Learning and Teaching Activities Resources Assessment 1 Pre-production, scriptwriting, storyboarding, sketching, planning, research Activity 1: (Whole class) Ask the students whether they have ever read a digital book and lead a discussion on digital books. Introduce the activity The students (in groups) will become authors of a digital story and produce a 4-6 page digital book using their favourite toy as the subject, an adventure that the toy experiences as the context and their fellow classmates as the audience. Explain that for this digital book they will be taking photographs of the toy in different poses and environments, adding text and narrating the story. They will be using an iPad App. Teachers are free to choose their own App, Web 2.0 tool, or PowerPoint. Vocabulary pre-production, script, storyboard, digital story Introduce an example of a digital book the story The artist who stole bits of the world which can be downloaded free using the App The Artist Mortimer () or any other digital story. How you download will depend whether the students view this as a whole class, in groups on digital devices or individually on digital devices As a whole class brainstorm the elements of a digital story: Overall purpose Point of view Dramatic question/questions Choice of content Clarity of Pacing of the narrative The artist who stole bits of the world ) Assessment for learning: From listening to the discussion on digital stories ascertain students are familiar with digital stories. Assessment as learning: The students will keep a handwritten journal or a blog in which they will write their reflections after each activity
Criteria The adventure Name: Year: Date: The learner’s work demonstrates evidence of: Assessable element Above Criteria Meets Criteria Developing-Below Criteria Digital A 4-6 page digital story was completed The completed digital story was less than 4-6 pages Storyboard Storyboard included all required elements: characters, script, voice and choice of background, other images, background music, all in clear and precise detail Storyboard included all required elements: image, characters, script, voice Storyboard included few required elements: characters, script, voice Use of photographs Depth of field has been very clearly used to highlight the focal point Depth of field has been used to highlight the focal point Depth of field was not used to highlight the focal point Size and background of the focal point The viewer’s attention is clearly to the focal point due to its framing, size and background The viewer’s attention is to the focal point due to its framing, size and background The viewer’s attention is rarely drawn to the focal point due to its framing, size and background Rule of thirds The rule of thirds has been clearly used to place images The rule of thirds has been used to place some images The rule of thirds has not been used to place images Use of text Text is both suitable and relevant to the image and conveys a deeper meaning Suitable and relevant text has been used to support the image Text is neither suitable nor relevant to image Use of sound The pace of the narration (rhythm and voice punctuation) is matched to the image and is engaging for the audience. An appropriate soundtrack has also been included. The pace of the narration (rhythm and voice punctuation) is matched to the image and is engaging for the audience Little attempt has been made to match the narration (rhythm and voice punctuation) to the story
Background Other images used: Voice recording: Student Reflection Sheet Handout 3 This is how we used the photos and images in our digital story. We ______________________________ This is how we used the text in our digital story. We _________________________________________