revisedinstructional plan for technology integrated ... · presentation and movie editing software...

Gina Lobdell EDCI 56400 – Section 2 July 31, 2013

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Revised Instructional Plan for Technology Integrated Project

1. WHAT DO YOU SAY…LET’S MAKE A PUBLIC SERVICE ANNOUNCEMENT (PSA) USING POWTOON

2. DISCIPLINE / TOPIC -- Technology – Computer Applications I Course

3. TARGET POPULATION Learner Level – 9th and 10th grade

Population Characteristics: -- The class consists of 20-25 high school students coming from a variety of race and ethnic backgrounds. The population consists of middle to high socioeconomic status (SES) as well as low, middle and high achieving abilities. The students also possess some knowledge of presentation or movie editing software, such as PowerPoint, Prezi, GoAnimate, iMovie and Windows Moviemaker. Instructional Groupings: -- Students will work with a partner and the whole class will participate in a class discussion comparing and contrasting two PSA videos during the lesson’s introduction. They will then work individually or in pairs to research, plan and create a PSA in the form of a 2 to 3-minute animated video using PowToon - http://www.powtoon.com/. Individual students or pairs will also peer-review animated video PSA drafts for at least one student or pair. The whole class will collaborate and participate in an online discussion. Individual students will then complete a self-reflection journal to reflect on and discuss their PSA project experience.

4. CURRICULUM LINKS – In the previous two 90-minute lessons, students will have studied and analyzed a PSA by identifying its main elements, critiquing online PSAs, and recognizing various persuasive techniques used in PSAs. These concepts helped them to develop a basic understanding of the characteristics, purpose and importance of a PSA. While students are familiar with several presentation and movie editing software programs, they have not used PowToon previously to develop a multimedia presentation. The teacher will show students how to use PowToon through a combination of direct instruction and PowToon tutorials to help students create their draft and final PSA animated videos. Students will upload their draft and final animated videos from PowToon to YouTube – https://www.youtube.com/ for student access. Students will share the YouTube link with other students for peer review and final submission. If YouTube is blocked, students also have the option of downloading the files to a school network drive. At the end of this lesson, students will have the understanding and knowledge of how to use PowToon for implementation in other classes as well as how to write a storyline and script to transition to the video production unit.

5. OBJECTIVES

After this lesson, students will be able to: • Construct a storyboard and script using Word or PowerPoint, after researching a topic individually

or with a partner, with a rubric rating of 18 (out of 24) or better.

• Produce a 2 to 3-minute, PSA animated video draft using PowToon for peer review, after developing a storyboard and script, with a rubric rating of 12 (out of 16) or better.


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• Generate a well-edited, in-depth, 2 to 3-minute PSA animated final video using PowToon, after discussing animated PSA video draft feedback with a peer reviewer, with a rubric rating of 28 (out of 35) or better.

• Demonstrate responsible digital citizenship, after properly citing all sources at the end of a final PSA animated video, with a rubric rating of 28 (out of 35) or better.

• Exhibit effective communication skills, after creation of a self-reflection journal using Word, with a rubric rating of 9 (out of 12) or better.

• Show effective collaboration skills, after participation in online small-group and whole class discussions, with a rubric rating of 9 (out of 12) or better.

6. COMMON CORE STANDARDS (ADOPTED BY COLORADO DEPARTMENT OF EDUCATION) AND ISTE’s NATIONAL EDUCATION TECHNOLOGY STANDARDS (NETS) FOR STUDENTS:

• Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (CCSS: SL.9-10.1)

• Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (CCSS: SL.9-10.1c)

• Integrate multiple sources of information presented in diverse media or formats (e.g., visually,

quantitatively, orally) evaluating the credibility and accuracy of each source. (CCSS: SL.9-10.2)

• Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (CCSS: SL.9-10.5)

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.9-10.1)

• Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. (CCSS: W.9-10.6)

• Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (CCSS: W.9-10.8)

Source: Colorado Department of Education: 9th and 10th Grade Reading, Writing and Communicating Common Core Standards, http://www.cde.state.co.us/CoReadingWriting/StateStandards.asp


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ISTE’s National Education Technology Standards (NETS) for Students: 1.Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression

2.Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

3.Research and Information Fluency Students apply digital tools to gather, evaluate, and use information.

