A Vocabulary Video Contest by MIT

 

1. The contest rules:

 

http://www.brainyflix.com/main/contest_rules

 

 

2. The words:

 

http://www.brainyflix.com/words

 

 

Look at page six on that link and choose three.

Look at page four and choose three.

 

3. The Vocabulary:

 

Enter your information.  Download here.  See online here.

 

Team	The Word	Pronunciation	Meanings	Synonyms	Possible Skit ideas	Etymology	Yes/No

 

 

4. The Storyboard

 

Definitions: Find a page that reads well for you:

 

What is a storyboard?

What is a storyboard?

What is a storyboard?

What is a storyboard?

What is a storyboard?

What is a storyboard?

 

A storyboard template:  Explanation   Example   Download (for advanced--skip this time)

 

5. Pre-production (See Step Seven for Video Tips, if needed).

 

Getting Started:

A. Your Storyboard Plan: After completing Step Three, create a general action storyboard plan.  Download here.      Preview.

B. Thinking Video: Understand the type of shots you may need.  Video Glossary of Shots.

C. Your Storyboard: Sketch and describe your visual, audio, sound, text using a simple storyboard. Download here.   Preview.

 

Write the Script:

D. Write the script: exactly who will say and do what; what props/background, etc. are needed.

E. Read-Through: read through the script to see how everything will work together smoothly; revise

F. Read-Through: continue read throughs until action and transitions are smooth

 

Practice.

G. Practice as if videoing. Revise.

H. Set final storyboard.  Download here.  Sample

H. Get the set and crew ready for action.

 

6. Production

H. Shoot.

I. Produce in iMovie: upload, view, edit, effects, titles, produce.

 

7. The Video Tips

Video Tips

Video Tips

Video Storyboarding and Guide by Atomic Learning

Learning How

Yep, Learning How Step by Step

 

iMovie Tutorial

 

iMovie Lynda Tutorials

 

 

8. Reflection on reading and writing in video production:

1. How does understanding a sense of story help video production?
2. How does understanding author purpose help video production?
3. How does understanding author style (content, organization, language style) help video production?
4. What other inspiration on reading and writing would you share with others?

 

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Other Information

 

The Storyboard Information Online for Advanced Videos.

Online story creator.

Storyboard advanced

 

Just so you know how real writers work:

Editing a story

 

 

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Teacher Information (Yes, students, you can look here too.)

 

Digital Stoytelling: Literacy

iMovie Resources (some don't work)

 

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EALRS

 

Reading:

Component 1.2  Use vocabulary (word meaning) strategies to comprehend text.

1.2.2 Apply strategies to comprehend words and ideas.

1.2.2·      Use word origins to determine the meaning of unknown words.

1.2.2·      Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., statistic, statistician).

1.2.2·      Use vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.

1.2.2·      Use graphic features to clarify and extend meaning

 

1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities. W

·      Integrate new vocabulary from informational/expository text and literary/narrative text (including text from a variety of cultures and communities;

·      Explain the meaning of content-specific vocabulary words (e.g., photosynthesis, democracy, algorithms).

·      Transfer knowledge of vocabulary learned in content areas to comprehend other grade-level informational/expository text and literary/narrative text

2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text. W

·      State both literal and/or inferred main ideas and provide supporting text-based details.

·      State the theme/message and supporting details in culturally relevant literary/narrative text.

·      Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension.

 

2.1.4 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and exposition: use prior knowledge.

·      Use previous experience, knowledge of current issues, information previously learned to make connections, draw conclusions, and generalize about what is read (e.g., relate what is learned in chemistry to new learning in biology; connect the author’s perspective and/or the historical context to text).

 

2.1.5 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: predict and infer. W

·      Make inferences based on implicit and explicit information drawn from text and provide justification for those inferences.

·      Organize information to support a prediction or inference in a self-created graphic organizer.

2.1.6 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: monitor for meaning, create mental images, and generate and answer questions.

 

• Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning.

• Develop questions before, during, and after reading and use knowledge of questioning strategies to locate answers.

• Use mental imagery while reading.

• Organize images and information into a self-created graphic organizer to enhance text comprehension.

2.1.7 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: determine importance and summarize text. W

·      Create an informational summary that includes an introductory statement, main ideas, and supporting text-based details; make connections among the key ideas from the entire text; use own words in an objective voice; is accurate to the original text; and avoids interpretation or judgment.

·      Create a literary summary that includes an introduction stating the theme and/or author’s message supported by text-based evidence; use own words in an objective voice; is accurate to the original text.

·      Organize summary information for informational/expository, technical materials, and complex narratives into a self-created graphic organizer to enhance text comprehension.

 

Component 2.2  Understand and apply knowledge of text components to comprehend text.

2.2.1 Analyze an author’s use of time, order, and/or sequence to extend comprehension of text.

2.2.2 Apply understanding of complex organizational features of printed text and electronic sources. W

2.2.3 Understand and analyze story elements. W

2.2.4 Apply understanding of text organizational structures.

 

Component 2.3  Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

2.3.3 Evaluate the author’s use of literary devices to enhance comprehension. W

·      Judge the effectiveness of the author’s use of literary devices and explain their use to convey meaning.

literary devices:  Techniques used to convey or enhance an author’s message or voice (e.g., idiom, figurative language, metaphor, exaggeration, dialogue, and imagery). 

 

2.3.4 Synthesize information from a variety of sources.

·      Integrate information from different sources (e.g., newspaper article, biographical sketch, poem, oral records) to draw conclusions about character traits and/or author’s assumptions

 

Component 2.4  Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.

2.4.3 Analyze and evaluate text for validity and accuracy. W

2.4.4 Analyze and evaluate the effectiveness of the author’s use of persuasive devices to influence an audience. W

Component 3.2  Read to perform a task.

3.2.2 Apply understanding of complex information, including functional documents, to perform a task.

·      Use functional documents to perform a task (e.g., read applications, legal documents, and use that information to perform everyday life functions).

 

Writing

EALR 1: The student understands and uses a writing process.

1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.

·       Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., free write, outline, list, T-chart for comparing).

·       Maintains a log or journal (electronic or handwritten) to collect and explore ideas; records observations, dialogues, and/or descriptions for later use as a basis for informational, persuasive, or literary writing.

·       Gathers information (e.g., takes notes) from a variety of sources (e.g., Internet, interviews, multimedia, books, periodicals) and chooses an organizer to analyze, synthesize, and evaluate information to plan writing.

·       Uses prewriting stage to determine purpose, analyze audience, select form, research background information, formulate theme (for narrative writing) or a thesis, and/or organize text.

 

Component 1.2: Produces draft(s). W

1.2.1 Analyzes task and composes multiple drafts when appropriate.

·       Refers to prewriting plan.

·       Drafts according to audience, purpose, and time.

·       Drafts by hand and/or electronically.

·       Assesses draft and/or feedback, decides if multiple drafts are necessary, and explains decision.

 

1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.

·       Selects and uses effective revision tools or strategies based on project (e.g., referring to prewriting, checking sentence beginnings, combining sentences, using “cut and paste” word processing functions).

·       Rereads work several times and has a different focus for each reading (e.g., first reading — looking for variety of sentence structure and length; second reading — checking for clarity and specific word choice; third reading — checking for layers of elaboration and persuasive language).

·       Decides if revision is warranted.

·       Seeks and considers feedback from a variety of sources (e.g., adults, peers, community members, response groups).

·       Records feedback using writing group procedure (e.g., partner reads writer’s work aloud, and writer notes possible revision).

·       Evaluates and justifies the choice to use feedback in revisions (e.g., “I don’t want to change this because …”).

·       Revises typographic devices (e.g., bullets, numbered lists) to clarify text and to meet requirements of technical writing forms (e.g., lab reports, graphs).

·       Uses multiple resources to improve text (e.g., writing guide, assignment criteria, peer, adult, electronic or other thesaurus).

 

1.4.1 Edits for conventions (see 3.3).

Component 3.3: Knows and applies writing conventions appropriate for the grade level. W

·       Identifies and corrects errors in conventions.

·       Uses appropriate references and resources (e.g., dictionary, writing/style guide, electronic spelling and grammar check, adult, peer).

·       Edits with a critical eye, often using a self-initiated checklist or editing guide (e.g., conventions or format guidelines).

·       Proofreads final draft for errors.

 

Component 1.5: Publishes text to share with audience. W

 

EALR 2: The student writes in a variety of forms for different audiences and purposes.

2.1.1 Applies understanding of multiple and varied audiences to write effectively.

·       Identifies an intended audience.

·       Analyzes the audience to meet its needs (e.g., uses tone appropriate to culture, age, and gender of audience).

