Week: 4 Main goal for this week: Strategically integrate a range of meaning systems to create socially impactful digital

texts.

Monday Tuesday Wednesday Thursday Friday

Description of Work on digital texts Work on digital texts Work on digital texts Work on digital texts Work on digital texts
activities assignment assignment assignment assignment assignment

Mini lesson: Digital Mini lesson: Mini lesson: Mini lesson: Mini lesson: Self-
citizenship and Production Day 1 – Production Day 2 – Peer review assessment
citation PowerPoint and Cinematic techniques
iMovie Workshop Group work: Peer Group work:
Group work: Finishing Group work: Finish review Revisions, finish
storyboards; finding Group work: Start producing first draft project
and appropriately producing digital texts of digital texts
citing images, sound (voiceovers, Students should have
clips, and video clips compilation of text, films ready to
images, film/sound publish and show in
clips, etc. in class the following
PowerPoint, iMovie) week.
What students will be Finish storyboards. Take notes as teacher In groups, study one Analyze digital story In groups, students
doing presents PowerPoint type of cinematic examples as a class, will evaluate their
Take notes on fair use and iMovie tutorials. technique and find or discuss qualities of own projects based
rules while watching Write down three create an example of an effective digital on the rubric
video on copyright and things learned and that type of shot. Be text, and develop a developed by the
fair use (below) and three clarifying prepared to explain rubric for peer class during the
discuss the importance questions. the meaning behind review as a class. previous lesson and
of digital citizenship. it. write a 1-2 page
Work in groups to Peer review: reflection on their
Watch and briefly produce digital texts. Finish digital text -Exchange digital successes and
discuss video on Consult with teacher production and work texts with another struggles, what they
citations (below) and or school media at stations if desired. group and evaluate learned, and what
review MLA format. specialist for according to peer- they would do
Complete citation assistance. Submit progress as review rubric differently in the
review activity. well as an exit slip developed as a class. future.
At the end of class, with one thing they -Provide constructive
In groups, search submit progress and learned and any feedback to peers. Revise and finish
public domain write down any remaining questions -Begin revision project.
databases and other remaining/unanswered on production process with
sites for images and questions or concerns process. remaining class time. 5-minute journal
film/sound clips to about using -At the end of the assignment:
incorporate in digital PowerPoint and period, each group Individually, review
texts. List and describe iMovie to produce will turn in peer- journal prompt from
at least five different digital texts. reviewed text and Day 1 of Week 3 and
 potential sources on brief reflection on reflect: Did I meet
the copyright 5-minute journal revision plans based my personal goals for
organizer worksheet assignment: How do on feedback. this project? Was this
(below), write MLA we use different project a success for
citations for each meaning systems my group and me?
potential source listed, (images, film clips,
and write brief (1-3 audio, text) to create
sentence) rationale meaning and affect
explaining why they our audiences? What
believe they can or meaning and emotions
cannot use a source do you hope to
based on copyright convey about your
and fair use topic through this
guidelines. project, and how do
you plan to
accomplish this?
What/how you’ll Teach mini lesson on PowerPoint and Answer any relevant Peer review Mini lesson: Self-
teach digital citizenship and iMovie Workshop: questions students workshop: assessment
citation: submitted at the end
On Smartboard, of the previous -With the class, -Read and discuss
-Watch this video on briefly: lesson. watch and analyze excerpts from
copyright and fair use -Review PowerPoint several digital story Murray’s “Teach
and discuss the basics with students Mini lesson on samples from this Writing as a Process
importance of digital and, using sample cinematic techniques: site that exhibit Not Product” to
citizenship. script developed with strengths and compel students to
-Provide students with the class last week, -Assign each group a weaknesses exhibited think about revisions
copies of this provide mini tutorial reading on one type in students’ in new ways,
copyright checklist covering basic skills of shot and/or productions thus far. emphasizing the
and this copyright needed for digital text transition from the -With the class, importance of
organizer. making: animation, “Types of Shots and brainstorm: What effective vs. correct
-Demonstrate how to transitions, arranging What They Mean” makes an effective choices.
navigate various sites layers, photo editing, portion of this PDF digital text? Write -Using sample digital
where public domain creating shapes or from this article. ideas on the board. text developed by the
content is available: grouping elements, -Each group will -Integrating teacher and rubric
Creative Commons, etc. have a few minutes standards developed by the
Library of Congress -Demonstrate how to to find an example of brainstormed by class during the
Digital Collections, convert finished this type of students and teacher previous lesson,
Jamendo, etc.) PowerPoint to video shot/transition on and ideas from this briefly model self-
-Watch this video on file and import to YouTube or create an digital story rubric, assessment for
“Why Citations are iMovie. example using a develop a list of students. Focus not
Important” and -Demonstrate how to smartphone camera, questions students only on if/how the
discuss. Review MLA add voiceovers, sound then show it to the will use to evaluate digital text meets
citation format and effects, and class and explain the another group’s rubric standards, but
provide students with soundtracks to video purpose/meaning digital text. also on self-
this MLA citation in iMovie. behind the type of -Review constructive reflection (discussing
graphic. shot they are feedback approaches intention/purpose
-After reviewing Answer any general assigned. with students. behind certain
citation formats, give questions students structural and
groups bags of color- have before they start As students work on Circulate and support stylistic choices).
coded, jumbled working. digital texts, provide students as they work -As a class, discuss:
citation elements and, two stations: on peer review and 1) What was
using the infographic School media revisions. challenging about
as reference, challenge specialist and teacher 1) Students can film this project?
students to race to see will provide tech using smartphones or 2) What were we
which group can support as students class iPads if they able to accomplish
correctly arrange three develop their digital wish to include video through this project?
citations the fastest. texts. of speakers 3) How could we use
reading/reciting this project to
Circulate and support script. positively impact our
students as they search 2) Tutorials on how school or
for images and to recreate these community?
film/sound clips to types of effects with 4) What did this
incorporate in their still images in project teach us
digital texts. PowerPoint: pan and about how writers,
zoom, panning effect, filmmakers, and
moving and other creators use
zooming, 3D various meaning
movement from a systems to
still photo. produce/reproduce
particular ideas and
values? How can we
engage with and
challenge the values
and ideas spread
through the text and
media as readers?
Writers? Creators?