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks

4.Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project

5.Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and

productivity c. Demonstrate personal responsibility for lifelong learning d. Exhibit leadership for digital citizenship

6.Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.

a. Understand and use technology systems b. Select and use applications effectively and productively d. Transfer current knowledge to learning of new technologies

Source: National Educational Technology Standards for Students, Second Edition © 2007 ISTE ® (International Society for Technology in Education), http://www.iste.org/standards/nets-for-students All rights reserved.

7. MATERIALS / TIME – Students will use the tech computer lab for Internet access to conduct research on their PSA issue and create citations using Son of Citation Machine - http://citationmachine.net/index2.php as well as Google Drive and Edmodo - https://www.edmodo.com/ to download supplementary materials and rubrics. They will also need Internet access to download Word and PowerPoint templates from the Learning Coach website - http://theelearningcoach.com/resources/storyboard-depot/ to create a storyboard and script and


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access PowToon - http://www.powtoon.com/ to view PowToon tutorials and develop their PSA draft and final animated video. It will take six 90-minute class periods (block schedule every other day) or a little over two weeks to complete the lesson.

8. SCOPE & SEQUENCE – Outline of lesson:

Week 1

Monday – Students will be presented with an introduction to the PSA project. They will be provided with two sample PSA videos about Diabetes: 1) PSA: One Step at a Time - http://youtu.be/GAKYePY-rq0 and 2) animated PSA using PowToon – Diabetes PSA - http://youtu.be/hBgOT6-uw7Y. After students view both videos they will compare and contrast three things about each of the two PSA videos with a partner as a “Turn and Talk” activity. Turn and Talk activity is described below: 1. Turn to the person on your right. 2. Person with middle initial that's closest to the letter A will be the scribe (write things down). 3. You and your partner will have five minutes to discuss the following: Compare and contrast three things about each of the two PSA videos. 4. Scribe will write three things down. 5. Go!

During “Class Share Out”, the teacher will then proceed to add student answers to a Google doc that can be shared and accessed by all students. This will also give students an opportunity to add and share their comments on the Google doc if they'd like. Once the Turn and Talk and Class Share Out activities are completed the teacher will provide students with an overview and details about the project (Appendix A) so they know their expectations. They can choose to work individually or with a partner and will then pick a topic from a list that pertains to a safety, environmental, health or social issue. Students will start completing a PSA Planning Sheet (Appendix B) during class time consisting of information about their topic, target audience, message/tag line, emotion they want target audience to feel, action they want target audience to take and a brief description of the PSA (including final thought PSA should leave). The PSA Planning Sheet will be due by the end of the school day on Tuesday (3:45 p.m.) so the teacher can approve the topic and information before students move on to the research component on Wednesday. Students will email their PSA Planning Sheet to the teacher. It will be worth 10 points.

Wednesday – Once the teacher has approved the PSA topic and graded the PSA Planning Sheet, students will begin to research their topic. They will complete a PSA Research Questions (Appendix C) sheet, which will be emailed to the teacher. They will need to cite all sources using the MLA format via the Son of Citation Machine site - http://citationmachine.net/index2.php. This sheet will be due at the end of the school day on Thursday (3:45 p.m.) so students can begin their storyboard and script on Friday. It will be worth 20 points.

Friday – Once students have emailed their PSA Research Questions form and have received a grade, they will use class time to complete a storyboard and script using a Word or PowerPoint template from the following site - http://theelearningcoach.com/resources/storyboard-depot/. A Storyboard and Script Rubric (Appendix D) will be distributed so they will become familiarized with grading requirements and expectations. The storyboard and script will be due on Monday by the end of the school day (3:45 p.m.) so students will be ready to start the PowToon tutorials on Tuesday. The storyboard and script will be worth 24 points.


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Week 2

Tuesday – Students will begin the PowToon tutorials during class time and will begin to develop their PSA animated video draft using their graded storyboard and script. They will refer to the PSA Animated Video Rubric (Appendix E) as well as the PSA Video Draft Peer Review form (Appendix F) to view grading requirements and expectations. Students will have class time today and at the beginning of the period on Thursday (45 minutes) to finish up their video draft for peer review. Students will upload their completed PSA animated video draft to YouTube and will share their links with the class via a Google Drive spreadsheet in the PSA Animated Video Draft tab. If YouTube is blocked, students will upload their video file to the Technology network drive in the PSA folder for their period so students can access it for peer review. The PSA Video Draft Peer Review will be worth 16 points and final PSA Animated Video (per rubric) will be worth 35 points.

Thursday - Students will finish up their PSA animated video drafts in the first 45 minutes of class and upload their videos to YouTube and share links on Google Drive spreadsheet -https://docs.google.com/spreadsheet/ccc?key=0Agf1ehQ8iTiGdHJlQVc0cjgtbnhNWnRodkZiUjVnTkE&usp=sharing

If YouTube is blocked, students will upload their video file to the Technology network drive in the PSA folder for their period so students can access it for peer review. Each student (or pairs of students) will review and provide PSA animated video feedback to at least one other student/pair using the PSA Video Draft Peer Review form. Once students/pairs receive adequate feedback from one student/pair, they can start generating their final PSA animated video. Students will email their completed PSA Video Draft Peer Review forms to teacher by end of class period.

Week 3

Monday – Students will use class time to complete their final PSA animated videos. They will name their final videos, “Final PSA – Student First Name and Partner First Name” and will upload them on YouTube. They will also provide a YouTube link on the Google Drive spreadsheet in the PSA Animated Video Final tab. If YouTube is blocked, they can upload their final video file to the Technology network drive in the PSA folder for their period so the teacher can access it. After students complete their final PSA video, they will complete a Self-Assessment/Reflective Journal (Appendix G) and email it to their teacher. They can refer to the Reflective Journal Rubric (Appendix H) within the reflection journal assignment description document for grading requirements and expectations. Students will also need to reply to the following two questions in a group discussion forum on Edmodo:

1) What did you like best about this project? 2) What did you not like about this project?

Students can also download the Online Discussion Rubric (Appendix I) via Edmodo for grading requirements and expectations. The online discussion will be worth 12 points. Lastly, students will complete a lesson evaluation survey, which will be accessed via Edmodo. They will click on the following link -https://docs.google.com/forms/d/1jJE7jHGliXkx3NBXlkjQu5pooIFwTPNjULrmlsg75q0/viewform to the “What Do You Say…Let’s Make a PSA Using PowToon Lesson - Evaluation Survey” and complete the survey. Their responses will help me to improve the quality of this lesson.


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9. SUPPLEMENTARY MATERIALS – For this lesson, the following supplementary materials are needed which are included in the Appendices section:

a. Appendix A – What Do You Say…Let’s Make a PSA assignment description, details and list of PSA topics

b. Appendix B – PSA Planning Sheet c. Appendix C – PSA Research Questions d. Appendix G - Assignment: Self-Assessment/Reflective Journal

10. EVALUATION OF LEARNERS – For this lesson, learners will be evaluated using various rubrics which are included in the Appendices section:

a. Appendix D – Storyboard and Script Rubric b. Appendix E – PSA Animated Video Rubric c. Appendix F – PSA Video Draft Peer Review d. Appendix H – Reflective Journal Rubric e. Appendix I – Online Discussion Rubric

11. EVALUATION OF THE INSTRUCTION – Ongoing evaluation will occur via observations of student work throughout the lesson. A brief Level 1 survey (Appendix J) will be administered to students at the end of the lesson via the Google Forms link - https://docs.google.com/forms/d/1jJE7jHGliXkx3NBXlkjQu5pooIFwTPNjULrmlsg75q0/viewform


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Appendices

Appendix A

What Do You Say…Let’s Make A Public Service Announcement (PSA)

Computer Applications I – 9th and 10th Grade

Description: A PSA is like a commercial, but for a good cause.

As you learned in the previous two lessons, PSAs educate people about different issues and some that may be difficult to deal with, such as homelessness, pollution, abuse, smoking or drug use. PSAs can also be about a variety of topics on healthy living and safety issues. You’ve analyzed and critiqued different online PSAs by identifying the main elements. You’ve also recognized various persuasive techniques used in a PSA and have developed a basic understanding of its characteristics, purpose and importance.

PSAs give people information about an issue so that they can think about them and then take positive action in their own lives. They should offer useful and factual information that can help make life safer, healthier and more enjoyable.

Your Task: You can choose to work individually or with a partner to research, plan and create your own Public Service Announcement in the form of a 2 to 3-‐minute PowToon animated video. Your PSA will be presented to your class and other Computer Applications tech classes, so please remember to follow SkyView Academy’s computer and Internet use policies as well as keep all content appropriate for a school audience.

Objectives:

After this lesson, students will be able to:

• Construct a storyboard and script using Word or PowerPoint, after researching a topic individually or with a partner, with a rubric rating of 18 (out of 24) or better.

• Produce a 2 to 3-‐minute, PSA animated video draft using PowToon for peer review, after developing a storyboard and script, with a rubric rating of 12 (out of 16) or better.

• Generate a well-‐edited, in-‐depth, 2 to 3-‐minute PSA animated final video using PowToon, after discussing animated PSA video draft feedback with a peer reviewer, with a rubric rating of 28 (out of 35) or better.

• Demonstrate responsible digital citizenship, after properly citing all sources at the end of a final PSA animated video, with a rubric rating of 28 (out of 35) or better.

• Exhibit effective communication skills, after creation of a self-‐reflection journal using Word, with a rubric rating of 9 (out of 12) or better.


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• Show effective collaboration skills, after participation in online small-‐group and whole class

discussions, with a rubric rating of 9 (out of 12) or better.

Checklist and Details:

1. Choose a partner to work with or work individually. 2. Pick a topic that is interesting to you (and your partner). Use the “PSA Topics” list for

ideas (pp. 4 – 5). 3. All files will be downloaded from Edmodo (unless other links are provided in this

document). Log into Edmodo -‐ https://www.edmodo.com/ -‐ and select Computer Applications 1 – Period 1 or Computer Applications 1 – Period 4 class and download “PSA Planning Sheet” (worth 10 points). Save this and all documents you download either to your Google Drive account or choose “Save As” and save file to your home (H:) drive. Complete this sheet individually or with your partner. Email completed sheet to Mrs. Lobdell at [email protected]. DUE: ____________

4. Once your topic has been approved, start researching your topic, download and complete the “PSA Research Questions” sheet (worth 20 points). Please cite all sources using Son of Citation Machine – http://citationmachine.net/index2.php . Choose MLA format. Email completed sheet to Mrs. Lobdell at [email protected]. DUE: ______________

5. Complete a storyboard and script using the Word and PowerPoint templates from the following site -‐ http://theelearningcoach.com/resources/storyboard-‐depot/. Be sure to save these documents to your Google Drive account or choose “Save As” to save the storyboard and script to your home (H:) drive. To view the storyboard and script rubric log in to your Edmodo class account -‐https://www.edmodo.com/ -‐ and download the “Storyboard and Script Rubric” file. This will be worth 24 points. Email completed storyboard and script to Mrs. Lobdell at [email protected]. DUE: __________________

6. After completion of your storyboard and script, please view the following nine PowToon tutorials from the link -‐ http://www.powtoon.com/tutorials/

a. PowToon Basics b. The Library c. Timeline – I d. Timeline – II e. Timeline – III f. Slide Panel – I g. Slide Panel – II h. Menu Panel – I i. Menu Panel – II

After watching the tutorials, begin working on your PSA animated video draft by yourself or with your partner. Name your draft PSA in the following format: “Draft PSA – Student First Name, Last Initial and Partner First Name, Last Initial – Period 1 or Period 4.” You will have 1½ class periods to work on your video. Download the “PSA Animated Video Rubric” (worth 35 points) and “PSA Video Draft Peer Review” (worth 16 points) documents from Edmodo to your Google Drive account or H: drive for grading requirements and expectations.


