UNIT TITLE: Digital Storytelling

UNIT OVERVIEW: In this unit, students will explore the concept of digital storytelling and develop the skills and knowledge necessary to create a compelling and effective digital story. Students will explore various forms of digital media, including images, videos, and sound, and learn how to use these media to communicate a message effectively. Students will also learn how to plan and organize their stories, and how to use technology tools to create a final product that meets their goals.

TARGET AUDIENCE: This unit is designed for students in Grade 10 who have an interest in Communications Technology and who want to develop their skills in digital media and storytelling.

LEARNING OBJECTIVES:

By the end of this unit, students will be able to:

Understand the concept of digital storytelling and its role in modern media

Identify and analyze the components of effective digital storytelling

Develop a clear and compelling story concept and communicate it effectively

Plan and organize a digital story using appropriate media and technology tools

Create and edit a digital story using a variety of software tools

Share and evaluate their digital stories with peers and provide feedback to others.

ACTIVITIES:

Week 1: Introduction to digital storytelling:

Students will be introduced to the concept of digital storytelling and the various forms of digital media that can be used to tell a story.

Students will learn about the components of effective storytelling, including characters, plot, and setting.

Assessment: In-class discussions and activities

Exploring digital media:

Students will explore a range of digital media, including images, videos, and sound, and learn how to use them effectively to communicate a message.

Assessment: In-class activities and peer feedback on use of media

Story planning:

Students will develop a clear and compelling story concept and communicate it effectively through a storyboard or outline.

Assessment: Formative assessment through the submission of the storyboard or outline of their digital story

Week 2: Technology tools for digital storytelling:

Students will be introduced to a range of technology tools for digital storytelling, including video editing software, audio recording tools, and image manipulation software, such as inkscape, The Gimp and Filmora

Assessment: In-class activities and peer feedback on use of technology tools

Creating a digital story:

Students will use the technology tools to create and edit a digital story that aligns with their story concept.

Assessment: Formative assessment through peer evaluation and feedback on digital story

Peer evaluation:

Students will share and evaluate their digital stories with peers and provide feedback to others.

Assessment: Formative assessment through peer feedback on digital story

Week 3: Finalizing digital story:

Students will finalize their digital story and ensure that it meets the learning objectives and assessment criteria.

Assessment: Formative assessment through in-class discussion and teacher feedback

Sharing digital story:

Students will share their digital stories with a wider audience, such as classmates, teachers, or the school community.

Assessment: Summative assessment through the completed digital story

Reflection:

Students will reflect on their learning journey throughout the unit and identify areas for growth and improvement.

Assessment: Summative assessment through a written reflection on the digital story and the process of creating itte, a customer quote, or to talk about important news.

ASSESSMENT

Formative Assessment:

Storyboard or outline of digital story: In order to ensure that students are developing a clear and compelling story concept that effectively communicates their message, a formative assessment could be done at the end of Week 1 where students create a storyboard or outline of their digital story. This would allow the teacher to provide feedback on the story structure, characters, plot, and setting before students begin working with technology tools in Week 2.

Peer feedback on digital story: As students begin to create and edit their digital stories in Week 2, a formative assessment strategy could be to have them share their work with a peer and provide feedback on each other's story concept and use of digital media. This would not only provide valuable feedback to the student creator, but also help develop the critical thinking and communication skills of the peer reviewer.

In-class discussions and activities: Throughout the unit, the teacher could incorporate in-class discussions and activities to assess student understanding and engagement with the topic. For example, a class discussion on the role of digital storytelling in modern media could be used to assess student understanding of the concept, while a group brainstorming activity could be used to assess student ability to develop a clear and compelling story concept.

Summative Assessment:

Completed digital story (50%): The final product, the completed digital story, would serve as the primary summative assessment for this unit. Students would be evaluated based on the quality of their storytelling, their use of digital media, and their overall ability to communicate a message effectively. The teacher could use a rubric to assess the story structure, use of media, technical skills, and overall effectiveness of the story.

Written reflection on the digital story and the process of creating it (30%): In addition to the completed digital story, students could be asked to write a reflection on their learning journey throughout the unit and the process of creating their digital story. This reflection could include an analysis of their story structure, their use of digital media, and their overall growth and development as a storyteller.

Peer evaluation of the digital story (20%): Finally, as part of the summative assessment, students could be asked to evaluate the digital stories of their peers using a rubric. This would not only provide valuable feedback to the student creator, but also help develop the critical thinking and communication skills of the peer reviewer.

Other Assessment Strategies:

Teacher observation: Throughout the unit, the teacher could observe students as they work on their digital stories and provide feedback on their progress and understanding of the topic. This could include monitoring student engagement during in-class discussions and activities, as well as observing student use of technology tools during the creation of their digital stories.

Self-assessment: Students could be asked to evaluate their own learning and progress throughout the unit, using a self-assessment tool or rubric. This would allow students to reflect on their strengths and weaknesses, and identify areas for growth and improvement.

Group assessment: As part of the peer evaluation component of the summative assessment, students could be asked to evaluate the digital stories of their group members. This would promote collaborative learning and help students develop teamwork and communication skills.

REFLECTION:

This unit plan aligns with the broader goals of the Communications Technology Grades 10 curriculum by providing students with opportunities to develop their skills in digital media and storytelling. The unit supports student learning and success by providing a variety of engaging activities that are designed to promote active learning and help students achieve the learning objectives. In future iterations of the unit, I would consider incorporating more opportunities for collaborative learning and group work, as well as additional tools and resources to support students with different learning styles and needs.

EXEMPLARS:

Please see attached exemplars that reflect sample level 2 to 4 work for one of the lessons in this unit plan.