MULTI-MEDIA AUTHORING TEMPLATE

Name: Jessica Spivey

PART A: Students will create a personal video of their own depicting a story that involves the denotative and connotative
meaning of a word they blindly pick.

Grade Level: 6th

Content Area: Language Arts
Technology Used (check all that apply): Movie Audio Podcast Vodcast Other: (list)

Content Area/Grade/Standards/Topics Addressed:

ELAGSE6L5:Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.
c.Distinguishamongtheconnotations(associations)ofwordswithsimilardenotations(definitions)(e.g.,stingy,scrimping,
economical,unwasteful,thrifty).

Brief Description of Learning Experience:

For a lesson on connotative meaning vs. denotative meanings, students will watch the given video for instruction. Students will
watch the video at the beginning of class and will take notes while watching the video. For each picture/video, students will write
down one connotative meaning and one denotative meaning of each. Each picture well appear for 8 seconds. In order to ensure
students get each answer they will write down what the picture is of along with their connotation and denotation. After the
completion of the video, we will discuss our answers with the class. For their main class assignment, students will blindly pick a
word out of a bucket and will then use video to create a storyboard with their word. Their story will include the connotative and
denotative meaning of their word and will be at least a minute long. Students will have two class periods to complete their story
and one class period to go to the computer lab and create their video.

Student Engagement/Higher-Order Thinking: What LoTi level would this lesson be and Why?
This activity involves LoTi level 4 because it requires students to create their own stories and also create their own video. In
order to involve the outside world, their videos could be posted on the class blog or could be shared with students outside of their
class.

Importance of technology:
The project could be done without the video component but the video component adds a level of creativity students wont get
with simple pencil and paper. This also gives students practice using different software and programs.

Inspiration (optional): If you used existing multimedia projects as a model for your project (whether
in part or whole), include the URL(s) so we can visit. Explain what concepts you borrowed from
others.
Internet Safety and Student Privacy:
Student safety wouldnt necessarily be a problem but copyrighting could be a problem. I will instruct students on how to find
pictures they are allowed to use.

Other comments about your proposed student multimedia authoring activity: