Candice McPherson

ITEC 7230
Digital Video Planning Document

My digital video will be focused on books for boys in grade 5.

Information Standard 4: Learners use skills, resources, and tools to pursue personal and
aesthetic growth.

Target audience:
a. Age/Gender:
The target audience consists of 55 fifth-grade male students.
b. Cultural Background:
The group consists of 40 African-American students and 14 Hispanic
students, and 1 Caucasian. The students come from a variety of backgrounds.
The students’ socioeconomic levels range from below poverty to upper middle
class. 23 of the students live below poverty level, 12 students live in the lower
middle class, 19 live in the middle class, and only 1 lives in the upper middle
class. 28 of the students live in a home with two parents and 27 students live
in single parent households.
c. Educational Level:
The students are in the 5th grade and 33 of the students passed both (Reading
and Math) of the CRCT exams. 7 students passed reading only, and 8 students
passed math only. 7 students did not pass either of the CRCT exams. 47 of
the students were promoted to the fifth grade. 8 students were placed in the
fifth grade.

Academic Summary
• Reading Levels:
Below: 14 On Level: 30 Above: 11
The majority of the students are on or below the fifth grade reading level in
fluency. 28 of the students are reading on Benchmark Level. The 18 students
on the Strategic Level missed the Benchmark Level by up to 30 words.

Special Needs/Accommodations
• Gifted: 3 students
This grade level consists of 3 students who have been identified as gifted.
These students are fast learners, but are not as motivated as other students.
Accommodations for these students include:
+ Encourage creative expression and thinking by allowing students
to choose how to approach a problem or assignment.
 + Ask students’ higher-level questions that require students to look
into causes, experiences, and facts to draw a conclusion.
• OHI: 1 student
One student is diagnosed as Other Health Impaired. Testing is done constantly
to diagnose the student under a specific Special Disorder. The students’
assignments are all modified. Some assignments are given orally.
• Behavioral: 4 students
Four students have been diagnosed with behavioral disorders. These students
are pulled from the classroom daily for small-group instruction with a special
education teacher.
• Learning: 6 students
6 students have been diagnosed with learning disorders. These students are
pulled from the classroom daily for small-group instruction with a special
education.

d. Specific Entry Skills:

The students have been taking part in a special school-wide reading incentive
program. Those who read a total of 25 books within a certain time period
were invited to take part in an outdoor celebration. The next incentive for
reading 50 books was a field trip, the third incentive for reading 75 books was
another field trip, and the fourth incentive for those students reading 100
books is another big celebration.

e. Learning Styles:
Based on the different activities done in class, the students were observed and
the learning styles have been assessed. The results are as follows*:
Reading it or watching it done: 16
Hearing it: 7
Touching it or doing it: 24
Most of the students in this class are kinesthetic learners. The second most
common type of learner is visual, while only a few students are auditory
learners.

f. Motivation – Keller’s ARCS Model:

• Attention – the attention of the learner will be gained by identifying

books that would be of interest to boys.
• Relevance – the relevance is the information learned can be directly
used for any student wishing to find good books to read.
• Confidence – the confidence of the learner will be gained by the
inclusion of a brochure that will guide them to good books for boys to
read.
• Satisfaction – the students will be motivated to read for pleasure.
Topic

The topic of this video will be great books for boys to read. Several books
will be introduced and briefly summarized.

Objectives

The learner will identify books in own area of interest to read for pleasure and personal
growth
The learner will show an appreciation for literature by electing to read for pleasure and
expressing an interest in various literary genres.