This unit should run alongside a story writing/narrative unit of some type.

Learning objectives

Activity

NETS

To know the best method to make a story telling movie.

Watch one or all of the following storytelling TV programs with the children at the start of the lesson (or prior to the lesson).

Alternatively:

This activity could also be done as a blendspace lesson with the children using ipad/laptops to watch the videos at their own pace and then discussing the questions below (these have been placed on the board as discussion points).

Pose the question ‘What made the storytelling so effective?’

Discuss and talk about the following:

  • Use of character voices and expression/intonation with voice.
  • Use of acting/role play/gesture to make the storytelling more dynamic.
  • The use of different camera angles to make certain parts of the story stand out.
  • The use of visuals, audio and props to bring the story to life.

Ask the children whether it would be possible to recreate our own storytelling movie for a quest myth? (we are also writing quest myths in our English unit this term -so it would run alongside the unit)  

Discuss the Apps/programs/stories we could use and how we could go about filming and recording the unit.

1.

a. Promote, support, and model creative and innovative thinking and inventiveness.

To use voice and expression to tell a quest myth.

To use make the story more interesting by using different camera angles.

Introduce the Legends of the Lake quest myth ‘The Enchanted Lake’. Explain that today the children will be working in groups of 3 or 4 to tell the story and record it in the most exciting and interesting way possible. The children will be using iPads to do this. However it is up to them whether they want to use iMovie or the camera roll to store their videos.

Review the criteria discussed in the previous lesson to make the storytelling engaging to the audience.

Make camera angles a focus for the filming process. Demonstrate some camera shots that will make their story telling more successful.

Show them the following Year 6 video and discuss the effectiveness of the camera work in making it more exciting.

Children to decide on their groups and read, film and record the first three pages of the story only.

Where possible children should work in areas of the school where they can record and film their work without disturbing other groups in the class.

4.

b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources

5.

c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

To use iMovie to edit a short movie

Talk to children about iMovie and how to start splitting, cutting and cropping their iMovies. Also introduce the audio as a separate part of the video editing process - introduce the idea of increasing the volume if the students feel their voices are too quiet.

Children (working in their groups) to be given time to edit their movies then swap them with other groups. The other groups will review then give feedback on the following:

  • Use of character voices and expression/intonation with voice.
  • Use of acting/role play/gesture to make the storytelling more dynamic.
  • The use of different camera angles to make certain parts of the story stand out.

3.

a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations

b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation

To use voice and expression to tell a quest myth.

To use make the story more interesting by using different camera angles.

To use iMovie to edit a short movie

Show the whole class one of the more successful videos from one of the groups that was recorded in the previous session. As a class discuss the positives as well as areas for improvement.

Use the criteria mentioned before and emphasize the importance of the following:  

  • Use of character voices and expression/intonation with voice.
  • Use of acting/role play/gesture to make the storytelling more dynamic.
  • The use of different camera angles to make certain parts of the story stand out.
  • The use of visuals, audio and props to bring the story to life.

Focus heavily on camera angles and the use of different shots to add impact as this is an area where they will probably struggle.

Explain that today the children will be working in pairs and they will take it in turns to read alternate sections from ‘The Enchanted Lake’ story (they will be recording the whole story this time). Discuss the importance of memorising lines but explain that it isn’t essential at this stage.

Children to try and find a quiet area to record their storytelling movies.

2.

d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

4.

b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources

5.

c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

To use iMovie to edit a short movie

Review using iMovie. Introduce the idea of using sound effects to add impact to the movie. Also discuss ordering the movie clips and transitions so the movie looks smoother and has more impact on the viewer.

 

Children (working in pairs) to be given time to edit their movies then swap them with other groups. The other groups will review then give feedback on the following:

  • Use of character voices and expression/intonation with voice.
  • Use of acting/role play/gesture to make the storytelling more dynamic.
  • The use of different camera angles to make certain parts of the story stand out.
  • The use of visuals, audio and props to bring the story to life.

3.

a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations

b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation

To use voice and expression to tell a quest myth.

To use make the story more interesting by using different camera angles.

Show the whole class one of the more successful videos from one of the groups that was recorded in the previous session. As a class discuss the positives as well as areas for improvement.

Use the criteria mentioned before and emphasize the importance of the following:  

  • Use of character voices and expression/intonation with voice.
  • Use of acting/role play/gesture to make the storytelling more dynamic.
  • The use of different camera angles to make certain parts of the story stand out.
  • The use of visuals, audio and props to bring the story to life.

Ask the children whether they feel confident enough to use the iPads and iMovie to record a chapter of the quest myths they have been writing.

Show them the following video of a teacher reading a student’s chapter from the quest myth unit and discuss the reasons for the storytelling being effective/ineffective.

Focus on the success criteria mentioned above but discuss the following points:

  1. The camera angles are all different.
  2. The reader has added extra lines to the chapter to provide greater impact.
  3. The video includes a mixture of pictures and movies.
  4. The storyTeller pauses while reading to add futher emphasis to the reading.
  5. The reader always looks at the camera lense never at a script or book (memorisation of lines).

Explain that today the children will be working in groups of three and they will take it in turns to read alternate sections from their own quest myths. Each member of the group will have their own iPad but the other members of their film crew will record them telling the story on their own iPad (they then will do the same for the other members of their film crew using the other members iPads).

Also discuss the importance of memorising lines! They must remember their lines when they are performing in front of the camera.

Children to try and find a quiet area to record their own storytelling movies.

2.

d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

4.

b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources

5.

c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

To use iMovie to edit a short movie

Review using iMovie. Introduce the idea of using photographs and theme music/titles for the introduction. At this point you could also introduce adding an introduction/credits using the iPad app Intro Designer. Also discuss not using transitions so the movie looks smoother and has more impact on the viewer.

 

Children to be given time to edit their movies then swap them with other groups. The other groups will review then give feedback on the following:

  • Use of character voices and expression/intonation with voice.
  • Use of acting/role play/gesture to make the storytelling more dynamic.
  • The use of different camera angles to make certain parts of the story stand out.
  • The use of visuals, audio and props to bring the story to life.

At the end of this session get the children to save their movies to their iPad camera roll (and if you want, they can upload the movies to your YouTube account).

3.

a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations

b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation

To know whether we are effective storytellers

Ask the children how we can find out exactly how impactful and effective our storytelling has been. Focus on audience participation and what we want to was successful about our movies.

Discuss the idea of emailing a link with our video to four/five people with different relationships to us.

  1. email the video link with our feedback form (this will be created by the class and attached to the email to be sent) to another member of our class
  2. email the video link with our feedback form (this will be created by the class and attached to the email to be sent) to another member of a class in our school.
  3. email the video link with our feedback form (this will be created by the class and attached to the email to be sent) to our class PenPals in England.
  4. email the video link with our feedback form (this will be created by the class and attached to the email to be sent) to a teacher in our school.
  5. Possible email to parents as well.

2.

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching.