Storytelling reflection copy
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The student wrote a fantasy story called "My Story" with three main characters: Tiax, Tork, and Slun. Tork is the most interesting character because he tragically dies saving Earth from an invading alien force. The student enjoyed creating the setting and working with their group to share ideas. When making the plot diagram, it was difficult to incorporate all the good ideas. Their best idea was creating a new planet where the aliens lived under the rule of Master Electro. Writing the story was both enjoyable and difficult, as they got stuck at times but also had many ideas. Working in a group, the student learned new computer skills and how to work together and consider others' ideas.
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Storytelling reflection
1) The student wrote a fantasy story called "The Witch's War" about a wizard and unicorn who are afraid of a volcano.
2) They found planning the setting and plot challenging but enjoyed incorporating elements from classmates' art. Writing workshops helped improve dialogue and sentence structure.
3) Creating the movie was a long process but the student is proud they finished it. They learned new iMovie skills like zooming and enjoyed including fantasy music.
Storytelling reflection aighar
The student wrote a fantasy story called "The Witches War" which included magical characters like a wizard. They enjoyed creating the setting of castles on another planet. During the planning phase, the student struggled with details about a character named Melisa.
For the drafting phase, the student liked writing stories independently and was proud that their story included dialogue and details. During writing workshops, they learned to add more details to sentences.
In the digital phase, the student created a storyboard for their movie that had images in the correct order. They enjoyed adding sound effects and dialogue. While making the movie, the student learned new iMovie skills like trimming audio.
Sometimes collaborating was helpful for getting feedback
Storytelling reflection
Tom chooses to write a fantasy story set in Hell, where the main character is also named Tom. He struggles with coming up with ideas and putting them on paper during the planning and drafting phases. However, he is proud that his movie has good music. As the illustrator for the digital phase, he works hard at drawing pictures to match the story and learns new technology skills in iMovie. While group work was sometimes enjoyable for collaboration, other times fights broke out over ideas. Overall, the student found working together in a group to be the most enjoyable part of the storytelling unit.
Storytelling reflection
My Story is called IN HELL. The main character is a normal person who easily changes and the setting is a rare place. While planning, it was difficult to rewrite the story but the best idea was having rocks fall on devils. During drafting, writing in an odd place was difficult but workshops helped improve dialog. For the digital phase, creating a storyboard to combine stories was challenging but finishing the first movie provided happiness. Collaboration was sometimes enjoyable for faster work but disagreements occurred; working as a group improved idea generation. Overall, discussing the story was most enjoyed and continuing in iMovie may occur.
Storytelling reflection
The student wrote an adventure story called "Monster Challenge" set in a grassland, desert, and forest with different monsters in each setting. They enjoyed writing the story and found adventure to be an easy genre. During the planning process, the student learned about the importance of cooperation when working with others. When drafting the story, the student practiced writing dialogue and action scenes. The student then learned how to use iMovie software to create a movie adaptation of the story with classmates. Some challenges included creating the storyboard and editing soundtracks. Overall, the student was proud of completing the movie and learned new technology skills through the project.
Storytelling reflection nini
The student wrote a fantasy story called "The Witches' War" for a group project. They enjoyed creating the imaginary setting but struggled with developing plot details. During drafting, it was difficult to integrate everyone's ideas into the story. In the digital phase, the student was proud of their movie soundtrack and learned new video editing skills in iMovie. While collaboration sometimes led to brilliant ideas, other times group conflicts arose. Overall, the student found making movies to be a fun aspect of the storytelling unit.
Storytelling reflection
The student wrote a story called "Under Water Adventure" about a pink dolphin that can talk. They chose fantasy and adventure genres and set it in the sea. Creating the plot diagram was difficult because group members did not agree. A key part of the planning was including an antagonist called the purple octopus.
During drafting and revising, planning made writing enjoyable. The student is proud of their story for taking many steps to complete. Workshops helped improve writing skills. A published author noted stories can take years. For next time, the student would add more action.
The student took pride in illustrations for the movie and found storyboarding fun. They learned new iMovie skills and felt they improved. For the
Storytelling reflection
The student wrote a fantasy story called "In Hell" about a main character who tries to escape from hell to save himself and others. They found the planning and drafting phases difficult due to challenges generating ideas independently and writing complex sentences. However, they are proud of their movie, which they created using iMovie and feel they improved their writing and technology skills. Collaboration was mixed - they enjoyed working with some peers but argued with others who did not like their ideas. Overall, they found movie making the most enjoyable part of the storytelling unit and may continue practicing narration.
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Storytelling reflection
1) The student wrote a fantasy story called "The Witch's War" about a wizard and unicorn who are afraid of a volcano.
2) They found planning the setting and plot challenging but enjoyed incorporating elements from classmates' art. Writing workshops helped improve dialogue and sentence structure.
3) Creating the movie was a long process but the student is proud they finished it. They learned new iMovie skills like zooming and enjoyed including fantasy music.
Storytelling reflection aighar
The student wrote a fantasy story called "The Witches War" which included magical characters like a wizard. They enjoyed creating the setting of castles on another planet. During the planning phase, the student struggled with details about a character named Melisa.
For the drafting phase, the student liked writing stories independently and was proud that their story included dialogue and details. During writing workshops, they learned to add more details to sentences.
In the digital phase, the student created a storyboard for their movie that had images in the correct order. They enjoyed adding sound effects and dialogue. While making the movie, the student learned new iMovie skills like trimming audio.
