Gena,+Real+Life,+Round+3

=Put a Short Activity/Lesson/Project Title Here=

2. Project roles: storyboard pitcher presents to the group; camera people follow director's cues, director monitors filming making sure it follows the storyboard plan, editors review camera shots and discuss edits with group, cast follow the storyboard plan and director's instructions 3. Follow the storyboard basic plan to complete the project 4. Edmodo group lunch meetings || 1. Where we are now: This is the end of the first semester after-school classes, and the second semester classes are starting soon. It seems that the more I thought of the project as a journey of change, and less as a means to a product, the more that idea came through, unintentionally, during our reflective conversations with both groups. For example:
 * **Title**: ||< Digital Storytelling - Real Life Round 3 ||
 * **Subject**: ||< Language Arts / Technology Integration ||
 * **Grade**: ||< 3rd, 4th, and 5th ||
 * **Time Frame**: ||< After __#|School Program__ - First Semester: 1hr/week ||
 * **Summary:** ||< Applied Collaborative Group Agreements; collaborate through project roles; follow storyboard plan; use iMovie app ; Edmodo as a communication tool; ||
 * **Tasks**: ||< 1. Implement agreements
 * Objectives: ||< * What TEKS or other objectives does this activity/lesson project meet?
 * Language Arts/Technology integration, digital citizenship, technology tools for communication, collaboration as real world skill to be productive ||
 * Assessment: ||< How will you assess the students learning?
 * Group agreements: respecting our group agreements by actively adhering to them; individual responsibility
 * Storyboarding: understanding that it is a 'living document,' flexibility and reaching consensus on editing changes, understanding the practical use of a storyboard as a plan
 * iMovie video taping: follow the storyboard plan for camera shots, and director's instructions
 * Edmodo: review posted reflections about progress of group work, and participation in discussions about the project ||
 * Resources: ||< * What resources will be needed?
 * Equipment: iPads with iMovie and __#|DropBox__ __#|apps__; MacBooks
 * YouTube videos: Pixar's Toy Story Storyboards and Pitching
 * Websites: Edomodo account, Roller Mache (camera shots, storyboarding), Budde:e ||
 * **Teacher**
 * Reflections:** || Please share what went well, what was challenging and what you might tweak or modify for your next round....
 * I asked the 1st gr. group what they know now about storyboarding, and most of them described it as 'the paper where you write down what the characters are going to say, and where you draw what they are doing and the place where the story is happening, and 4 parts (frames) are better for a short video.' They all expressed that it is 'much better to work with 2 or 3 friends because you can't do it alone.' They have understood the purpose of storyboards for planning and the idea that collaboration is productive.
 * I asked the 3rd-5th gr. group the same question, and they all said that at first, they felt impatient and they just wanted to jump into camera work, but now, they see that there is no way we could have __#|completed__ the project without a storyboard because a plan helps the group stay on target. They also talked about how it was much easier to find their role within the group if they followed what they were interested in. So, again, they have understood the purpose of storyboarding, not only as a plan, but as a means to hold their collective thinking, and they have seen the benefit of collaboration.

2. What went well:
 * 1st gr. group: after we finished our whole group project, Snatch People to Read, several groups of students came up with their own ideas for additional iMovie projects and formed their groups based on interest. It was great to see the kids, who had initially preferred individual exploration of apps on the iPad, willing to participate with their peers in a group project. We spent the last few sessions drafting storyboards. Several groups expressed that they want to come back the second semester to continue with their projects. Below are some of their storyboards.

> As we worked together, the kids assumed roles based on their interests, and this resulted in a commitment to give their best: Bria has great intuition for editing, Daniel and Sara have a great eye for camera shots, Alexandra discovered that she loves directing and kept bringing us back to the storyboard like using a compass, Dusty was great with special effects ideas and pitching the storyboard, Amarys was our technical problem solver, Damian discovered that acting suited him better than his previous role, and one student made the personal decision not to pull out, but stay and support the group (real life issues discussed as a group, which would affect group productivity). Ownership became evident as the kids took over decisions. > Also, I sent the final project video link to Mr. Yip Choy, the 3-D Animation Lab instructor at the Guthrie Center, and asked if our DST group could visit, so we were invited for a tour of the Animation Labs! It was just wonderful! We even got to see the Motion Capture Studio! See video links below.
 * 3rd-5th gr. group: We completed the project, Ghost School. One of the phrases included in the video is,'a library without walls,' which I would have loved to use for the title, but it was their project, so we left the title as is.

> || http://goo.gl/clpdc
 * **Examples**: ||< Links to teacher or student work examples.
 * 1st gr.samples:

http://goo.gl/wFEmF


 * 3rd-5th video links:

[|Final project: Ghost School]

[|Dusty pitching our storyboard]

[|Visit to the Guthrie Center]



==Use the Embed Widget tool to add a Discussion Area widget. Bump the number to 100. This will take the comments from the discussion tab and add them to the bottom of the page. This will encourage teacher reflection and modification.Digi==