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Visual Book Report Unit: 6th Grade English
Visual Book Report Unit: 6th Grade English
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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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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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 identify a theme (or themes) within the novel and demonstrate how
the theme (s) are expressed throughout the story
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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.2.3: 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
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1.
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.
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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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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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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EVALUATION OF LEARNERS
A rubric will be used that will:
1.
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Appendix
Student groups will need a PLOT DIAGRAM to complete before beginning their
Powerpoint.
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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.
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.
Correct grammar is
consistently used.
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.
DELIVERY
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Proficient
3 points
Partially Proficient
2 points
1-0 points
Creativity and
original content
enhance the
purpose of the
piece in an
innovative way.
Creativity is lacking
and doesnt enhance
the content and/or
purpose of the piece.
Creative elements may
distract from the
content or purpose.
The plot or
conflict/resolution
was clearly stated
and summarized.
Information covered
does not describe the
plot, conflict or
resolution. Main
characters are not
developed or described.
Main characters
are thoroughly
developed and
described.
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.
IMAGES/ GRAPHICS
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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
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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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