Sometimes collaborating was helpful for getting feedback
Storytelling reflection
Tom chooses to write a fantasy story set in Hell, where the main character is also named Tom. He struggles with coming up with ideas and putting them on paper during the planning and drafting phases. However, he is proud that his movie has good music. As the illustrator for the digital phase, he works hard at drawing pictures to match the story and learns new technology skills in iMovie. While group work was sometimes enjoyable for collaboration, other times fights broke out over ideas. Overall, the student found working together in a group to be the most enjoyable part of the storytelling unit.
Storytelling reflection
My Story is called IN HELL. The main character is a normal person who easily changes and the setting is a rare place. While planning, it was difficult to rewrite the story but the best idea was having rocks fall on devils. During drafting, writing in an odd place was difficult but workshops helped improve dialog. For the digital phase, creating a storyboard to combine stories was challenging but finishing the first movie provided happiness. Collaboration was sometimes enjoyable for faster work but disagreements occurred; working as a group improved idea generation. Overall, discussing the story was most enjoyed and continuing in iMovie may occur.
Storytelling reflection
The student wrote an adventure story called "Monster Challenge" set in a grassland, desert, and forest with different monsters in each setting. They enjoyed writing the story and found adventure to be an easy genre. During the planning process, the student learned about the importance of cooperation when working with others. When drafting the story, the student practiced writing dialogue and action scenes. The student then learned how to use iMovie software to create a movie adaptation of the story with classmates. Some challenges included creating the storyboard and editing soundtracks. Overall, the student was proud of completing the movie and learned new technology skills through the project.
Storytelling reflection nini
The student wrote a fantasy story called "The Witches' War" for a group project. They enjoyed creating the imaginary setting but struggled with developing plot details. During drafting, it was difficult to integrate everyone's ideas into the story. In the digital phase, the student was proud of their movie soundtrack and learned new video editing skills in iMovie. While collaboration sometimes led to brilliant ideas, other times group conflicts arose. Overall, the student found making movies to be a fun aspect of the storytelling unit.
Storytelling reflection
The student wrote a story called "Under Water Adventure" about a pink dolphin that can talk. They chose fantasy and adventure genres and set it in the sea. Creating the plot diagram was difficult because group members did not agree. A key part of the planning was including an antagonist called the purple octopus.
During drafting and revising, planning made writing enjoyable. The student is proud of their story for taking many steps to complete. Workshops helped improve writing skills. A published author noted stories can take years. For next time, the student would add more action.
The student took pride in illustrations for the movie and found storyboarding fun. They learned new iMovie skills and felt they improved. For the
Storytelling reflection
The student wrote a fantasy story called "In Hell" about a main character who tries to escape from hell to save himself and others. They found the planning and drafting phases difficult due to challenges generating ideas independently and writing complex sentences. However, they are proud of their movie, which they created using iMovie and feel they improved their writing and technology skills. Collaboration was mixed - they enjoyed working with some peers but argued with others who did not like their ideas. Overall, they found movie making the most enjoyable part of the storytelling unit and may continue practicing narration.
Storytelling reflection
The student wrote an adventure fantasy story about a dolphin named Dolline. They found plotting the story challenging but enjoyed drafting and revising, learning how to use dialogue and flashbacks. For the digital production, the student was the soundtrack engineer and worked hard to find the right sounds. They were proud of the movie their group created despite sometimes fighting. The student both enjoyed and disliked group work, but learned how to communicate better with their group. Overall, they had fun creating the digital story and want to continue writing to improve.
Takumi story reflection
The student wrote a fantasy/adventure story called "In Hell" and enjoyed the planning, drafting, and digital phases of creating it. They chose the genre because they like adventure, made their main character a good fighter, and enjoyed creating the setting while listening to music. Working with classmates to plan and write the story was a fun first experience that taught them how to write, and they are proud of the movie they made together as a group. Collaboration was sometimes enjoyable because it was fun to work together.
Storytelling reflection
Blaze Saves the World is a historical fiction story set in the Egyptian desert where the main character Blaze can use lightning bolts. The student enjoyed planning the story and developing the character of Blaze. It was difficult to draft the story but the student is proud of the final version. For the digital production, the student enjoyed storyboarding and illustrating pictures for the movie. Group work was sometimes enjoyable for collaborating but other times led to arguments. Overall, the student found creating a movie in iMovie and using its effects to be the most enjoyable part of the unit.
Storytelling reflection by adam
The student wrote a story called "Skeleton vs. Ninjas" and reflected on their experience creating it. They enjoyed planning the thriller genre story and creating the powerful ninja main character. The student struggled with drawing plot diagrams but had good ideas. In drafting, adding details while finishing in one try was difficult but they are proud of the interesting story. Editing for spelling improved during workshops. For the digital version, they proudly made a good movie and found the storyboard easy while learning new technology skills. Group work was sometimes fun but other times noisy, though they learned collaboration and teamwork improved within their group. The student especially enjoyed character making and may continue writing after this unit.
Storytelling reflection
The student wrote a fantasy story called "In Hell" about a main character who did bad things before going to hell but became good after. They enjoyed creating the setting but found plotting notes difficult. During drafting, idea generation was challenging but they were proud of the story's structure. In digital storytelling, drawing the storyboard was hard due to condensing the long story; they were happiest with the soundtrack. Collaboration was sometimes enjoyable for building friendships but other times frustrating with lack of guidance; as a group they improved in art, sound, and scriptwriting skills. Overall, the student most enjoyed making the movie and illustrations.
