Media Studies Unit: Why Do We Tell Stories?

Hi Friends!

I wanted to share with you something I have been working on...a Culminating Task for an ENG3U course that focuses on answering the question “Why do We Tell Stories?”, incorporating various media forms and technology. Here is the Culminating - my next post will include 5 lesson plans leading to this final task!

1.    Learning Goals & Expectations

By the end of this ISP and Culminating Task, students should fulfill the following expectations:

Overall Expectations:

·         Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning

·         Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques

·         Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

Specific Expectations:

·         2.1 identify general and specific characteristics of a variety of media forms and explain how they shape content and create meaning

·         2.2 identify conventions and/or techniques used in a variety of media forms and explain how they convey meaning and influence their audience

·         3.2 select a media form to suit the topic, purpose, and audience for a media text they plan to create, and explain why it is a highly appropriate choice

·         3.3 identify a variety of conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help communicate a specific aspect of their intended meaning effectively

·         3.4 produce media texts, including increasingly complex texts, for a variety of purposes and audiences, using appropriate forms, conventions, and techniques

·         4.1 explain which of a variety of strategies they found most helpful in interpreting and creating media texts, then evaluate their strengths and weaknesses as media interpreters and producers to help identify the steps they can take to improve their skills

·         4.2 explain how their skills in listening, speaking, reading, and writing help them interpret and produce media texts

2.    Culminating Task

This task involves each student creating a “digital story” from the perspective of one minor character from a text studied in the course. Using the medium of their choice, students will create and present a five-minute storyboard that provides new insights on the story based on their character’s perspective. The task also includes a metacognitive piece at the end that encourages reflection on their rationale, strategies and choices made during the process.

ENG3U Culminating Task: Creating a Digital Story

Story telling has always been an art form.  From ancient times, story tellers used tools to communicate their knowledge to current and younger generations, and as a result of this tradition, stories are still being told today. Today, these stories look different.  Through the invention and evolution of modern technology, our stories have been able to evolve and be told internationally through mediums such as the internet, television, and radio.

THE TASK: Create and share a digital story that extends our knowledge of a character whose voice is not heard in the course texts. 

-          Choose a MINOR character you have encountered in our reading throughout the semester (A Thousand Splendid Suns, The Crucible OR your ISP novel) – Note: You can NOT choose a major character.

-          Think about how having he / she tell the story instead would change the overall tone of the novel / play.

-          What would the character say about his / her experience, feelings, motivations…?

-          Imagine this story… and tell it!

RATIONALE:

-          When we look at a text critically, we don’t simply focus on what is within the text, but also on what is missing.

-          To be critical thinkers, we need to consider not only what is present, but what is not.

-          We need to ask important questions with regards to bias within a text, and whose voice is being heard.

-          In this task, you are being asked to apply your critical and creative thinking skills in order to complete this task.

PART ONE: THE CREATION OF THE DIGITAL STORY

·         Select a character from one of the texts whose voice was not included in the original narrative text for your story

·         Create a separate story for this character which has a clear beginning, middle and end

·         Select and create details of character, setting, conflicts, events

·         Select other media forms that will assist you in fully conveying your story in the digital form (music, visuals, sound effects, etc)

·         Organize and write your story

·         Plan and create a storyboard for the digital presentation of the story

·         You may use any platform you wish to tell the story – but it must be visual

PART TWO: THE PRESENTATION OF YOURS / LISTENING TO OTHERS TELL THEIRS

·         You will present your digital story live for sharing

·         Your presentation should be between 5 minutes in length

·         You will also respond to one of the other digital stories presented in class by your peers

PART THREE: THE RATIONALE

·         You will complete an in class write up about your rationale, strategies selected, choices you made during the process

·         You will also need to think about how effective these strategies were in helping you complete the final product.

