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VISUAL BOOK REPORT UNIT

6th Grade English


EDCI 564 Integration & Management of Computers in Education
Purdue University
July 31, 3014

Quinlisk, Melanie J.

VisualVisual Book Report Unit | Quinlisk, Melanie J.

Table of Contents
PROJECT TITLE ............................................................................................................................... 2
DISCIPLINE / TOPIC ....................................................................................................................... 2
TARGET POPULATION ................................................................................................................. 2
CURRICULUM LINKS .................................................................................................................... 3
OBJECTIVES ...................................................................................................................................... 3
STANDARDS ..................................................................................................................................... 4
MATERIALS / TIME ........................................................................................................................ 5
SCOPE & SEQUENCE ..................................................................................................................... 6
SUPPLEMENTARY MATERIALS .............................................................................................. 7
EVALUATION OF LEARNERS ................................................................................................... 8
EVALUATION OF THE INSTRUCTION................................................................................... 8
Appendix ............................................................................................................................................... 9
References ........................................................................................................................................... 16

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VisualVisual Book Report Unit | Quinlisk, Melanie J.

PROJECT TITLE
Visual Book Report: Students Collaborative Work on Creating a Book Report Video
This unit may also be accessed at http://wildcatenglish-bookreportvideo.weebly.com/

DISCIPLINE / TOPIC
This instructional unit was created for the 6th grade English/Language Arts classroom. It
may be modified and used in any classroom within the K-12 classroom.

The purpose of this instructional plan is to allow students to show their understanding of
a novel they read within a literature circle group.

TARGET POPULATION
The target population for this unit consists of 6th grade students in a rural Indiana school.
The class size varies between 23-31 students. Learners of this age group tend to still be
enthusiastic about new ideas and concepts, but are also somewhat unsure of their abilities
and will need frequent feedback. These students have worked within a literature circle
previously, but are still working on their collaborative skills. Students will be in small
groups of four. This unit may be modified for any learners within the 2nd 12th grade
classroom.

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VisualVisual Book Report Unit | Quinlisk, Melanie J.

CURRICULUM LINKS
Upon finishing the book within the literature circle, students will use PowerPoint to
create a video depicting the story they have read. This will be used as a culminating
activity for the Literature Circle groups. They will turn the PowerPoint into an MP4
video and present their visual book report to the class. Students will collaborate within a
group of 4. The unit following this activity will be about types of propaganda used
within the media. At the end of that unit, students will be required to create an
advertisement using a form of propaganda. They may either create a video advertisement
or a print advertisement.

OBJECTIVES

Students will collaborate effectively within a group and assign roles within said
group

Students will construct a video representing the work of fiction they have read

Students will demonstrate their understanding of the book by accurately


identifying all parts of the plot diagram (exposition, rising action, climax, conflict,
falling action, resolution)

Students will identify a theme (or themes) within the novel and demonstrate how
the theme (s) are expressed throughout the story

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VisualVisual Book Report Unit | Quinlisk, Melanie J.

STANDARDS
Indiana State Standards Met:

6.RL.2.1: Cite textual evidence to support analysis of what a text says explicitly
as well as inferences drawn from the text

6.RL.2.2: Determine how a theme or central idea of a work of literature is


conveyed through particular details; provide a detailed, objective summary of the
text]

6.RL.2.3: Explain how a plot unfolds in a series of episodes as well as how the
characters respond or changes as the narrative advances and moves toward a
resolution

6.W.3.2: Write informative compositions on a topic that develop the topic with
relevant facts, definitions, concrete details, or quotations

6.W.4: Apply the writing process to use technology to interact and collaborate
with others to generate, produce, and publish writing

6.SL.2.1: Engage effectively in a range of collaborative discussions, building on


others ideas and expressing personal ideas clearly

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VisualVisual Book Report Unit | Quinlisk, Melanie J.


ISTE Student Standards Met:

1.

Creativity and innovation: Apply existing knowledge to generate new ideas,


products, or processes; and 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 to support individual learning and
contribute to the learning of others.

4. Critical thinking, problem solving, and decision making: Students use critical
thinking skills to manage projects and make informed decisions using appropriate
digital tools and resources.

5. Digital citizenship: Exhibit a positive attitude toward using technology that


supports collaboration, learning and productivity

6. Technology operations and concepts: Students demonstrate a sound understanding


of technology concepts, systems, and operations.

MATERIALS / TIME
Each student will need access to a computer with Internet capabilities and which has
Microsoft Office software. Each group will need access to a microphone and
headphones. This activity will take five 45 minute class periods.

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VisualVisual Book Report Unit | Quinlisk, Melanie J.

SCOPE & SEQUENCE


Day 1: Teacher will explain lesson, including objectives and goals, and hand out
rubric. Teacher will then hand out plot diagram worksheet and have students work
within their group to complete the worksheet. While students are working, teacher
will walk around listening for cues signaling student learning. Teacher will also
check diagrams as students work and offer suggestions or ask for clarification.
Teacher will encourage students to be descriptive and detailed in completing the plot
diagram. Once students have completed the plot diagram worksheet, they will work
together to determine roles and duties. Students will then work together to determine
the layout of their video.

Day 2: Within the group, students will work on their individual portions for the video
(Sample responsibilities could be: Introducer, Character Developer, Setter of the
Setting, Conflict Builder, Resolver, Action Maker, Narrator, Storyboard Maker,
Recorder, or have students brainstorm roles). Students will use the Internet to find
images that relate to their portions. Teacher will walk around to each group asking
questions about their projects. Students will use animations throughout their PP.

Day 3: Using the student shared drive, students will have already created a folder to
put their individual portions of the PowerPoint in. Students will then work together
to put all individual parts into one PowerPoint Presentation. Students will collaborate
on any changes and/or additions that need to be made. It is vital that teacher walks

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VisualVisual Book Report Unit | Quinlisk, Melanie J.


around providing feedback to students at this stage; students may feel challenged at
this area and unsure of how to proceed. Teacher should encourage problem solving
techniques within the group if needed.

Day 4: Students will narrate their PowerPoint Presentation and record the slide show.
Once they have finished recording their PP, they will work with one other group to
peer edit. Students have remainder of class to make any necessary changes and to
convert PowerPoint to MP4. By end of this class, MP4 video should be uploaded into
designated folder within the student shared drive.

Day 5: Students will use interactive white board to present their book report videos.
Duration of videos should be 3-7 minutes. At the end of their video, students will
explain their part in the collaborative process and answer any questions the rest of the
group may have.

SUPPLEMENTARY MATERIALS
Each group will be given a How-to page detailing steps needed to convert a PP to MP4,
a plot diagram worksheet that includes theme and conflict, a visual book report rubric,
and a peer editing checklist.

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VisualVisual Book Report Unit | Quinlisk, Melanie J.

EVALUATION OF LEARNERS
A rubric will be used that will:

1. Evaluate student use of PP and Video


2. Student comprehension of the novel

EVALUATION OF THE INSTRUCTION


Evaluation of instruction will be based on both observations during instruction and
student survey at end of unit. Behaviors looked for will include enthusiasm for
developing video. Student survey will include questions such as:

1.

What did you like most about this assignment

2. What did you like least about this assignment


3. If you could re-do this assignment, what would you do differently?
4. What is good about working with a group (collaborating)?
5. What is challenging about working with a group (collaborating)?

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VisualVisual Book Report Unit | Quinlisk, Melanie J.

Appendix
Student groups will need a PLOT DIAGRAM to complete before beginning their
Powerpoint.

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VisualVisual Book Report Unit | Quinlisk, Melanie J.

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VisualVisual Book Report Unit | Quinlisk, Melanie J.

Click on M-Peg 4 Video and then click save. It may take a


few minutes for your PowerPoint to convert, so make sure
you do not close your project until it has completely
converted.

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VisualVisual Book Report Unit | Quinlisk, Melanie J.

Rubric for Visual Book Report


Introduction
Exemplary

Proficient

Partially Proficient

Incomplete

5-4 points

3 points

2 points

1-0 points

Unique and
memorable
introduction engages
the audience
immediately and
communicates the
purpose of the piece.

Introduces the topic


and purpose in an
engaging manner.

