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Planning document

  1. 1. Autumn Schaffer Digital Video: Planning Document Spring 2010 FRIT 7230StandardThe AASL Information Literacy Standards that will be the focus of mydigital video project will be:Pursue Personal and Aesthetic Growth4.1.3- Skills: Respond to literature and creative expressions of ideas invarious formats and 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 willbe based upon promoting literacy within the media center. I decided tocreate an instructional video explaining how a “Character’s Café” would workwithin the school. In order to prepare for the “Character’s Café” eachstudent would need to read/be read to a variety of books. They will thenpick their favorite character from the books and analyze him/her. They willtake note of what he/she dresses like as well as how he/she behaves. On acertain day, the students will dress up like this character and meet in the“café” (which will be a location within the school). The other classes will beinvited 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
  2. 2. initial group will be the primary school students who will hopefully beparticipating in the activity. The students are in kindergarten, first, andsecond grade. This means they range from the age of five years old to eightyears old. Being able to read fluently is not a requirement for this 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 students will also be required to choose their favorite character fromthe story.The second target audience will be the parents and teachers of the studentswithin the primary school. These individuals will vary in age and educationallevel. The only requirement is that these adults can read a children’s bookwith the student. They will be required to help the students choose theirfavorite book as well as their favorite character from that book.The cultural background will match that existing within the primary school.It is mainly composed of middle to low class Caucasian and African Americanstudents and parents. There are a small number of Hispanic families, but themajority of them, at least the students, speak and read English. Theteachers, who are also involved in the activity, all have bachelor’s degreesand are of a Caucasian or African American decent.The focus learning styles of this project include verbal/linguistic learners,visual/spatial learners, interpersonal learners, and possibly musical/rhythmiclearners. Using the information processing approach, the abstract sequentiallearners will highly benefit from this activity. These learners will benefitfrom the relationship built as they read the book and identify with a certaincharacter. They will also visually create a costume in order to look like thecharacter. The students will use their interpersonal skills to analyze thecharacter and determine how he/she acts. They will also present themselvesto the audience and speak to them as if they were the character themselves.Using the ARCS model, the student’s motivation will be increasedthrough this project by:Attention: The students will be allowed to play “dress up” and
  3. 3. become/embody one of their favorite characters. They will get to haveconversations as if they were that character. This should be interesting tothe student and therefore keep their, as well as their audience’s, attention.Relevance: The end goal of this activity is that the students will be able toanalyze a character in a story and determine his/her point of view andpersonal characteristics. In this case, they will also have to create a visualdemonstration using their creativity (ie- how they present themselves duringthe Character Café presentation.)Confidence: The instructional video (ie-the digital video I will be making forthis project) will serve as the explanation of expectations of this project. Bythe end of the video the students should have the confidence that he/shecan complete the project based upon the explanation.Satisfaction: The obvious extrinsic reward of this project will be to presentoneself in the Character Café to the other students in the school. Theintrinsic reward will be the praise and admiration of their classmates as theycomplete the Character Café presentation.ObjectivesAfter watching the instructional video, kindergarten, first grade, and secondgrade students will correctly apply the explanation of the specific activitywithin their classrooms by following the guidelines provided in the video.Given their choice of an age appropriate text, kindergarten, first grade, andsecond grade students will read and analyze a specific character, correctlydefining the character’s point of view and obvious characteristics.Given appropriate materials, the kindergarten, first grade, and second gradestudents will create a costume that correctly fits the specificcharacteristics of their chosen character.Within a specific location (The “Character Café”) the kindergarten, firstgrade, and second grade students will correctly verbalize and embody these
  4. 4. characteristics within conversations held with the audience, which is madeup of teachers, parents, and other students.