Expectations

Students will be expected to use technology effectively to create and share digital stories that demonstrate their understanding of narrative structures and storytelling techniques.

Big Ideas

Digital storytelling is a powerful way to communicate ideas and experiences through a combination of text, images, and multimedia. By using digital tools to tell stories, students can develop their creativity, communication skills, and digital literacy.

Lesson 1: Introduction to Digital Storytelling

Learning Goals Activities

• Students will be able to define digital storytelling and understand its potential as a communication tool.

• Introduce the concept of digital storytelling and discuss examples.Watch a digital story and analyze its narrative structure.

• Brainstorm topics for students' own digital stories.

Lesson 2: Planning a Digital Story

Learning Goals Activities

• Students will be able to develop a narrative structure for their digital story and plan out the necessary elements. Review narrative structures and storytelling techniques.

• Model the process of planning a digital story.

• Provide time for students to plan their own digital story, including a storyboard, script, and shot list.

Lesson 3: Creating a Digital Story

Learning Goals Activities

• Students will be able to use digital tools to create a digital story that incorporates text, images, and multimedia.

• Review the digital tools that will be used for this unit (e.g. video editing software).

• Model the process of creating a digital story using these tools.

• Provide time for students to work on their own digital story, with support as needed.

Lesson 4: Sharing and Reflecting on Digital Stories

Learning Goals Activities

• Students will be able to share their digital story with others and reflect on the process of creating it.

• Provide time for students to share their digital stories with the class.

• Use a reflection tool (e.g. journaling or a class discussion) to help students reflect on their learning and identify areas for improvement.

• Provide feedback to students on their digital stories.

Summative Task: Digital Storytelling Project

Learning Goals Activities

• Students will be able to use digital storytelling techniques to create a final project that demonstrates their learning.

• Provide guidelines for a digital storytelling project, such as a personal narrative or a retelling of a historical event.

• Provide time for students to work on their projects and provide support as needed.

• Evaluate students' projects using a rubric that assesses their use of narrative structure, storytelling techniques, and digital tools.U

1. Students can define digital storytelling and explain its potential as a communication tool.

• Classroom conversations and individual conversations

• Exit ticket at end of Lesson Self-assessment of understanding of digital storytelling

2. Students can identify the elements of narrative structure and storytelling techniques used in digital stories.

• Observation during Lesson 1 and Lesson

• Exit ticket at end of Lesson

• Quizzes on narrative structure and storytelling techniques

3. Students can plan and develop a digital story that incorporates text, images, and multimedia.

• Observation during Lesson 2 and Lesson 3

• Portfolio additions of storyboard, script, and shot

• Self-assessment of planning and development skills

4. Students can use digital tools to create and edit a digital story.

• Observation during Lesson

• Portfolio additions of digital story

• Quizzes on digital tool usage

5. Students can collaborate effectively with peers to give and receive feedback on their digital stories.Observation during Lesson 4

• Exit ticket at end of Lesson 4

• Self-assessment of collaboration skills

6. Students can reflect on their learning and identify areas for improvement in their digital storytelling skills.

• Portfolio reflections on lessons learned and areas for improvement

• Self-assessment of reflection skills

7. Students can evaluate their own and others' digital stories using a rubric that assesses their use of narrative structure, storytelling techniques, and digital tools.

• Summative activity where students evaluate their own and peers' digital stories using the rubric

• Classroom conversations and individual conversations

• Self-assessment of evaluation skills

Ontario Curriculum: The unit plan can align with various Ontario Curriculum expectations across different subject areas, such as Language Arts, Media Literacy, and Arts. For example, the unit can develop students' communication skills by focusing on oral and written language, visual and multimedia elements, and critical thinking and reflection. Teachers can also integrate cross-curricular connections by incorporating relevant content and themes from other subject areas, such as history, social studies, and science.

Growing Success: The unit plan can align with the principles and practices of assessment and evaluation in the Ontario education system. For example, the unit can provide opportunities for ongoing formative assessment through classroom conversations, individual conversations, and observation. Teachers can also use a variety of assessment methods and tools, such as exit tickets, portfolios, self-assessment, and quizzes, to gather evidence of student learning and provide feedback. The summative activity can be designed to assess student achievement of the learning goals and success criteria, using a rubric that aligns with the achievement chart.

DI (Differentiated Instruction): The unit plan can incorporate strategies and practices of differentiated instruction to meet the diverse needs and strengths of students. For example, teachers can provide multiple options for students to access and demonstrate their learning, such as choice of digital storytelling tools and formats, flexible grouping and pacing, and personalized feedback and support. Teachers can also provide scaffolded instruction and resources for students who need additional support, and enrichment opportunities for students who need to be challenged.

Literacy: The unit plan can develop and enhance students' literacy skills, such as reading, writing, listening, and viewing. For example, teachers can use digital storytelling as a context for students to practice and apply these skills, by analyzing and interpreting texts, composing and editing narratives, presenting and evaluating ideas, and reflecting on their learning. Teachers can also incorporate various forms of literacies, such as visual, digital, and media literacies, into the unit plan to promote multimodal learning and communication.

Math Literacy: The unit plan can integrate mathematical concepts and skills into digital storytelling, such as data visualization, spatial reasoning, and numerical literacy. For example, teachers can ask students to incorporate data and statistics into their digital stories, use maps and diagrams to illustrate settings and characters, and analyze patterns and relationships in their narratives. Teachers can also use digital storytelling as a context for problem-solving and critical thinking, by asking students to create stories that address real-world issues and challenges.

Equity and Inclusive Education: The unit plan can promote equity, diversity, and inclusivity by providing opportunities for students to explore and express their identities, experiences, and perspectives. For example, teachers can encourage students to create digital stories that reflect their cultural heritage, language, and traditions, or that challenge stereotypes and biases. Teachers can also create a safe and respectful learning environment that values and celebrates diversity, and that recognizes and addresses barriers to learning and achievement.

ICE (Indigenous Cultural Education): The unit plan can incorporate Indigenous perspectives, knowledge, and ways of knowing into digital storytelling, and promote reconciliation and relationship-building. For example, teachers can incorporate Indigenous stories and traditions into the unit plan, or invite Indigenous Elders or Knowledge Keepers to share their wisdom and teachings. Teachers can also use digital storytelling as a way to engage with Indigenous issues and themes, such as land, treaty rights, or residential schools, and to promote understanding and empathy.

FNMI (First Nations, Métis, and Inuit) Education: The unit plan can incorporate FNMI perspectives, worldviews, and histories into digital storytelling, and promote reconciliation and relationship-building. For example, teachers can incorporate FNMI stories and teachings into the unit plan, or invite FNMI Elders,