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Upload your PowToon PSA animated video draft to YouTube -‐ https://www.youtube.com/. If you need a tutorial on how to do this, please review the Menu Panel – II tutorial from the link: http://www.powtoon.com/tutorials/. Share the YouTube link with your peers on the Computer Applications I -‐ PSA Videos spreadsheet on Google Drive -‐ https://docs.google.com/spreadsheet/ccc?key=0Agf1ehQ8iTiGdHJlQVc0cjgtbnhNWnRodkZiUjVnTkE&usp=sharing Click on the tab with your period (Period 1 or 4) and copy/paste the YouTube link to the “Drafts -‐ YouTube Links” column. Be sure and also put your name and your partner’s name next to the YouTube link so your peers know which link belongs to whom. DUE: ________________ 7. You and your partner will complete at least one peer review of your classmates’ PSA

video drafts using the “PSA Video Draft Peer Review” form. Once you have completed your review of one student/pair, you will begin to generate your final PSA animated video. Please turn in your PSA Video Draft Peer Review” forms to Mrs. Lobdell before the end of the class period on ______________________.

8. Once you have finished your final PSA video, please rename it to “Final PSA – Student First Name, Last Initial and Partner First Name, Last Initial – Period 1 or Period 4” and upload it to YouTube. Share the YouTube link on the Computer Applications I -‐ PSA Videos spreadsheet on Google Drive -‐ https://docs.google.com/spreadsheet/ccc?key=0Agf1ehQ8iTiGdHJlQVc0cjgtbnhNWnRodkZiUjVnTkE&usp=sharing. Copy and paste the YouTube link to the “Final -‐ YouTube Links” column. Be sure and put your name and your partner’s name next to the YouTube link so Mrs. Lobdell knows which link belongs to whom. DUE: _________________

9. Please complete a self-‐evaluation/reflection journal to reflect and discuss your project experience. It will be worth 12 points. Details, grading requirements and expectations for this assignment are located in the “Self-‐Reflection Journal Description” file via Edmodo -‐ https://www.edmodo.com/. The “Self-‐Reflection Journal Rubric” is also included in the file. **VERY IMPORTANT: To protect your privacy, please only put your “First Name, Last Initial, Class Period and Journal Title” on the subject line** Please email your journal to Mrs. Lobdell at [email protected].

10.Group Discussion and Evaluation– Log into your Edmodo class account -‐ https://www.edmodo.com/ and reply to the following questions via the discussion forum:

• What did you like best about this project? • What did you not like about this project?

Download the “Online Discussion Rubric” (worth 12 points) via Edmodo for grading requirements and expectations. Please click the link to the “What Do You Say…Let’s Make a PSA Using PowToon Lesson -‐ Evaluation Survey” – https://docs.google.com/forms/d/1jJE7jHGliXkx3NBXlkjQu5pooIFwTPNjULrmlsg75q0/viewform and complete the survey. Your responses are very important to me, as they will help to improve the quality of this lesson. J


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PSA Topics

Directions: Choose a topic then complete the “PSA Planning Sheet” before meeting with Mrs. Lobdell to approve your topic idea.

Safety Issues:

Bicycle Safety ATV Safety Car Safety/Seat Belts Water Safety Fire Safety Gun Safety Helmets – motorcycles, skateboards, scooters, bicycles

Environmental Issues:

Recycling Global Warming/Climate Change Pollution: Air/Water/Soil Litter Animal Testing Deforestation (Logging) Alternative Energy Overpopulation Genetically Modified Organisms (GMOs) -‐ Genetic Engineering of Foods

Health Issues:

Healthy Diet/Unhealthy Diet Diabetes Cancer Heart Disease Secondhand Smoke Tobacco Use (Smoking/Chew) Daily Exercise/No Exercise Dental Health (Oral Hygiene -‐ Brushing Your Teeth) Alcohol/Drugs/Steroid Abuse Excessive Cellphone or Computer Use Mental Health –Depression, Bipolar, Anxiety Disease Awareness or Prevention


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Social Issues:

Online Safety – Predators, Privacy, Social Networking Bullying/Cyber bullying Violation of Copyright Laws/Hacking Homelessness Hunger/Poverty Child Abuse Animal Abuse Voting Civil Rights Education Gun Control Peer Pressure Discrimination – Racial, Religious, Disability


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Appendix B

PSA Planning Sheet

Directions: Please answer all parts of this planning sheet – worth 10 points individually or with your partner. Email one completed sheet (per pair) to Mrs. Lobdell at: [email protected]. Be ready to also meet with Mrs. Lobdell to “pitch” your idea by the due date. DUE DATE:

Name(s): Per:

Topic/Issue:

Message/Tag Line:

Target Audience (kids, teens, girls, boys, everyone):

Actors/Characters:

What emotion do you want to convey to the targeted audience? How do you want them to feel?