Storytelling reflection from ms o
The student enjoyed creating the setting and main character for their thriller story. They found planning the plot challenging but had the idea to make the characters strong and unable to die. During drafting, the student struggled to write dialogue and generate ideas but learned from peer workshops. In the digital phase, the student was proud to share their movie and learned new iMovie skills like adding background music. They collaborated well in groups, sharing ideas, and developed drawing, writing, and technology skills throughout the unit.
Storytelling reflection
My classmate Genjiro is the hero of my fantasy and adventure story called "The Villagers' Hero". I enjoyed creating the setting and choosing sounds but found it difficult to develop the plot. In drafting the story, I worked to make it more fun but was proud to have written my first movie. I felt most successful in choosing music that matched the storyboard scenes and learned new technology skills in iMovie and GarageBand. While group work was sometimes faster, differing ideas made collaboration challenging, but I learned the value of teamwork. Overall, I most enjoyed crafting the story and may continue writing in the future.
Storytelling reflection Dennis
1) The student wrote a fantasy/adventure story called "Alien Destiny" about main characters that transform into monsters.
2) They found it difficult to write the story and create the storyboard because it required combining words, pictures, music and recording their voice.
3) Through the process, the student learned new computer and video editing skills in iMovie and became better at tasks like coloring, finding music, and recording voices. They are proud of how the song and sound recording turned out in their digital movie.
Storytelling reflection
The student wrote a fantasy story called "The Witch's War" about a wizard and unicorn. They enjoyed creating the setting but found the plot diagram difficult. During drafting, writing workshops helped improve their dialogue and sentence structure. For the digital phase, they created a movie soundtrack and learned iMovie skills like zooming and panning. Group work was sometimes enjoyable for finishing tasks faster, but other times people were bossy and arguing. Overall, the student enjoyed the storytelling unit and may continue making movies.
Storytelling reflection
The student wrote a fantasy story called "In Hell" about a main character who tries to break free from hell to save himself and others. They found planning the setting and generating plot ideas difficult. During drafting, receiving feedback in workshops helped improve their writing. For the digital version, they enjoyed creating the storyboard and typing the script. While making the movie, they learned new technology skills. Collaboration was sometimes enjoyable when group members agreed, and other times difficult when there were disagreements about ideas. Overall, the student most enjoyed the movie making portion of the project and may continue practicing narration.
Storytelling reflection from ms o
The student wrote a story called "Ninja vs Skeleton" and found both challenges and successes throughout the planning, drafting, and digital phases of the project. In the planning phase, they struggled to come up with plot ideas but enjoyed developing strong characters. When drafting, coming up with dialogue and ideas was difficult but workshops helped improve their cartoon drawing. Creating the storyboard for the digital movie was easy but putting in backgrounds and music in iMovie took learning new technology skills. Working with a group allowed for collaboration and sharing ideas.
Storytelling reflection from ms o
The student wrote a story called "Ninja vs Skeleton" and found both challenges and successes throughout the planning, drafting, and digital phases of the storytelling process. They enjoyed creating strong characters and settings but struggled with generating plot ideas. During drafting, dialogue and workshop feedback helped improve their writing. Creating a storyboard for their digital movie was easy but adding details to illustrations was difficult. Working in a group allowed for collaboration and sharing ideas to further develop skills like drawing, script writing, and using technology like iMovie.
Storytelling reflection
The student wrote a fantasy story called "The Witches War" which included magical characters like a wizard. They enjoyed creating the setting of castles on another planet. During the planning phase, the student struggled with details about a character named Melisa.
For the drafting phase, the student liked writing stories independently and was proud that their story included dialogue and details. Peer workshops helped them improve at including more details in sentences.
In the digital phase, the student created a storyboard for their movie that had images in the correct order. They learned new iMovie skills like trimming audio. As the script writer, the student worked to ensure enough dialogue was included.
Sometimes group work was enjoyable when others provided
Storytelling reflection
The student wrote a fantasy story called "The Witches War" about a character with magic powers. They enjoyed creating the setting, which included castles on another planet. During the planning phase, the student struggled to write about one character because they thought there was only a wizard in the story. In the drafting phase, the student liked writing the story and adding dialogue and details. For the digital phase, the student was proud that their movie had images in the correct order and they learned skills in iMovie. When collaborating, the student sometimes enjoyed group work when others helped, but other times disliked when ideas were ignored. Overall, the student enjoyed making the plot diagram and wants to continue improving their writing.
Storytelling reflection
The student wrote a fantasy story called "The Witches War" that included magical characters and an adventure plot with a happy ending. They enjoyed creating details for the setting and characters. During drafting, the student learned to add more descriptive details to their writing. For the digital story, the student was the script writer and worked hard to include sufficient dialogue. They were proud of how the sound and voices turned out in the finished movie. Through this storytelling project, the student gained new technology skills in video editing and learned to collaborate effectively in a group.
Storytelling reflection
The student wrote a fantasy story called "The Witches War" which included magical characters like a wizard. They enjoyed creating the setting of castles on another planet. During the planning phase, the student struggled with details about a character named Melisa.
For the drafting phase, the student liked writing stories independently and was proud that their story included dialogue and details. During writing workshops, they learned to add more details to sentences.
In the digital phase, the student created a storyboard for their movie that had images in the correct order. They enjoyed adding sound effects and dialogue. While making the movie, the student learned new iMovie skills like trimming audio.
Sometimes collaborating was helpful when others could
Storytelling reflections
The student wrote a story called "Ninjas vs. Skeletons" and found both challenges and successes throughout the writing process. They chose the fantasy/adventure genre because they enjoy those types of stories. During planning, the student struggled with developing the plot but had success creating an intelligent main character. In drafting, using proper words and dialogue was difficult but the student was proud to share their story online. For the digital version, creating the storyboard was easy while drawing the illustrations well was challenging. The student learned new technology skills in iMovie and enjoyed creating the character Kazuki most. Working collaboratively was sometimes enjoyable when others listened, and other times less so when the group did not know what to do, but
Storytelling reflection
This document summarizes a student's experience in a storytelling unit that included planning, drafting, and creating a digital story. The student found it difficult to rewrite their plot and combine story elements into a storyboard. They are proud of finishing their first movie and learned new technology skills in iMovie. The student enjoyed group work when it allowed things to get done faster, but disagreed at other times. Overall, the student became better at generating ideas and collaborating as part of a group during the unit.
Storytelling reflection by ki joo
The document provides a reflection from a student on their experience creating an adventure story called "Alien Destiny" through different phases:
1) In the planning phase, the student chose the genre and enjoyed creating settings but found editing the plot difficult.
2) During drafting, the student struggled to make the story perfect but was proud of included sound effects and improved through workshops.
3) In the digital phase, the student was proud of their illustrations and learned new technology skills in iMovie while making the story into a movie.
4) Collaboration was sometimes enjoyable for discussions but other times difficult when others disagreed, and the student learned not to distract partners.
Storytelling reflection by ki joo
The document provides a reflection from a student on their experience creating an adventure story called "Alien Destiny" through different phases:
1) In the planning phase, the student chose the genre and enjoyed creating settings but found editing the plot difficult.
2) During drafting, the student struggled to make the story perfect but was proud of included sound effects and improved through workshops.
3) In the digital phase, the student was proud of their illustrations and learned new technology skills in iMovie while making the story into a movie.
4) Collaboration was sometimes enjoyable for discussions but other times difficult when others disagreed, and the student learned not to distract partners.
Storytelling reflection by adam original
The student wrote a story called "Skeleton vs. Ninjas" and found both challenges and successes throughout the planning, drafting, and digital phases. They enjoyed creating the setting and main character but struggled with drawing pictures for the plot diagram. In the drafting phase, adding details was difficult but workshops helped improve spelling. Creating the storyboard for the movie version was easy while learning new technology skills in iMovie improved their narration and keyboard skills. Collaboration was sometimes fun but other times noisy, though the student learned teamwork through group work during the unit.
The ninija fight
The student wrote a fantasy story about ninjas called "The Ninja Fight" and enjoyed the various phases of developing it. They found planning the plot challenging but enjoyed writing the first draft. When adapting it into a digital movie, they had fun working with others in their group and learned new technology skills in iMovie. While collaboration was sometimes difficult when others hogged the computer, they learned how to work well with a group overall and their movie skills improved. The student particularly enjoyed writing the story and may continue doing so at home.
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Storytelling reflection
The student wrote an adventure fantasy story about a dolphin named Dolline. They found plotting the story challenging but enjoyed drafting and revising, learning how to use dialogue and flashbacks. For the digital production, the student was the soundtrack engineer and worked hard to find the right sounds. They were proud of the movie their group created despite sometimes fighting. The student both enjoyed and disliked group work, but learned how to communicate better with their group. Overall, they had fun creating the digital story and want to continue writing to improve.
Takumi story reflection
The student wrote a fantasy/adventure story called "In Hell" and enjoyed the planning, drafting, and digital phases of creating it. They chose the genre because they like adventure, made their main character a good fighter, and enjoyed creating the setting while listening to music. Working with classmates to plan and write the story was a fun first experience that taught them how to write, and they are proud of the movie they made together as a group. Collaboration was sometimes enjoyable because it was fun to work together.
Storytelling reflection
Blaze Saves the World is a historical fiction story set in the Egyptian desert where the main character Blaze can use lightning bolts. The student enjoyed planning the story and developing the character of Blaze. It was difficult to draft the story but the student is proud of the final version. For the digital production, the student enjoyed storyboarding and illustrating pictures for the movie. Group work was sometimes enjoyable for collaborating but other times led to arguments. Overall, the student found creating a movie in iMovie and using its effects to be the most enjoyable part of the unit.
Storytelling reflection by adam
The student wrote a story called "Skeleton vs. Ninjas" and reflected on their experience creating it. They enjoyed planning the thriller genre story and creating the powerful ninja main character. The student struggled with drawing plot diagrams but had good ideas. In drafting, adding details while finishing in one try was difficult but they are proud of the interesting story. Editing for spelling improved during workshops. For the digital version, they proudly made a good movie and found the storyboard easy while learning new technology skills. Group work was sometimes fun but other times noisy, though they learned collaboration and teamwork improved within their group. The student especially enjoyed character making and may continue writing after this unit.
Storytelling reflection
The student wrote a fantasy story called "In Hell" about a main character who did bad things before going to hell but became good after. They enjoyed creating the setting but found plotting notes difficult. During drafting, idea generation was challenging but they were proud of the story's structure. In digital storytelling, drawing the storyboard was hard due to condensing the long story; they were happiest with the soundtrack. Collaboration was sometimes enjoyable for building friendships but other times frustrating with lack of guidance; as a group they improved in art, sound, and scriptwriting skills. Overall, the student most enjoyed making the movie and illustrations.
Storytelling reflection from ms o
The student enjoyed creating the setting and main character for their thriller story. They found planning the plot challenging but had the idea to make the characters strong and unable to die. During drafting, the student struggled to write dialogue and generate ideas but learned from peer workshops. In the digital phase, the student was proud to share their movie and learned new iMovie skills like adding background music. They collaborated well in groups, sharing ideas, and developed drawing, writing, and technology skills throughout the unit.
