Planning activity


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Planning activity

  1. 1. Autumn SchafferPlanning Activity for the “Character Café”StandardThe AASL Information Literacy Standards that will be the focus of my digital videoproject will be:Pursue Personal and Aesthetic Growth4.1.3- Skills: Respond to literature and creative expressions of ideas in various formatsand genres.4.1.8- Skills: Use creative and artistic formats to express personal learningSummary of the Theme to My Video ProjectI am on the certification track, so the theme of my digital video project will be basedupon promoting literacy within the media center. After watching Dr. Repman’s video Idecided to create an instructional video explaining how a “Character’s Café” would workwithin the school. (The school is not actually implementing this- this is just a video tointroduce it to them). In order to prepare for the “Character’s Café” each student wouldneed to read/be read to a variety of books. They will then pick their favorite characterfrom the books and analyze him/her. They will take note of what he/she dresses like aswell as how he/she behaves. On a certain day, the students will dress up like thischaracter and meet in the “café” (which will be a location within the school). The otherclasses will be invited to tour the “café” and talk to the “characters” (who are really thestudents embodying their favorite character.)Target AudienceMy target audience can actually be put into two categories. The first and initial group willbe the primary school students who will hopefully be participating in the activity. Thestudents are in kindergarten, first, and second grade. This means they range from the ageof five years old to eight years old. Being able to read fluently is not a requirement forthis project. Instead, students must be able to pick a favorite text, particularly a fictionstorybook, and read it either by themselves, with a friend, or with an adult. The studentswill also be required to choose their favorite character from the story.The second target audience will be the parents and teachers of the students within theprimary school. These individuals will vary in age and educational level. The onlyrequirement is that these adults can read a children’s book with the student. They will berequired to help the students choose their favorite book as well as their favorite characterfrom that book.The cultural background will match that existing within the primary school. It is mainlycomposed of middle to low class Caucasian and African American students and parents.
  2. 2. There are a small number of Hispanic families, but the majority of them, at least thestudents, speak and read English. The teachers, who are also involved in the activity, allhave bachelor’s degrees and are of a Caucasian or African American decent.The focus learning styles of this project include verbal/linguistic learners, visual/spatiallearners, interpersonal learners, and possibly musical/rhythmic learners. Using theinformation processing approach, the abstract sequential learners will highly benefit fromthis activity. These learners will benefit from the relationship built as they read the bookand identify with a certain character. They will also visually create a costume in order tolook like the character. The students will use their interpersonal skills to analyze thecharacter and determine how he/she acts. They will also present themselves to theaudience and speak to them as if they were the character themselves.Using the ARCS model, the student’s motivation will be increased through this projectby:Attention: The students will be allowed to play “dress up” and become/embody one oftheir favorite characters. They will get to have conversations as if they were thatcharacter. This should be interesting to the student and therefore keep their, as well astheir audience’s, attention.Relevance: The end goal of this activity is that the students will be able to analyze acharacter in a story and determine his/her point of view and personal characteristics. Inthis case, they will also have to create a visual demonstration using their creativity (ie-how they present themselves during the Character Café presentation.)Confidence: The instructional video (ie-the digital video I will be making for this project)will serve as the explanation of expectations of this project. By the end of the video thestudents should have the confidence that he/she can complete the project based upon theexplanation.Satisfaction: The obvious extrinsic reward of this project will be to present oneself in theCharacter Café to the other students in the school. The intrinsic reward will be the praiseand admiration of their classmates as they complete the Character Café presentation.ObjectivesAfter watching the instructional video, kindergarten, first grade, and second gradestudents will correctly apply the explanation of the specific activity within theirclassrooms by following the guidelines provided in the video.Given their choice of an age appropriate text, kindergarten, first grade, and second gradestudents will read and analyze a specific character, correctly defining the character’spoint of view and obvious characteristics.
  3. 3. Given appropriate materials, the kindergarten, first grade, and second grade students willcreate a costume that correctly fits the specific characteristics of their chosen character.Within a specific location (The “Character Café”) the kindergarten, first grade, andsecond grade students will correctly verbalize and embody these characteristics withinconversations held with the audience, which is made up of teachers, parents, and otherstudents.