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Students describe five ways a book character is just like them in this well-developed Photo Story 3 presentation

Subjects:

Computers & Internet, Language Arts, Social Studies  

Grades:

9, 10  

Title – That’s Me! No It Isn’t!
By – Tamara Remhof
Primary Subject – Language Arts
Secondary Subjects – Computers & Internet, Social Studies
Grade Level – 9-10

Concept / Topic To Teach:

    How Authors develop believable Characters

Texas Essential Knowledge and Skills (TEKS) Standards Addressed:

    High School English Language Arts and Reading, English I:

      (5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

        (B) Analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils;

General Goal(s):

    Students will understand and explain what authors do to make their characters believable.

Specific Objectives:

    Students will develop a 3-5 minute presentation using Photo Story 3 describing five ways in which a character in a book is like them.

Required Materials:

  • Photo Story 3
  • Images and music from copyright free sources
  • Personal photos
  • Book

Anticipatory Set (Lead-In):

  • What do you remember about the characters in your favorite book and why? Students can use this to start brainstorming ideas for their digital story.
  • Show students a presentation made with Photo Story 3 that describes a character you are or are not like. (I’m very much like Neville Longbottom from Harry Potter!)

Step-By-Step Procedures:

  1. Brainstorm ideas – Have students chose characters they think are like them or not and discuss why. Students start listing the characters’ attributes and theirs.
  2. Select character – Students select a character from their list that is either very similar to them or opposite of them.
  3. Outline – Students develop an outline for their digital story. They must include at least five images and two different transitions. The images can be personal photos, clip art, or copyright free images from the Internet.
  4. Create storyboard – Students will create a detail storyboard that describes the images and a script for the narration that will be used on the project.
  5. Approve storyboards – Review storyboards with students to be sure all elements are there and that students understand what is required.
  6. View projects – After each class, view projects to ensure that students are following instructions and working through any technical difficulties.
  7. Add special effects – Have students add the transitions, titles, credits and special effects. Make sure they keep the projects to less than five minutes.
  8. Copyright law – Make sure students are following copyright law and crediting their sources.
  9. Save projects – Have students save their projects after demonstrating how to do it.
  10. Deliver story – Once the story is finished make sure the students save the story as a “.wmv” file and turn it in to the completed projects folder.

Plan for Independent Practice:

    Students can use digital storytelling to describe their favorite books, music, etc.

Closure (Reflect Anticipatory Set):

    Ask students if their friends would agree with them and why or why not. Do they see their friends like characters in a book?

Assessment Based On Objectives:

  • Completed storyboard including script, narration and timing instructions
  • Content demonstrates students’ ability to compare real life with fictional characters.
  • Correctly documented copyrighted material
  • Completed digital story no more than five minutes long, with five different images and two transitions, and is saved in “.wmv” format

Adaptations (For Students with Learning Disabilities):

  • Students work with a partner to develop storyboard and narration.
  • Allow extra time to complete digital story.
  • Students create a booklet that shows how they are like or not like a character.
  • Students select a story and describe how a character is like or not like them.

Extensions (For Gifted Students):

    Students pick one element of the character they’ve chosen and describe how changing that element would change the story and why.

Possible Connections to Other Subjects:

    Students can use digital storytelling for social studies – making connections in history and geography. Which historical character is just like me?

E-Mail Tamara Remhof !

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