General introduction of the


topic and purpose. Little
creativity and only
somewhat engaging.

Introduction is not
included or does not
make sense.
The topic and
purpose are not
clear.

INTRODUCTION

Delivery
Exemplary

Proficient

Partially Proficient

Incomplete

5-4 points

3 points

2 points

1-0 points

Narrator sounds
comfortable and
has practiced the
piece for an
excellent delivery.
Words are clear
and pacing is
appropriate.

Narrator has practiced


the piece for smooth
delivery.

Correct grammar is
consistently used.

Correct grammar is used in Some instances of incorrect


the piece (only one or two grammar are noted (more
grammatical errors).
than two).

Words are clear and


pacing is appropriate.

It doesnt sound like the


narrator has practiced the
piece. Delivery is better in
some places than others.
Words arent always clear
and/or pacing is uneven.

Smooth transitions
Transitions are smooth, but There is distracting dead
throughout piece. No dead dead space is occasionally space and/or ambient
space.
heard.
noise. Transitions are
uneven.

It sounds like the


presenter is reading a
script. Delivery
interferes with ability
to understand the
piece.
Words often arent clear
and pacing makes it
difficult to follow the
piece.
Grammatical mistakes
interfere with ability to
understand the piece.
Much of the piece
has
distracting
background noise.
Transitions
are
jumpy,

DELIVERY

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Content
Exemplary
5-4 points

Proficient
3 points

Partially Proficient
2 points

1-0 points

The graphics and


images contribute to a
creative and effective
presentation and
enhance key points by
contributing to the
concept explanation.

The graphics relate


to the audio and are
helpful in
communicating the
content.

All images and/or


audio were either
created by the
producer or have
appropriate evidence
and documentation for
copyright clearance.

All images and/or


Use of copyrighted works
audio have either been is problematic.
created by the media
producer or are
copyright cleared.

Creativity and
original content
enhance the
purpose of the
piece in an
innovative way.

Creative elements are


included, but dont
enhance the purpose
of the piece. Creative
elements dont distract
from the content or
purpose.

Creativity is lacking
and doesnt enhance
the content and/or
purpose of the piece.
Creative elements may
distract from the
content or purpose.

No creative elements are


included, or the types of
creative elements used
are inappropriate or
distract from the content
and/or purpose of the
piece.

The plot or
conflict/resolution
was clearly stated
and summarized.

The plot or conflict /


resolution is briefly,
but clearly stated.

The plot was not clearly


stated or the conflict /
resolution was not
clearly stated. Some
main characters are
described, but not
developed.

Information covered
does not describe the
plot, conflict or
resolution. Main
characters are not
developed or described.

Main characters
are thoroughly
developed and
described.

The graphics only


marginally relate to the
audio and arent
always helpful in
communicating the
content.

Incomplete
The graphics dont relate
to the audio and distract
from the science content.

Copyright infringement
is obvious.

Appropriate evidence
and documentation for
copyright clearance is
missing.

Most main characters


are described, but not
developed

IMAGES/ GRAPHICS

Total Points: ________________________/40


This rubric was adapted from Rubric for Podcasts
http://science.kqed.org/quest/files/imp/video_slideshow_rubric.pdf under the license
http://creativecommons.org/licenses/by-nc/3.0/

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VisualVisual Book Report Unit | Quinlisk, Melanie J.

Peer Editing Evaluation Form

Name of EVALUATORS: __________________________________________

Name of project being evaluated: _________________________________

On a scale of 1-5 (5 being perfect), rate this project on the following criteria:
Introduction is interesting and makes me want to watch the video
1

The narrator sounds confident. There is no stumbling or long pauses.


1

The video flows smoothly from one topic to the next


1

The video is creative and well thought out


1

Additional comments (Please leave 2 positive remarks and 1 remark


that will help them to improve their video):
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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After the project is complete, students will be directed HERE to complete a
survey.

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VisualVisual Book Report Unit | Quinlisk, Melanie J.

References
KQED Education Network. (n.d.). Media Making Rubric: Slideshow/Video. Retrieved from
Quest: http://science.kqed.org/quest/files/imp/video_slideshow_rubric.pdf

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