What action do you want the targeted audience to take?

What is the main purpose of your PSA? Write a description of your PSA, including the final thought your PSA should leave with the target audience:


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Appendix C

PSA Research Questions

Facts give truth to your PSA!

Directions: You must use at least THREE different websites to gather your information. Be sure the websites you are using are current and reliable – worth 20 points. Please cite these sources using the Son of Citation Machine website -‐ http://citationmachine.net/index2.php?reqstyleid=1&newstyle=1&stylebox=1

Use MLA format please. Copy and paste your completed citations where indicated below. You AND your partner will email the completed sheet to Mrs. Lobdell at: [email protected].

**Note: If working with a partner, each person must complete his or her own research questions.

Name: Per:

Topic:

1. According to your research, what is the problem?

Copy/paste your citation from Son of Citation Machine:

2. List FIVE important FACTS about your topic:

a.


b.


c.


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d.


e.


3. What can be done to SOLVE the PROBLEM? List FOUR facts:

a.


b.


c.


d.



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Appendix D

Storyboard and Script Rubric CATEGORY 4 points 3 points 2 point 1 point Score

Content & Organization Covered storyboard topic in-depth with appropriate details and examples. Developed an effective organizational strategy and correctly cited any sources used.

Storyboard included essential knowledge about topic with sufficient amount of detail. Developed a mostly effective organizational strategy and correctly cited any sources used.

Storyboard included essential information about the topic but there are 1-2 factual errors. Needed slightly more detail in places. Developed a somewhat effective organizational strategy but incorrectly cited some sources used.

Storyboard content is minimal OR there are several factual errors. Needed more editing. Developed an ineffective organizational strategy and incorrectly cited or excluded some sources.

Duration Length of storyboard was 2-3 slides.

Length of storyboard was 1-2 slides.

Length of storyboard was 1 slide.

Storyboard not completed or more than 3 slides. Storyboard reflects very little planning of visuals.

Clarity & Neatness Storyboard is easy to read and all elements are clearly written, labeled or drawn that another student could easily recreate the presentation if necessary.

Storyboard is easy to read and most elements are clearly written, labeled or drawn. Another student might be able to recreate the presentation after asking one or two questions.

Storyboard is hard to read with rough sketches and labels. It would be challenging for another students to recreate this presentation without asking too many questions.

Storyboard is hard to read and one cannot tell what goes where. It would be impossible for another student to recreate this presentation without asking many questions.

Script Script is complete and clearly states what actors/characters will say and do. Entries and exits are scripted, as are important movements. Script looks quite professional.

Script is mostly complete. It is clear what each actor/character will say and do. Script exhibits some good planning.

Script has a few major flaws. It is not always clear what the actors/ characters say and do. Script shows an attempt at planning but is incomplete.

Script is incomplete. Actors/characters are expected to invent or improvise what they say as they go along.

Use of Time Managed time well during all class period with no teacher reminders.

Managed time well during most of class period with no teacher reminders.

Managed time well during class period but required teacher reminders on one or more occasion to do so.

Managed time poorly during class period in spite of several teacher reminders to do so.

Spelling & Grammar No spelling or grammatical mistakes on storyboard/script with a lot of text.

No spelling or grammatical mistakes on storyboard/script with little text.

One spelling or grammatical error on the storyboard/script.

Several spelling and/or grammatical errors on storyboard/script.

Total Points: ___/24


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Appendix E

PSA Animated Video Rubric

CATEGORY 5 points 3 points 1 point 0 point Score

Purpose Established a purpose early on and maintained a clear focus throughout.

Established a purpose early on and maintained focus for most of the presentation.

There were a few lapses in focus, but the purpose was fairly clear.

It was difficult to figure out the purpose of the video and there were some lapses in focus.