ASSESSMENT: You will be assessed under the following strands in the Ontario Curriculum:

-          Oral Communication, Writing, Media Studies

ENG3U Culminating: Digital Storytelling Rubric

Criteria	Level 1 Limited Poor Needs improvement Below Expectations	Level 2 Some Adequate Admissible Below Expectations	Level 3 Competent Considerable Effective Meets Expectations	Level 4 Strong Refined Impressive Sophisticated Exceeds Expectations
Knowledge Demonstrates knowledge of elements of narrative Selects appropriate media forum to present story	Demonstrates a limited knowledge of narrative elements Selected forum is not suitable for media piece	Demonstrates some knowledge of narrative elements Selected forum is somewhat appropriate for media piece	Demonstrates considerable knowledge of narrative elements Selected forum is appropriate for chosen media piece	Demonstrates thorough and independent knowledge of narrative elements Selected forum is well suited for chosen media piece and enhances the story
Thinking Selection and organization of story details to construct a clear, logical and well developed story Awareness of how personal perspectives or bias shapes a story and influences the message Use of metacognition to assess personal progress and determine next steps to create an effective digital story – in class written piece	Details do not clearly develop the story (insufficient details or illogical org) Demonstrates a limited understanding of how perspective and bias influences the message Demonstrates little self-assessment; very few next steps identified; limited detail and explanation	Details develop the story to some extent (requires more details or org. could be more clear) Demonstrates some understanding of how perspective and bias influences the message Demonstrates some self-assessment; some next steps identified; some detail and explanation	Details clearly develop the story (sufficient details and logical org) Demonstrates considerable understanding of how perspective and bias influences the message Demonstrates considerable self-assessment; considerable next steps identified; considerable detail and explanation	Details effectively develop the story (thorough details and effective org) Demonstrates a thorough understanding of how perspective and bias influences the message Demonstrates effective self-assessment; thoughtful next steps identified; thorough detail and explanation
Communication Use of voice, speaks with confidence and expression Awareness of audience; engages the audience Presentation is effective in communication (clear and error-free)	Communicates with limited clarity and confidence Holds audience’s attention with limited effectiveness Presentation has excessive errors which limits the communication of story	Communicates with some clarity and confidence Holds audience’s attention with some effectiveness Presentation has several errors which affects the communication	Communicates with considerable clarity and confidence Holds audience’s attention with considerable effectiveness Presentation has few errors and appropriately communicates the meaning of the story	Communicates with effective clarity and confidence Holds audience’s attention effectively Presentation is error free and effectively communicates the meaning of the story
Application Uses appropriate technology with a high degree of effectiveness Selects and uses strategies to produce an effective story - in class written piece	Demonstrates limited ability to use technology effectively to complete task Selection and use of strategies are limited in their ability to produce an effective story	Demonstrates some ability to use technology effectively to complete task Selection and use of strategies are somewhat effective to produce an effective story	Demonstrates considerable ability to use technology effectively to complete task Selection and use of strategies are effective in their ability to produce an effective story	Demonstrates extensive  ability to use technology effectively to complete task Selection and use of strategies are highly effective in their ability to produces an effective story

Comments:

ENG3U Culminating Task – Student Checklist

Use the following checklist provided to ensure you meet the criteria of each part of this task.

Part 1: DIGITAL STORY

Criteria	Yes, I did it!	No, it is Missing I need to go back and add this	Not sure I need to ask teacher to clarify/ review rubric/ review notes
I chose a minor character whose voice is not included in original story
My story has a clear beginning, middle and end
My story incorporates all elements of fiction
My story includes specific, relevant details that add meaning and interest
The media form I chose to create my storyboard is visual

Part 2: PRESENTATION

Criteria	Yes, I did it!	No, it is Missing I need to go back and add this	Not sure I need to ask teacher to clarify/ review rubric/ review notes
I have made notes to prepare for my presentation
I have practiced my presentation using a clear voice, eye contact, and appropriate tone and volume
My presentation is 5 minutes in length
I am confident in my presentation skills
I am prepared to respond to my peers’ presentations

Part 3: RATIONALE

Criteria	Yes, I did it!	No, it is Missing I need to go back and add this	Not sure I need to ask teacher to clarify/ review rubric/ review notes
I spent a sufficient amount of time thinking about my final product before writing rationale
My rationale is written in complete sentences
My rationale is my honest opinion of what I did well and how I could have improved
My rationale includes consideration of 3 specific strategies used in process