Storytelling reflection
My classmate Genjiro is the hero of my fantasy and adventure story called "The Villagers' Hero". I enjoyed creating the setting and choosing sounds but found it difficult to develop the plot. In drafting the story, I worked to make it more fun but was proud to have written my first movie. I felt most successful in choosing music that matched the storyboard scenes and learned new technology skills in iMovie and GarageBand. While group work was sometimes faster, differing ideas made collaboration challenging, but I learned the value of teamwork. Overall, I most enjoyed crafting the story and may continue writing in the future.
Storytelling reflection Dennis
1) The student wrote a fantasy/adventure story called "Alien Destiny" about main characters that transform into monsters.
2) They found it difficult to write the story and create the storyboard because it required combining words, pictures, music and recording their voice.
3) Through the process, the student learned new computer and video editing skills in iMovie and became better at tasks like coloring, finding music, and recording voices. They are proud of how the song and sound recording turned out in their digital movie.
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Storytelling reflection
The student wrote a fantasy story called "The Witch's War" about a wizard and unicorn. They enjoyed creating the setting but found the plot diagram difficult. During drafting, writing workshops helped improve their dialogue and sentence structure. For the digital phase, they created a movie soundtrack and learned iMovie skills like zooming and panning. Group work was sometimes enjoyable for finishing tasks faster, but other times people were bossy and arguing. Overall, the student enjoyed the storytelling unit and may continue making movies.
Storytelling reflection
The student wrote a fantasy story called "In Hell" about a main character who tries to break free from hell to save himself and others. They found planning the setting and generating plot ideas difficult. During drafting, receiving feedback in workshops helped improve their writing. For the digital version, they enjoyed creating the storyboard and typing the script. While making the movie, they learned new technology skills. Collaboration was sometimes enjoyable when group members agreed, and other times difficult when there were disagreements about ideas. Overall, the student most enjoyed the movie making portion of the project and may continue practicing narration.
Storytelling reflection from ms o
The student wrote a story called "Ninja vs Skeleton" and found both challenges and successes throughout the planning, drafting, and digital phases of the project. In the planning phase, they struggled to come up with plot ideas but enjoyed developing strong characters. When drafting, coming up with dialogue and ideas was difficult but workshops helped improve their cartoon drawing. Creating the storyboard for the digital movie was easy but putting in backgrounds and music in iMovie took learning new technology skills. Working with a group allowed for collaboration and sharing ideas.
Storytelling reflection from ms o
The student wrote a story called "Ninja vs Skeleton" and found both challenges and successes throughout the planning, drafting, and digital phases of the storytelling process. They enjoyed creating strong characters and settings but struggled with generating plot ideas. During drafting, dialogue and workshop feedback helped improve their writing. Creating a storyboard for their digital movie was easy but adding details to illustrations was difficult. Working in a group allowed for collaboration and sharing ideas to further develop skills like drawing, script writing, and using technology like iMovie.
Storytelling reflection
The student wrote a fantasy story called "The Witches War" which included magical characters like a wizard. They enjoyed creating the setting of castles on another planet. During the planning phase, the student struggled with details about a character named Melisa.
For the drafting phase, the student liked writing stories independently and was proud that their story included dialogue and details. Peer workshops helped them improve at including more details in sentences.
In the digital phase, the student created a storyboard for their movie that had images in the correct order. They learned new iMovie skills like trimming audio. As the script writer, the student worked to ensure enough dialogue was included.
Sometimes group work was enjoyable when others provided
Storytelling reflection
The student wrote a fantasy story called "The Witches War" about a character with magic powers. They enjoyed creating the setting, which included castles on another planet. During the planning phase, the student struggled to write about one character because they thought there was only a wizard in the story. In the drafting phase, the student liked writing the story and adding dialogue and details. For the digital phase, the student was proud that their movie had images in the correct order and they learned skills in iMovie. When collaborating, the student sometimes enjoyed group work when others helped, but other times disliked when ideas were ignored. Overall, the student enjoyed making the plot diagram and wants to continue improving their writing.
Storytelling reflection
The student wrote a fantasy story called "The Witches War" that included magical characters and an adventure plot with a happy ending. They enjoyed creating details for the setting and characters. During drafting, the student learned to add more descriptive details to their writing. For the digital story, the student was the script writer and worked hard to include sufficient dialogue. They were proud of how the sound and voices turned out in the finished movie. Through this storytelling project, the student gained new technology skills in video editing and learned to collaborate effectively in a group.
Storytelling reflection
The student wrote a fantasy story called "The Witches War" which included magical characters like a wizard. They enjoyed creating the setting of castles on another planet. During the planning phase, the student struggled with details about a character named Melisa.
For the drafting phase, the student liked writing stories independently and was proud that their story included dialogue and details. During writing workshops, they learned to add more details to sentences.
In the digital phase, the student created a storyboard for their movie that had images in the correct order. They enjoyed adding sound effects and dialogue. While making the movie, the student learned new iMovie skills like trimming audio.
Sometimes collaborating was helpful when others could
Storytelling reflections
The student wrote a story called "Ninjas vs. Skeletons" and found both challenges and successes throughout the writing process. They chose the fantasy/adventure genre because they enjoy those types of stories. During planning, the student struggled with developing the plot but had success creating an intelligent main character. In drafting, using proper words and dialogue was difficult but the student was proud to share their story online. For the digital version, creating the storyboard was easy while drawing the illustrations well was challenging. The student learned new technology skills in iMovie and enjoyed creating the character Kazuki most. Working collaboratively was sometimes enjoyable when others listened, and other times less so when the group did not know what to do, but
Storytelling reflection
This document summarizes a student's experience in a storytelling unit that included planning, drafting, and creating a digital story. The student found it difficult to rewrite their plot and combine story elements into a storyboard. They are proud of finishing their first movie and learned new technology skills in iMovie. The student enjoyed group work when it allowed things to get done faster, but disagreed at other times. Overall, the student became better at generating ideas and collaborating as part of a group during the unit.
