The Power of Language to Transform Lives - Unit Project

As a culminating activity, students will be demonstrating an increased understanding of

the dynamics of literary point of view as it applies to Geoffrey Chaucers use of narrative
in The Canterbury Tales. You will create an original pilgrim and bio, a corresponding
Digital Tale, and a digital movie (or similar project) based on your character; which
provides another medium to express a complete narrative beyond paper and pencil.
Project Description
After studying The Canterbury Tales, and discussing Chaucers use of Narrative, each
student will create a fictional pilgrim with a distinct personality. The student will
demonstrate the pilgrims transformation and/or growth through the story that he creates.
Websites for Digital Storytelling: http://www.youtube.com/watch?v=a1f-_FXgJZM
: http://www.youtube.com/watch?v=zP6CeGLPuOY
: http://www.microsoft.com/education/en-us/teachers/guides/Pages/digital_storytelling.aspx
: http://www.digitalstoryteller.org/docs/DigitalStorytelling.pdf
: http://www.scribd.com/doc/79101242/10-Digital-Storytelling-Projects

Each student will create a character and write a prologue for that character (approx. 150
words minimum).

Each student will write a tale of approximately 300 words (minimum) that is allegorical
and reflective of the pilgrims personality.

Students create a project that includes the images or video clips of the story. Students
may use a digital video camera to film video clips or a digital still camera to take photos
that will be included, or drawings the student has created.

Students can also use a scanner to capture images from other sources. All images can be
imported into iPhoto (for example), and music files are imported into iTunes, or displayed
on a storyboard, or loaded into a Powerpoint program.

Students can then create an iMovie and import and edit video clips; record narration or
tell story during in-class presentation; add audio clips; import images; and add titles,
effects, and one consistent transition.

Students would then export the finished movie to QuickTime (for example) and burn a
CD, demonstrate their Powerpoint Presentation, or read their storyboard in a
presentation to the class.

5 minute maximum time limit.

Use QUALITY recordings, voice-overs, images, etc.

Powerpoint slides ENHANCE/ENRICH stories. There needs to be a significant amount

of slides, with plenty of images, graphics, etc. Overloading slides with words will cost
the student points off the rubric. Creativity and effort will be scored strictly.

When presenting to class, students should have:

1. Storyboard, movie, video or CD (Media-checked BEFORE presentation day.)
2. Rehearsed presentation (All participants must give an oral presentation with a
memorized intro & conclusion.)
3. One 4x6 notecard
4. Word Processed, MLA formatted copy of the created story and character
prologue.

Storytelling Rubric
Student Name(s):

CATEGORY
Point of View Purpose

________________________________________

20

15

10

Establishes a
purpose early on
and maintains a
clear focus
throughout. Intro &
conclusion greatly
aid in this.

Establishes a
purpose early on
and maintains
focus for most of
the presentation.
Has an intro &
conclusion.

There are a few

lapses in focus, but
the purpose is fairly
clear. Weak intro &
conclusion.

It is difficult to figure
out the purpose of
the presentation.
Little or no intro &
conclusion.

Tries to use pacing

(rhythm and voice
punctuation), but it
is often noticeable
that the pacing does
not fit the story line.
Audience is not
consistently
engaged. Hard to
hear/understand.

No attempt to match
the pace of the
storytelling to the
story line or the
audience. Cannot
understand.

Voice - Pacing / The pace (rhythm Occasionally

and voice
punctuation) fits
the story line and
helps the audience
really "get into" the
story. Loud, clear.

speaks too fast or

too slowly for the
story line. The
pacing (rhythm
and voice
punctuation) is
relatively engaging
for the audience.
Somewhat loud &
clear.

Images

Images create a
distinct
atmosphere or
tone that matches
different parts of
the story. The
images may
communicate
symbolism and/or
metaphors. Very
creative & original.

Images create an
atmosphere or
tone that matches
some parts of the
story. The images
may communicate
symbolism and/or
metaphors.
Somewhat creative
& original.

An attempt was
made to use images
to create an
atmosphere/tone
but it needed more
work. Image choice
is logical. Needs
more creativity &
originality.

Little or no attempt
to use images to
create an
appropriate
atmosphere/tone.
Little or no creativity
& originality.

Economy

The story is told

with exactly the
right amount of
detail throughout.
It does not seem
too short nor does
it seem too long.
Excellent TIME
LIMIT. Good
character
development.

The story
composition is
typically good,
though it seems to
drag somewhat
OR need slightly
more detail in one
or two sections.
Good Time Limit.
Includes character
development.

The story seems to

need more editing.
It is noticeably too
long or too short in
more than one
section. Time is
somewhat too long
or too short. Needs
more development
of character.

The story needs

extensive editing. It
is too long or too
short to be
interesting. Time is
too long or too short.
Little to no character
development.

Grammar &
MLA Paper

Grammar and
usage were correct
(and for the dialect
chosen) and
contributed to
clarity, style and
character
development.
Excellent MLA
format.

Grammar and
usage were
typically correct
(for the dialect
chosen) and errors
did not detract
from the story.
MLA Formatted.

Grammar and
usage were typically
correct but errors
detracted from
story. Errors in MLA
format.

Repeated errors in
grammar and usage
distracted greatly
from the story. Not
in MLA format.

Presentation

Final Score:

/100

Subtotal

Creating a Storyboard
1. What is a storyboard?
Planning is key! Storyboards are graphic organizers which show the scenes in a
multimedia project in a rough drawing form. A storyboard will help you visualize
how the content chunks relate to each other and will help to shape the direction of
your efforts as you create your project. With a storyboard, you are able to map out
your original ideas for communication to your viewers. Evaluating the storyboard
will allow you to make adjustments during the early formative stage while
revisions are still quite simple to do.
2. How to create your storyboard:
A. Write down key points, ideas, and concepts under consecutive storyboard
frames (see attached).
B. Your storyboard should in essence be a type of map, outlining all the major
steps needed to complete the learning objective(s) for that lesson.
C. Make rough sketches of visuals for each frame. Dont worry about polish at
this point; you just want the idea of the visual clearly portrayed.
D. Read your presentation while looking at the storyboard and complete the
storyboard checklist:
o Does my visual clearly display one key idea from my presentation?
o Is my aid as visually simple as I can make it?
o Can my audience understand my visual completely in less than 30
seconds?
E. You can create your storyboard on paper or various software such as
Microsoft Word, Microsoft PowerPoint, and Inspiration
3. Examples of storyboards
A. Paper
B. Word or PowerPoint (using the organizational chart or flowchart)
C. Inspiration

Example of Digital Video Storyboard using PowerPoint

Title: Intro to Muscle Physiology (Digital Video)
Visual: A picture of a muscle on white background
Text (in black): Provide an introduction of about 5
minutes discussing the main components of the
muscle
LINKS: Main, Help, Continue, Exit

Screen 1
Title: Types of Muscle
Visual: Three types of muscle types:
Smooth, Cardiac, Skeletal on white
background
Text (in black): Compare and
Contrast the types of Muscle
Links: Main, Previous, Continue,
Help, Exit

Screen 2
Title: Muscle Contraction
Visual: Animation of physical binding of actin and
myosin; crossbridge activity on a white
background
Text (in black): Elaborate detail of the mechanism
involved in muscle contraction
Links: Main, Previous, Continue, Help, Exit

Screen 3
Title: End of Lesson Quiz
Visual: None; a white background
Text: A list of 10 questions with 4 multiple choice
answers
Media: The sound of a ring of bell to each
question answered correctly
Links: Main, Previous, Continue, Help, Exit

Storyboard Template