What does a Digital Native Look Like?: Introduction to Narrative Project
Lesson 5 of 8
Objective: SWBAT understand the characteristics of a narrative, especially an exploding moment by engaging in a class discussion and viewing a powerpoint presentation.
I begin by telling the students that all of the information for this project are uploaded to Edmodo. I want them to focus the explanation and not worry about if they wrote down every word. On Edmdo is the Exploding Moment Narrative powerpoint, an MLA reference sheet, a link to the Purdue OWL, a link to easybib.com and a vine narrative quick reference handout.
Now I tell them to look around the room at their classmates. This is what a digital native looks like. The amount of technology my students can use in one class is more than I used the entire time I was in high school. I want to capitalize on their relationship with technology to develop their writing skills.
Next I go over the objectives for the project and asked them if they had looked at instagram and VINE. Checking out these two social media apps was part of their homework assignment. Most of the students have an instragram and a few have heard of VINE. They need to be familiar with these two apps to complete the project, which they will do in the next few lessons. Not all of my student have access to a phone with a video camera which is the easiest to use to make a VINE, so I asked students to buddy up and help each other out.
Now to get into the writing, the students take notes on characteristics of a narrative (W 9-10. 3c). I emphasize the importance of showing in place of telling. Using imagery in their narrative will help connect the narrative to their video. I call the video an exploding moment because it can only be eight seconds long. The video should be an illustration of a moment within their narrative (W 9-10.6). Next I go over the directions of the project.
Then I show them two examples of vines that I made on VINE--If I can do it, you can, too. The first example is from a bike ride I did this summer in San Diego and the second is from a pottery class I am taking now. Neither are masterpieces, however, I think it will let the students know that this is something they can do. I want their video to tell a story. It is the exploded moment of their narrative. I also put additional examples of some of my favorite VINES on edmodo for students to watch.
Finally, I go over the day by day instructions of the narrative project and video element with due dates.
I give the students a few minutes to digest the project. Then I ask if they have any questions. I answer their questions. I tell them as an exit ticket, each student needs to tell me a possible subject for their narrative (W 9-10.5). It is a little brainstorming activity on the way out the door. I stand by the door to hear their ideas and wish them a wonderful weekend.