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Implementing Digital Media Writing to Engage Students With Emotional and Behavioral Disorders

I m p l e m e n t in g D

I m p l e m e n t in g D ig it a l M e d ia W r it in g t o E n g a g e S t u d e n t s w i t h E B D B e y o n d B e h o v io r 58 Table 2 The Story Spine Story Section The Platform (setup) The Catalyst (problem) The Consequence (builds) The Climax (change) The Resolution (take from the pitch transformation) Begin w riting the story! Sample Starters • Once upon a time • Everyday • One time • Every now and then • Each summer, week, month, year ... • But one day ... • Then something changed ... • But this time ... • However ... • Because of that ... (repeat as many times as you wish) • And then ... occurred • And then ... • Until finally • Then suddenly • Ever since then ... • And the moral of the story is ... • And the funny thing was ... • I realized that ... • From that day on ... additional detail(s). With the draft content on the storyboard students can practice digitally recording their story (i.e., the script) onto a device (e. g., computer, iPod). The process of drafting and revising should be fluid, with students continuing to add details, make decisions about story flow, and adjust the narration as needed. Once adjustments are made, students rerecord the story. Structuring opportunities for partner, group, and teacher feedback is critical at this stage. Once again, partners should ask clarifying questions, help the author add detail or delete unnecessary information, and offer feedback on the effectiveness of the images and sounds for creating a powerful narrative. Ms. Reynolds has taught the students to practice digitally recording their story into a computer. As they do this, she works one-on-one with Jack to check the recording, providing immediate assistance to minimize any frustration he may encounter. She also provides feedback to Jack about the images he has selected and the types of sound effects he woidd like to use. Step 5: Story Production and Presentation Following final revisions the digital narrative product is ready for production and presentation. At this stage, students should have everything prepared for the final production recording: • Use software such as iMovie (Apple) or Microsoft Photo Story 3 (Microsoft, Redmond, WA) to record the story and insert selected images. • Select music to accompany and set the tone for the story. Programs like iMovie and Photo Story have readily accessible music samples that might be used or students can embed other selections. • Review storyboard pages to ensure the story reads fluently. As previously noted, writing through this project should be a fluid process. Students may record their stories and after hearing them back decide that specific sections need revision. For students who struggle with writing and/or reading, there are significant benefits to being able to edit, revise, and rerecord the stories as many times as necessary to reduce frustration levels. The final activity in Step 5 is a class celebration emphasizing the importance of presenting the final product. Once the stories are complete, the students can present their work through a movie premier party or special screening. They may even choose to invite guests such as other classes, parents or guardians, or school administrators. Ms. Reynolds reflects back to the beginning of the project and notes that Jack was able to complete the storyboard and digital media project with minimal assistance. This activity allowed her to easily embed specific social skills instruction into her lessons. Jack engaged in effective, positive collaboration with his project partner. She found it easy to engage in explicit lessons and could directly address his fears about writing Vol. 24, Iss. 3,2015 19

Implementing D igital M edia W riting to Engage Students with EBD F ig u r e 2 An E xample of a Student’s Storyboard S ection 20 B eyond B ehavior

Engaging first year students: a collaborative approach implemented ...
Grades 1-5 Student Engagement Checklist