Circulate and support

students as they
revise their work and
finish projects.
What will be learned Students will Students will learn: Students will learn: Students will learn Students will learn
(and how will you review/learn: -How to effectively -How to effectively how to: how to:
know?) -Ethics and skills utilize PowerPoint utilize PowerPoint— -Effectively analyze -Evaluate and reflect
related to copyright, and iMovie to develop focusing on more and revise use of on their own work
fair use, and citation. engaging and polished advanced images, text, sound, with a growth-
-Digital citizenship digital texts. techniques—to and other meaning mindset perspective.
skills: understanding, develop engaging systems in
respecting, and Teacher will monitor and polished digital multimodal texts. Students will
navigating copyright students’ learning texts. demonstrate ability
and fair use laws; while circulating as Students will to evaluate and
locating and students work on Teacher will monitor demonstrate learning reflect on their own
appropriately producing digital texts students’ learning through peer review work by turning in
incorporating public and by reviewing while circulating as process and by group reflections and
domain sources. production progress. students work on turning in peer- individual journal
producing digital reviewed work and assignments at the
Students will Students will also texts and reviewing revision plans at the end of the period.
demonstrate learning monitor and report production progress. end of the period.
of copyright laws, fair their own learning by
use, and MLA citation turning in an exit slip Students will also
by turning in copyright reporting any monitor and report
organizers, citations, remaining their own learning by
and rationale at the questions/concerns turning in an exit slip
end of the period. they have about using reporting what they
these technologies. learned and any
remaining questions
about the process.