.Iwancio, Paul. 7Elements in 4 Minutes. 22 April 2010. Video Clip. 14 August 2012.http://www.youtube.com/watch?v=NipDAd3_7Do&feature=player_embedded.liamturn97. Howto Make A Powerpoint Animation: Tutorial. 28 October 2009. 25 August2012. http://www.youtube.com/watch?v=02A_-3ZwE6w.Ohler, Jason. DigitalStorytelling in the Classroom. Thousand Oaks, California: Corwin Press,2008.Tell Me A Story. 2005. HawaiiDepartment of Education. 14 August 2012. <http://atr.k12.hi.us/tutorials/tutorials/digstory/index.htm>.Ongoing reflections and evaluationsIn keeping an ongoing record, consider the following questions. There are further stimulus questions in the unitplanning section of MYP: from principles into practice.Students And Teachers• What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?• What inquiries arose during the learning? What, if any, extension activities arose?• How did we reflect—both on the unit and on our own learning?• Which attributes of the learner profile were encouraged through this unit? What opportunities were therefor student-initiated action?The culminating activity for this unit is a class website that showcases the collection of student works.Reflections of students and comments from the site visitors are found in the same site.Link to project website: http://digitalshorts.weebly.com/Possible Connections• How successful was the collaboration with other teachers within my subject group and from othersubject groups?• What interdisciplinary understandings were or could be forged through collaboration with other subjects?This was intended as a collaborative project between Technology and English classes. The digital stories thatstudents created were based on the short stories they wrote for their English classes. How digital toolstransform the elements of fictional writing is the main focus of the subjects collaboration.Assessment• Were students able to demonstrate their learning?• How did the assessment tasks allow students to demonstrate the learning objectives identified for thisunit?
• How did I make sure students were invited to achieve at all levels of the criteria descriptors?• Are we prepared for the next stage?The formative, individual mini-projects determined the students level of proficiency in utilizing digital tools forthe summative project. Students were assessed at each stage of the design cycle as they progress with therequired final output.Data Collection• How did we decide on the data to collect? Was it useful?Student works were collected in a class project website. It includes reflections of students and commentsfrom the site visitors.Link to project website: http://digitalshorts.weebly.com/