Storytelling reflection by ki joo
The document provides a reflection from a student on their experience creating an adventure story called "Alien Destiny" through different phases:
1) In the planning phase, the student chose the genre and enjoyed creating settings but found editing the plot difficult.
2) During drafting, the student struggled to make the story perfect but was proud of included sound effects and improved through workshops.
3) In the digital phase, the student was proud of their illustrations and learned new technology skills in iMovie while making the story into a movie.
4) Collaboration was sometimes enjoyable for discussions but other times difficult when others disagreed, and the student learned not to distract partners.
Storytelling reflection by ki joo
The document provides a reflection from a student on their experience creating an adventure story called "Alien Destiny" through different phases:
1) In the planning phase, the student chose the genre and enjoyed creating settings but found editing the plot difficult.
2) During drafting, the student struggled to make the story perfect but was proud of included sound effects and improved through workshops.
3) In the digital phase, the student was proud of their illustrations and learned new technology skills in iMovie while making the story into a movie.
4) Collaboration was sometimes enjoyable for discussions but other times difficult when others disagreed, and the student learned not to distract partners.
Storytelling reflection by adam original
The student wrote a story called "Skeleton vs. Ninjas" and found both challenges and successes throughout the planning, drafting, and digital phases. They enjoyed creating the setting and main character but struggled with drawing pictures for the plot diagram. In the drafting phase, adding details was difficult but workshops helped improve spelling. Creating the storyboard for the movie version was easy while learning new technology skills in iMovie improved their narration and keyboard skills. Collaboration was sometimes fun but other times noisy, though the student learned teamwork through group work during the unit.
The ninija fight
The student wrote a fantasy story about ninjas called "The Ninja Fight" and enjoyed the various phases of developing it. They found planning the plot challenging but enjoyed writing the first draft. When adapting it into a digital movie, they had fun working with others in their group and learned new technology skills in iMovie. While collaboration was sometimes difficult when others hogged the computer, they learned how to work well with a group overall and their movie skills improved. The student particularly enjoyed writing the story and may continue doing so at home.
Storytelling reflection by ki joo
The student wrote a fantasy/adventure story called Alien Destiny. They enjoyed creating the setting and including interesting vocabulary and dialogue to add excitement. It was difficult to write the story perfectly and edit the plot diagram. Through writing workshops, the student became better at writing. For the digital version, the student was proud of the illustrations and enjoyed creating the storyboard. They learned new technology skills in iMovie like zooming. Collaboration was sometimes enjoyable for fun discussions but other times difficult when others disagreed. The group became better at being friendly. The student especially enjoyed illustrating and may continue doing so since they were told they are a good artist.
The ninija fight
1) The student wrote a fantasy story about ninjas called "The Ninja Fight" and enjoyed creating the setting and main character. They struggled with plotting the story but learned ninjas are powerful.
2) When drafting the story, the student worked hard and is proud of their efforts. During workshops they improved at writing sentences.
3) For the digital version, the student was proud of their movie and enjoyed the movie making process. They storyboarded easily since the story was written, and learned new technology skills making the movie.
Storytelling reflection
The student wrote a fantasy story called "In Hell" about a main character who did bad things before going to hell but became good after. They enjoyed creating the setting but found plotting notes difficult. During drafting, idea generation was hard but they were proud of the story's structure. Through workshops, their dialogue improved. For the digital version, they drew pictures for the storyboard but found shortening the long story challenging. They were happy with the soundtrack and learned new technology skills in iMovie. Collaboration was sometimes enjoyable for building friendships but other times less so if only one person provided feedback. Overall, the group improved in drawing, sound, and scriptwriting through the project.
Storytelling reflection
The student wrote a fantasy story called "In Hell" about a main character who did bad things before going to hell but became good after. They enjoyed creating the setting but found plotting notes difficult. During drafting, idea generation was hard but they were proud of the story's structure. Through workshops, their dialogue improved. For the digital version, they drew pictures for the storyboard but found shortening the long story challenging. They were happy with the soundtrack and learned new technology skills in iMovie. Collaboration was sometimes enjoyable for building friendships but other times less so if only one person provided feedback. Overall, the group improved in drawing, sound, and scriptwriting through the project.
Storytelling reflection
The student wrote a story called "Blaze Saves the World" set in ancient Egypt about a boy who becomes friends with Egyptian gods. In planning the story, the student found it difficult to come up with ideas when other group members disagreed. When drafting and revising, the student struggled to finish within the short time frame but is proud most scenes made it into the final movie. Through workshops, the student learned how to write engaging openings and use dialogue better. In producing the digital story, the role was scriptwriter and skills in iMovie were improved like panning and zooming. Group work was sometimes enjoyable but also frustrating, though the student learned to trust others' work. The overall unit helped the student learn to improve stories
Storytelling reflection
The student wrote a story called "Monster Challenge" where the main character Alex goes into a computer game world and must fight evil bats and bosses. They chose adventure and fantasy genres to make the story exciting and fun. The student found creating a plot diagram and storyboard difficult but enjoyed writing the story draft and climactic scenes. Through workshops and discussions, the student learned how to improve their storytelling skills. The student was proud of their movie which included recorded audio, pictures, and music. They learned new technology skills in iMovie but would speak louder for future recordings. The student both enjoyed and disliked group work at times but learned about collaboration and teamwork through the project.