·       Respects the cultural backgrounds of potential audiences (e.g., through word choice, topics).

·       Describes how a particular audience may interpret a text (e.g., by defining terms, using formal language).

·       Anticipates readers’ questions and writes accordingly.

2.2.1 Demonstrates understanding of different purposes for writing.

·       Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain a specified audience (e.g., writes to persuade community to build a skate park, includes narratives/poetry in portfolio).

·       Writes for self expression.

·       Writes to analyze informational and literary texts.

 

EALR 3: The student writes clearly and effectively.

3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.

·       Presents a central idea, theme, and manageable thesis while maintaining a consistent focus (e.g., “Commercials influence the spending habits of teenagers.”).

·       Selects specific details relevant to the topic to extend ideas or develop elaboration (e.g., quotations, data, reasons, multiple examples that build on each other).

·       Uses personal experiences, observations, and/or research to support opinions and ideas (e.g., relevant data to support conclusions in math, science, social studies; appropriate anecdotes to explain or persuade; information synthesized from a variety of sources to support an argument).

·       Develops convincing characters (e.g., using details of thoughts, actions, appearance, and speech) and convincing settings (e.g., through the character’s point of view or described during action) within a range of plots (e.g., suspense, flashback) in narratives.

3.1.2 Analyzes and selects effective organizational structure.

·       Writes unified, cohesive paragraphs (e.g., inverted pyramid: broad topic, narrowing focus, specific details).

·       Develops a compelling introduction (e.g., startling statement, setting/description, quotation).

·       Composes an effective ending/conclusion that is more than a repetition of the introduction (e.g., response to a “so what” question, connection to bigger picture).

·       Uses transitional words and phrases between paragraphs to show logical relationships among ideas (e.g., moreover … , because of this issue … , equally important … , as opposed to … ).

·       Selects and uses effective organizational patterns as determined by purpose:

- explanations (e.g., process description)

- comparison (e.g., all similarities grouped together and all differences grouped together)

- persuasion (e.g., vary sequence of arguments)

- narrative (e.g., problem-solution-outcome)

·       Emphasizes key ideas through appropriate use of text features (e.g., headings, charts, diagrams, graphs, bullets).

 

3.2.1 Applies understanding that different audiences and purposes affect writer’s voice.

·       Writes with a clearly defined voice appropriate to audience.

·       Writes in an individual, informed voice in expository, technical, and persuasive writing.

·       Writes from more than one point of view or perspective (e.g., cultural perspective for a character’s viewpoint in history or literature, first person for I-Search papers, third person for mathematical communication, first or third person for persuasive writing).

 

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

·       Selects and uses precise language to persuade or inform.

·       Selects and uses precise language in poetic and narrative writing.

·       Uses the vernacular appropriately.

·       Selects and uses specialized vocabulary relevant to a specific content area (e.g., meteorologist, climatology).

·       Selects and uses persuasive techniques (e.g., powerful and emotional imagery).

·       Selects and uses literary devices (e.g., metaphor, symbols, analogies).

·       Selects and uses sound devices in prose and poetry (e.g., two-syllable rhyme, repetition, rhythm, rhyme schemes).

·       Considers connotation and denotation when selecting works (plump vs. fat, shack vs. house).

 

3.2.3 Uses a variety of sentences consistent with audience, purpose, and form.

·       Writes a variety of sentence structures and lengths to create a cadence appropriate for audience, purpose, and form.

·       Writes a variety of sentence structures (e.g., inverts sentence to draw attention to the point being made in an essay: “Down the stream swam the salmon fingerlings.”).

 

 

4.1.2 Analyzes and evaluates own writing using established criteria.

·        Explains strengths and weaknesses of own writing using criteria (e.g., rubrics specific to purpose or form of assignment, WASL or 6-trait rubrics).

·        Rereads own work for the craft of writing (e.g., logic, transitional phrases) as well as the content (e.g., selected, relevant supporting detail).

·        Uses criteria to choose and defend choices for a writing portfolio.

·        Provides evidence that goals have been met (e.g., selects piece that shows complex organizational structure).

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Other Information

 

The Storyboard Information Online for Advanced Videos.

Online story creator.

Storyboard advanced

 

Just so you know how real writers work:

Editing a story

 

 

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Teacher Information (Yes, students, you can look here too.)

 

Digital Stoytelling: Literacy

iMovie Resources (some don't work)