Christina+Mills+Week+7

Students will be adding digital storytelling to their announcements through the process of interviews. They will make storyboards to help layout their final products. After several review processes, students will complete the unit by presenting their announcements in front of the school administration and school board. > > > > > > > > I will have the students watch several commercials that utilize interviews as a means to advertise their product or sell a service. For instance, many colleges use student interviews as a mode of persuasion, as do salons, automotive businesses, and so on. Next, as a class we will discuss what makes interviews successful in marketing. We will generate a master list of how to incorporate interviews in a commercial successfully. Students will then be able to use a video recorder to practice both the interviewer and interviewee. In their designated groups students will review the feedback they have received from their podcasts. They will sort through which statements are the most influential and credible in terms of supporting their announcement. Next, they will complete the final steps of their announcements, adding interviews as part of creating a digital storytelling component. To help, students will generate a list of additional questions based on their selected individuals’ feedback to add further insight. Students will ask individuals who wrote comments to actually record a video so that it may be utilized in their final announcements. This will serve dual purposes for the students. First, they will have to go out in the community and hold professional interviews, so they will have the opportunity to explore broadcasting. Secondly, students will be incorporating and utilizing community support for their announcements as well as involving the community in a school-based project. To help students visualize their final products, students will be asked to generate a storyboard, much like a cartoon series, of their announcements. This will help students truly “picture” the layout of their announcements with the digital storytelling component. This will also enable students and teachers to give feedback before students spend copious amounts of time finalizing their products. Finally, Students will spend a class period refining their announcements by adding their interviews, transitions, and other special effects. This will also be an opportunity for them to conference with their teacher and evaluate their efforts based on the final rubric. Before presenting, students will practice introducing their final product in front of the class to receive critique and support. For their final, students will be asked to present their announcements to the administration and school board. Students can take this a step further and actually create commercials. They can be asked to incorporate several specific techniques of propaganda. They can also write a reflection at the end of this lesson/unit regarding their thoughts and experiences. To help students with special needs, they may also use other video recording devices that require less knowledge, such as a cell phone or flipvideo. They may only use one interview as opposed to several. They may also receive extended time and require more teacher conferences. Students will be graded on their final products. They will be required to demonstrate all of the elements poised in each lesson in their final announcement. They will also receive feedback from the administration and school board.
 * Lesson Title: **** Digital Storytelling ** 
 * Grade Level:** Freshmen
 * Subject:** Language Arts
 * Description: **
 * Objectives: **
 * 1) Students will learn specific interview tactics employed in commercials.
 * 1) Students will learn how to critique and analyze components of an interview.
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will learn how to operate video recording devices such as a video camera, flipvideo, and/or cell phone.
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will generate storyboards as a means to visually critique, evaluate, and assess.
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will learn presentation skills and how to professionally introduce a product.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Introduction: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">30 to 45 minutes **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Lesson: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">2 to 4 class periods **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Extensions/Adaptations: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Assessment: **