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Message from your Principal
BISS aims to instill confidence, a love of learning, and critical thinking skills in every student. Teachers inspire creative and active participation through questions, projects, and technology. With intellectual curiosity and problem-solving skills, students will be prepared for a changing future. The school seeks better ways to develop a relevant and engaging curriculum tailored to each child, while also supporting their wellbeing. Parental involvement strengthens the community and allows for discussion of each child's progress.
Finite resources reflection
The document discusses finite resources and the importance of conserving them. It provides examples of finite resources like wood, water, coal, and oil that can be used up. Alternative energy sources like solar and wind energy are introduced as infinite resources. The document also describes taking action to reduce paper usage at school through audits and recycling efforts. This included creating a music video to promote conservation.
Finite resources reflection.A >_<
This document summarizes a student's learning about finite resources through various projects. It discusses that finite resources like fossil fuels will run out and how alternative energy sources can help. Through a home energy audit, the student discovered ways to conserve electricity by turning off lights when rooms are empty. At school, recycling bins were added after discovering a lack of recycling. The student then led a campaign to promote paper recycling by making bins and giving a speech. They also enjoyed making a music video with lyrics about recycling to educate others.
Finite resources reflection
(1) The document discusses finite resources and provides examples of finite resources like coal, oil, and gas. It notes that these resources will run out and should be conserved to reduce pollution and protect wildlife habitats. (2) It describes a school campaign to promote recycling by making recycling bins for each classroom and educating students about the importance of recycling paper to save trees and the environment. (3) The author enjoyed making an environmental music video to encourage recycling and saving the earth but notes it was difficult to collect recycled paper without it falling on the ground.
Finite resources reflection
This document summarizes a student's reflections on learning about finite resources and taking action to promote conservation. The student learned that finite resources like fossil fuels are limited and important to conserve. They discovered ways to save energy at home and set goals to do so. For a school project, the student helped make recycling bins and explained the importance of recycling to kindergarteners. They also enjoyed making an environmental music video that used persuasive language and visual techniques to promote conservation and saving the environment.
Finite resources reflection
This document summarizes a student's reflections on learning about finite resources and taking environmental actions. The student learned that finite resources like fossil fuels will run out, and burning them harms air quality. They conducted a home energy audit and school recycling campaign. For the campaign, they made recycling boxes for classrooms and collected paper daily. The student also enjoyed making an environmental music video with persuasive lyrics about saving the earth. They plan to continue recycling to help the planet.
Finite resources reflection
The student learned that finite resources like coal, oil and gas will eventually run out, and that conserving them can reduce pollution and habitat destruction. They discovered through a home energy audit the importance of turning off lights when rooms are unused. At school, an energy audit found a lack of recycling bins, so the student set a goal to create bins and educate about recycling. For a school project, the student made recycling bins, taught proper use, and collected recycled materials. They enjoyed the creative process but found education challenging. The student also made an environmental music video and learned trees provide air for many people. Overall, the student most enjoyed creating a magazine article for the unit and wants to continue improving their writing.
Finite resources reflection
The document discusses finite resources and conservation efforts. It covers how fossil fuels are finite resources that can run out, so alternative energy sources like solar and wind are important. It also describes a school campaign to install recycling bins and educate students about recycling to reduce waste. The document expresses how reducing paper usage can save energy and resources.
Finite resources reflection
Sarthak learned that finite resources like coal, oil, and wood have limited supplies and producing them causes pollution. It is important to conserve these fossil fuels and use alternative energy sources like solar, wind, and water power. Sarthak discovered through a home energy audit that his house uses a lot of energy, so he set goals to conserve more. At his school, an energy audit found issues like lights left on in empty rooms and some classes lacking recycling bins, so goals were set to address these problems. Sarthak helped lead a school campaign to promote paper recycling by making bins and educating others, though it was difficult explaining their proper use to younger students. He enjoyed making a music video at a green screen to
Finite resources reflection
This document summarizes the key things a student learned during a unit on finite resources:
1) Finite resources like coal, oil, and gas are limited and pollute the environment, so conservation is important. Alternative energy sources include solar, nuclear, and geothermal.
2) A home energy audit found lights were left on unnecessarily, so the student set a goal to turn lights off when rooms are empty.
3) A school recycling campaign was launched by making a bin, teaching proper use, and collecting paper to reduce waste of finite wood resources.
Finite resources reflection
The document discusses finite resources and environmental actions taken by a student. It covers the following key points:
1) Finite resources like fossil fuels are limited and examples include oil, coal, and gas. It is important to conserve these resources and find alternatives like solar and wind due to pollution, habitat destruction, and limited supply.
2) During a home energy audit, the student discovered ways to conserve electricity by switching it off at the wall when not in use.
3) The student led a school recycling campaign by making recycling boxes, talking to classes, collecting paper, and sending it to be recycled. It was difficult but important to explain conservation efforts to other students.
Finite resources reflection
The document discusses finite resources and environmental actions taken by a student. It includes the following:
1) The student learned that finite resources like fossil fuels are limited and will run out, and that using alternatives like solar and wind is important.
2) A home energy audit found ways to conserve electricity by switching it off at the wall when not in use.
3) The student led a school recycling campaign by making boxes, talking to classes, and collecting paper to send to a recycling center.