Content & Organization

Covered topic in-depth with appropriate details and examples. Factual knowledge was excellent. Developed an effective organizational strategy and correctly cited any sources used.

Included essential knowledge about the topic with sufficient amount of detail. Factual knowledge appeared to be good. Developed a mostly effective organizational strategy and correctly cited any sources used.

Included essential information about the topic but there are 1-2 factual errors. Needed slightly more detail in places. Developed a somewhat effective organizational strategy but incorrectly cited some sources used.

Content is minimal OR there are several factual errors. Needed more editing. Developed an ineffective organizational strategy and incorrectly cited or excluded some sources.

Duration Length of video was 2-3 minutes.

Length of video was 1-2 minutes.

Length of video was 1 minute. Video was less than 1 minute long OR more than 3 minutes.

Image Selection Appropriate number and selection of images that effectively supported the content requirements. Images skillfully arranged for maximum effect.

Good number and selection of images that effectively supported the content requirements. Images selected effectively illustrated the topic.

Too few images selected to support the content requirements. Some images selected do not effectively illustrate the topic.

Number and selection of images not sufficient to support the content requirements.

Audio/Music Excellent and effective use of voice over and music selections. Editing was crisp. Extraneous sounds did not distract from the purpose of the video.

Good and effective use of voice over and music selections. Audio levels were edited correctly.

Fairly ineffective use of voice over and music selections. Most audio was necessary but audio levels could be better edited.

Ineffective, distracting and inappropriate use of voice over and/or music selections. Some additional audio was needed to meet content requirements. Sound appeared and ended abruptly. Audio levels were too low/loud or uneven.

Transitions/Effects Appropriate and effective image flow and visual enhancement to content. Professional quality.

Good and effective image flow and visual enhancement to content. Semi-proficient quality.

Fairly ineffective image flow and visual enhancement to content. Some distracted from flow and purpose.

Poor and ineffective image flow and visual enhancement to content. Many distracted from flow and purpose.

Fair Use/Copyright and Citations

Demonstrated fair use and copyright attainment throughout entire video. All sources properly cited at end of PSA.

Followed most fair use and copyright but contained minor issue for strict compliance. Most sources properly cited at end of PSA.

Followed most fair use for music and sound. Few sources properly cited at end of PSA.

Violated fair use practices. Contained multiple copyright and fair use violations. No sources cited at end of PSA.

Total: ___/35


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Appendix F

PSA Video Draft Peer Review

Name(s) of Peer Reviewer: Click here to enter text.

Title of Video Reviewed: Click here to enter text.

Author(s) of Reviewed Video: Click here to enter text.

Outline Feedback

Category Indicators Notes/Recommendations

PSA Topic and Content (5 points)

☐ Information is organized in a clear, logical way.

☐ Covers topic in-‐depth with factual knowledge, details and examples.

Final Instructional Video Feedback

Category Indicators Notes/Recommendations

Presentation (5 points)

☐ Careful planning has gone into sounds. All sounds improve the content or "feel" of the presentation.

☐ All images are attractive (size and colors) and support the theme/content of the presentation.

☐ Well-‐rehearsed with smooth delivery that holds audience attention.

Overall Comments

What did you like about this video? (2 points)

What weaknesses did you find within this video? (2 points)

What suggestions do you have for improvements of this video? (2 points)

Adapted from Project 1 -‐ Digital Storytelling Project Peer Review form, EDCI566, Purdue University, 2013


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Appendix G

Assignment: Self-‐Assessment/Reflective Journal After submission of your PSA final animated video, write a brief reflective journal (one to

two paragraphs) and email it to Mrs. Lobdell at [email protected]. To

protect your privacy, please only put your “First Name, Last Initial, Class Period and

Journal Title” on the subject line. The journal should include the following items:

1. Thoughts on what went well or worked;

2. What could have been improved (areas of weakness) and why;

3. Challenges faced through the PSA video process;

4. What might be done differently and why; and

5. Skills learned to take and develop further.

It should also be double-‐spaced in Times New Roman or Cambria, 11 or 12-‐size font.

Take into account your peer (from peer review rubric form) and Mrs. Lobdell’s feedback

(from PSA animated video rubric) and how that may have impacted your assignment. Please

refer to the following Reflective Journal Rubric for grading requirements and

expectations.


