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EDCI 564 Integration & Management

Quinlisk,
of Computers
Melaniein
J.
Education
Purdue University
July 31, 3014

VISUAL BOOK REPORT


UNIT
6th Grade English

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://wildcatenglishbookreportvideo.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)

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VisualVisual Book Report Unit | Quinlisk, Melanie J.

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

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
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VisualVisual Book Report Unit | Quinlisk, Melanie J.

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


others ideas and expressing personal ideas clearly

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.
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VisualVisual Book Report Unit | Quinlisk, Melanie J.

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.

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

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VisualVisual Book Report Unit | Quinlisk, Melanie J.


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
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.

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VisualVisual Book Report Unit | Quinlisk, Melanie J.

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.

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?
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VisualVisual Book Report Unit | Quinlisk, Melanie J.


4. What is good about working with a group (collaborating)?
5. What is challenging about working with a group (collaborating)?

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

5-4 points

3 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.

Partially
Proficient

Incomplet

1-0 points

General introduction of
the topic and purpose.
Little creativity and only
somewhat engaging.

Introduction is not
included or does no
make sense.
The topic and
purpose are not
clear.

INTRODUCTION

Delivery
Exemplary

Proficient

5-4 points

3 points

Partially
Proficient

Incomple

1-0 point

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 Some instances of


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

Grammatical mist
interfere with abili
understand the pie

Smooth transitions
throughout piece. No
dead space.

Transitions are smooth,


but dead space is
occasionally heard.

Much of the piece


has
distracting
background
noise. Transitions
are jumpy,

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.

There
is
distracting
dead
space
and/or
ambient
noise.
Transitions are uneven.

It sounds like the


presenter is readin
a script. Delivery
interferes with abi
to understand the
piece.

Words often aren


clear and pacing
makes it difficult t
follow the piece.

DELIVERY

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VisualVisual Book Report Unit | Quinlisk, Melanie J.


Content
Exemplary
5-4 points

Proficient
3 points

Partially
Proficient

Incomplete
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.

The graphics only


marginally relate to
the audio and arent
always 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


audio have either
been created by the
media producer or
are copyright
cleared.

Use of copyrighted works Copyright infringement


is problematic.
is obvious.

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

The plot or
conflict/resolution
was clearly
stated and
summarized.
Main characters
are thoroughly
developed and
described.
IMAGES/ GRAPHICS

The graphics dont rela


to the audio and distrac
from the science
content.

Appropriate evidence
and documentation
for copyright
clearance
is missing. Creativity is lacking
Creative elements
are included, but
and doesnt enhance
dont enhance the
the content and/or
purpose of the piece. purpose of the piece.
Creative elements
Creative elements
dont distract from
may distract from the
the content or
content or purpose.
purpose.
The plot or conflict /
resolution is briefly,
but clearly stated.
Most main
characters are
described, but not
developed

The plot was not


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

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

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

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VisualVisual Book Report Unit | Quinlisk, Melanie J.

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):
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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:

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http://science.kqed.org/quest/files/imp/video_slideshow_rubric.p
df

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