Finite resources reflection
The document summarizes a student's learning about finite resources and their efforts to promote conservation. It discusses how (1) fossil fuels are finite and polluting, so alternative energy sources are important; (2) a home energy audit found opportunities to conserve energy by turning off lights; and (3) the student undertook a school campaign and music video to teach peers about recycling and conserving trees.
Finite resources reflection
The document summarizes a student's learning about finite resources and their environmental actions. It discusses that fossil fuels like oil, coal, and wood are finite resources that will run out and cause pollution. The student learned coal reserves on Earth will only last 200 more years. Through a home energy audit, the student discovered they take long showers and set a goal to take shorter ones. At school, the student led an effort to give every classroom a recycling bin and teach recycling. They made a music video using green screen to promote recycling and reducing paper use, enjoying the creative aspects. The student found explaining the project to younger students challenging but rewarding.
Finite resources reflection
The document discusses finite resources and conservation efforts. It summarizes that finite resources like trees, coal, and oil have a set amount that could run out. The document then discusses taking actions like creating recycling bins for classrooms and making an environmental music video to encourage reducing, reusing, and recycling paper to conserve resources. It reflects that the experience of making the recycling bins and music video was enjoyable and the student learned the importance of conserving finite resources through these projects.
The finite times
Coal is collected through surface or underground mining methods. Surface mining uses large machines to remove topsoil and rock layers to access coal deposits underneath. Underground mining involves using elevators to access deep tunnels where miners cut coal. Coal forms over hundreds of millions of years from decaying plant matter and is a non-renewable fossil fuel. Communities depend on the coal industry as it provides around 40% of the world's electricity and is used to make many other products. However, burning coal also harms the environment by releasing pollutants like carbon dioxide, sulfur dioxide, and nitrogen dioxide that cause issues like global warming, acid rain, and smog. Better management of the coal industry could involve using pollution control devices and transition
The finite times
Coal is collected through surface or underground mining methods. Surface mining uses large machines to remove topsoil and rock layers to access coal deposits underneath. Underground mining involves using elevators to access deep tunnels where miners cut coal. Coal forms over hundreds of millions of years from decaying plant matter and is a non-renewable fossil fuel. Communities depend on the coal industry as it provides around 40% of the world's electricity and is used to produce many goods, but it also harms the environment by releasing pollutants like carbon dioxide, sulfur dioxide, and nitrogen dioxide which contribute to issues like global warming and acid rain. Better management of the coal industry could involve using pollution control devices and reducing transportation and other resource usage to
The finite times
Wood comes from rainforests where loggers cut down trees using chainsaws or machinery. Lumber is wood from cut trees that is used to build houses, make furniture, and produce paper and pencils. The logging industry can damage forests by clear cutting, which removes all trees and damages animal habitats and the environment. A more sustainable alternative is strip logging, which removes trees in a way that mimics natural forest growth.
The finite times
The document discusses the wood industry and its impacts. It explains that wood comes from rainforests where loggers cut down trees using chainsaws or machines. The wood is then used to build houses, make furniture, and produce paper and pencils. However, logging large numbers of trees can damage rainforests and their ecosystems. Clear cutting whole areas can eliminate food and oxygen sources for animals and cause problems like flooding and global warming by reducing carbon dioxide absorption. A more sustainable alternative is strip logging, which mimics natural forest growth patterns.
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Storytelling reflection copy
- 1. Story-telling Reflection My Story is called… The Planning Phase: I chose to write a fantasy genre because when you are writing a fantasy story you have a wider rang of things to put into your story and what I mean is that in a realistic stories you don’t have a lot of characters or places or even imagination. I also would say that at the beginning my group immediately wanted it to be a fantasy space story. The most interesting thing about my main character? Well,actually I have three main character’swho are Tiax, Tork and Slun. But if you want it exactly straight then I would say that it is Tork because has a lot of script and at the end he tragically dies to save the people on Earth from the invading alien force. I enjoyed creating the setting because it was fun to talk with my group and just share our ideas and work together while writing. While making my plot diagram, I found it difficult to get all those different and all those wonderful ideas into the plot.My best idea during planning was to create a new planet for the story where the aliens lived. That’s where they were under the power of master electro.While planning this story I learned more effective ways to make my story the best that it could be. The Drafting Phase: It was enjoyable and difficult to write my story because sometimes I got stuck but there were times when ideas didn’t stop coming into my head.During the Writing Workshops, I became better at knowing where to put my capital letters and periods. If I wrote it again, I would improve my story by adding more detail and the new things that I learned during the writing workshop (about dialogue, sentences and story starts). The Digital Phase: I am proud of my movie because it has a lot of effort in it and also a lot of digital work.I found it easy to create the storyboard because I already had my story perfectly planned on my poster.My role was to be the scriptwriter and narrator.I worked especially hard at getting a lot of dialogue and detail into my script.The thing I am most happy with is that I got the story finished. While making the movie, I learned many new technology skills in iMovie. If I made the movie again, I would try to speak more clearly when I am recording because I was pretty much mumbling the whole way through. Collaboration:
- 2. Sometimes, I enjoyed group work because I would never would be finished all that digital work by now because I am pretty bad at the computer (but not in computer games).Other times, I didn’t enjoy group work because it was just frustrating keeping Dennis on task. While working in a group, I learned a lot of new things on the computer because as I said so that I am pretty bad at computers. During the unit, our group became better at working together and agreeing to the ideas of other people. What else? During this story-telling unit I especially enjoyed writing my script and putting all the ideas onto my group’s poster.After this unit, I might continue to write a few little stories.