Digital Movie Objectives

Elyssa-Beth Bender

SEFE 230

Dr. Yamamoto

18 Nov. 2013

Digital Movie Project

Objectives

Students  will read a short story and interpret it with a digital movie that includes: at least one character, one climax, and smooth transitions for beginning, middle, and ending.  

Core Standards:

CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-Literacy.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter)

The Task: 

In groups of at least three (3) use audacity, Power Point, and movie maker to create a movie based on a short story you have read. The students should understand the rising action, climax, falling action and conclusion. The movie should be around 4-6 minutes. 

The Process:

1 Get into a group of at least three (3)   

2. Read a short story 

3Using movie maker, audacity and Power Point, create a movie showing an understanding of  the characters, climax, and smooth transitions for beginning, middle, and ending.  

Assessment:

CATEGORY	4	3	2	1
Point of View - Awareness of Audience	Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience.	Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience.	Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience.	Limited awareness of the needs and interests of the target audience.
Voice - Consistency	Voice quality is clear and consistently audible throughout the presentation.	Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation.	Voice quality is clear and consistently audible through some (70-84%)of the presentation.	Voice quality needs more attention.
Images	Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors.	Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors.	An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical.	Little or no attempt to use images to create an appropriate atmosphere/tone.
Grammar	Grammar and usage were correct (for the dialect chosen) and contributed to clarity, style and character development.	Grammar and usage were typically correct (for the dialect chosen) and errors did not detract from the story.	Grammar and usage were typically correct but errors detracted from story.	Repeated errors in grammar and usage distracted greatly from the story.
Duration of Presentation	Length of presentation was 4 minutes.	Length of presentation was 3 minutes.	Length of presentation was 2 minutes.	Presentation was less than 2 minutes long OR more than 4 minutes.
Point of View - Purpose	Establishes a purpose early on and maintains a clear focus throughout.	Establishes a purpose early on and maintains focus for most of the presentation.	There are a few lapses in focus, but the purpose is fairly clear.	It is difficult to figure out the purpose of the presentation.

Once Upon A Midnight Dreary....

WEBQUEST ASSIGNMENT FOR MUCH ADO ABOUT NOTHING

Much Ado About Nothing: Character Differences in Beatrice and Hero

Much Ado About Nothing 

A WebQuest for 9th Grade (English)

Designed by Elyssa-Beth Bender

 ebb2235@sru.edu




Objectives: 

After reading William Shakespeare’s Much Ado About Nothing, the class will break into half to discuss the characters Hero and Beatrice and present a Power Point to the class. 

Introduction:

You have read the play “Much Ado About Nothing” After taking a look at the characters, define what the differences are between Beatrice and Hero. Who conforms most to women’s roles during Shakespeare’s time? Which woman clearly defied the laws of being a woman during the period? Is there ever a resolution? Does this woman ever conform? One half of the class will discuss Hero and the other half will discuss Beatrice.




The Task: 

• Identify the questions being asked about about the character they are studying. 
• Create and present a Power Point that answers the questions about women’s roles in society through this Shakespeare play. 
• Present your PowerPoint with every member of the group speaking for at least three minutes
• Use at least 4 out of the six sources I have provided. You may also use your own credible sources.
• After both presentations, engage in a group discussion about what we have learned from the presented information.
• Engage your audiences as you present
• Speak clearly and concisely
• Cite all information used. 

The Process

• Split the class in half. 
• With your group, openly discuss the roles of women through analyzing Hero and Beatrice of Much Ado About Nothing
• Use at least three instances from the text to back up your argument. 
• Gather information from the six sites I have provided below. Students are also encouraged to research other sources and watch the film version of the play. 
• Present the information in the form of Power Point.
• Engage in a whole class discussion based on the information we have been presented.