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Appendix H

Reflective Journal Rubric

Criteria 4:Excellent 3:Good 2:Acceptable 0-‐1: Incomplete Score Content Journal contains

complete answers to ALL question items.

Journal provides answers to most question items.

Journal provides answers to some question items and may miss 1 or 2.

Journal significantly misses key question items or does not answer important questions.

Quality Journal reflects honest, thoughtful responses linked to student’s own life and experiences that go beyond just answering the question prompts; clear connection of student’s experiences to course material.

Journal reflects somewhat vague but sincere responses to question prompts linked to student’s own life and experiences; somewhat clear connection of student’s experiences to course material.

Journal reflects vague responses to question prompts linked to student’s own life and experiences; unclear connection of student’s experiences to course material.

Journal does not reflect thoughtful consideration or important aspects of student’s life or experiences; connection is irrelevant to course material.

Clarity & Mechanics

Journal formatted in an easy to read style that is free of grammatical or spelling errors.

Journal formatted in somewhat easy to read style with minor grammatical or spelling errors.

Journal is somewhat hard to read with some grammatical or spelling errors.

Journal illegible and contains multiple grammatical or spelling errors.

Total: /12 Adapted from: sph.bu.edu/otlt/reflectivelearning/Reflective%20Journal%20Rubric.doc and www.uwstout.edu/soe/profdev/upload/Reflection-‐Journal-‐Rubric.doc


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Appendix I

Online Discussion Rubric Criteria 4:Excellent 3:Good 2:Acceptable 0-‐1: Incomplete Score Relevance of Post

Posts consistently are related to discussion topic; brings readings into discussion; cites additional references related to topic.

Posts are related to discussion topic; makes some connections with readings.

Occasionally posts off topic; most posts offer no further insight into the topic.

Posts topics, which do not relate to the discussion content; makes irrelevant remarks.

Contribution to the Learning Community

Consistently presents creative reflections on topic; aware of needs of community; frequently prompts further discussion of topic.

Often presents reflections that become central to the group’s discussion; interacts freely and encourages others.

Occasionally makes meaningful reflection on group's efforts; marginal effort to become involved with group.

Does not make effort to participate in learning community as it develops; seems indifferent.

Clarity & Mechanics

Contributes to discussion with clear, concise comments formatted in an easy to read style that is free of grammatical or spelling errors.

Contributes valuable information to discussion with minor clarity or mechanics errors.

Communicates in friendly, courteous and helpful manner with some errors in clarity or mechanics.

Posts long, unorganized or rude content that may contain multiple errors or may be inappropriate.

Total: /12

Adapted from: http://www2.luthersem.edu/rnysse/OT2116-‐50/ParticipationRubric.htm and http://www.udel.edu/janet/MARC2006/rubric.html


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Appendix J

Level 1: Reaction Survey Questionnaire

Lesson: What Do You Say…Let’s Make a PSA Using PowToon

Note: Students will access this survey via Google Forms link on Edmodo -‐ https://docs.google.com/forms/d/1jJE7jHGliXkx3NBXlkjQu5pooIFwTPNjULrmlsg75q0/viewform. Please evaluate your learning experience in this lesson by answering the following questions. Your feedback will assist in improving the quality of this lesson. Note: All questions require a response. 1. Please enter your information below: Period:

Date: 2. Please rate the following on a scale from 1 (Strongly Disagree) to 5 (Strongly Agree):

3. Which parts of the lesson did you find most helpful? 4. I would have liked to learn more about ____________________________. 5. What suggestions would you offer for future improvements of this lesson?

Item Strongly Disagree Agree

Strongly Agree

Lesson objectives were clearly stated. 1 2 3 4 5

Lesson content was understandable. 1 2 3 4 5

Lesson topics were presented clearly in appropriate depth. 1 2 3 4 5 The duration of the lesson was just right. 1 2 3 4 5 The teacher was well prepared for the lesson. 1 2 3 4 5 The teacher was responsive to student needs and questions. 1 2 3 4 5 Overall, the lesson allowed me to learn a great deal about the subject matter.

1 2 3 4 5

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