Objective 1: 
Students will be able to understand classroom procedures, grading policy, and academic expectations;

Agenda: What are my expectations for 12th Grade English - Digital Storytelling?
Check-In: Literary & Technological Inventory

Procedures:
- Introductions
- Review Check-In & Discussion

Work Period:
- Writing Assessment - students edit their summer event to write a reflective story on - think "personal narrative"
Summary: Share Out & Popcorn
Homework: Return Signed Copy of Syllabus & Computer RulesRead & Annotate Week 1 Required Reading - click here  

Objective 2: 
Students will be able to define Digital Storytelling & understand its essential components

Agenda: How is Digital Storytelling defined within its key components?
Check-In: Watch Video #1: What is Digital Storytelling? and actively take notes while viewing.

Procedures:

• Review Check-In & Warm-Up
  
• Discuss Digital Storytelling Class and year-end objectives
• - Classroom Goals & Expectations
       - Class Syllabus - click here 
  

• Watch Video #2: 7 Elements of Digital Storytelling & actively take notes while viewing 
  
• CORE 4 - Four Parts of Digital Storytelling - click here 
• Handout: 7 Elements

Work Period:
- Whole Class - recognize elements in - "The Wall of Hate" - click here

Summary: "Wheel of Wisdom"

                           note - Quiz #1 - Tuesday, 9/20 - Notes on Digital Storytelling 

Objective 3:
Students will be able to recognize key elements of digital storytelling in on-line examples

Agendas: What are the essential elements/components that make up digital storytelling?
Check-In: With the elements/components in mind, what do you feel may be the biggest challenges of producing your own digital story?

Procedures:

• Review Check-In & Warm-Up
• Class Discussion - truly understanding the 4 parts & 7 elements
  
• Class Application - Use the 7 Element Handout as a class, apply understanding of the core/elements in the videos:

- "The Reality of TV" - click here

Work Period:

• Apply understanding of the elements to examples of digital story:-
  

- "Unable" - click here
- "Fleeing Hurricane Rita" - click here

• Share Out
  

Summary: "Wheel of Wisdom"

Objective 4
Students will achieve competence in the process of story boarding & story mapping

Agenda: What are the essential differences between story mapping & story boarding?
Check-In: Define what you think story mapping & story boarding is (rephrase, explain). Explain the following quote: "Story boarding shows the emotional flow, while story mapping shows the flow of motion."

Procedures:

• Review Check-In & Warm-Up
• Student T-Chart
• Differences between mapping & boarding a story - copy notes from Powerpoint
  

• Samples of storyboards: Without Images & With Images

Work Period:

• Story Board Document - click here (handouts, outlines for story mapping)
• Storyboard/map example - Blank Template
  

Summary:

• Digital Exit Pass
  

Objective 5
Students will be able to discuss the importance of 'new media' & 'digital literacy' in examining the personal narrative.
Immigration Lesson 1 - click here
Agenda: Examining the issue of 'Immigration' and the essence of the Personal Narrative. 
Check-In: Answer 2 of the 3 questions using the elements of personal narrative:

1. How do stereotypes begin?
   
2. Why do people perpetuate stereotypes?
   
3. How can myths & stereotypes be broken down?
   

Procedures:

• Review the elements of personal narrative
• Review Check-In & Warm-Up
• Discuss the meaning of myth

Work Period:

• Response to the 6 myths as a group - see procedure here
• Discuss & Summarize - Popcorn
  

Immigration Lesson 2
Agenda:
Check-In: How has 'new media' enhanced/changed our world in terms of "personal narrative"? Explain how our dependency on 'new media' heightens the importance of needing to have digital literacy.

Procedures:

• Review Check-In & Warm-Up
• Analyze the quote below from Professor Ohler, "I recommend you make media literacy an explicit goal of your new media project. In my opinion, students cannot understand how media persuades until they become media persuaders themselves."
• The power of messages in today's world - Topic : Immigration
  

Work Period:

• Myths or Reality? Students generate True/False responses - click here to see comment options
• Think-Pair-Share
• Introduction to Week 3 Required Reading - click here

              * Table 6.1, Page 3 - applying Personal Narrative elements to immigration story

• Student Work:

              *Meet Seymour Rechtzeit  - click here
              *Personal Narrative Exercise - click here

Summary: Wheel of knowledge

Immigration Lesson 3
Agenda: Students will be able to present a pro/con on a relevant issue through written/multi media tools
Check-In: How can we utilize Stream of Consciousness to brainstorm Task ?
Procedures:

• Stream of Consciousness - Immigration
  
• Discuss student response to S.O.C
  
• Introduction to Common Core Task - Immigration Prompt:
• Prompt: There is a law that is being passed by Congress that will end immigration to
  
  the United States of America. Part of this law imposes that all Americans must speak
  
  fluent English immediately as well as follow all American Cultural celebrations such
  
  as Independence Day, Flag Day, etc. Those who fall under the national language score
  
  of 85% will be placed into mandatory educational internment camps where they will be
  
  forced to work and live within communal conditions.
  

Day 2:
- Students work in groups to formulate a pro or con argument on their chosen position
- Students will create and present their argument in written, oral, and multi-media presentations
- Web resources:

• PBS
  
• U.S. Census Bureau
• Dept. of Homeland Security
• Interactive Map of Immigration
• Demographic & Economic Facts
  

Project should include facts, evidence, opinions from a minimum of 3 resources - noted/footnoted on project
- Understanding the Project Rubric

Summary: Wheel of knowledge

Turn-In: Required Reading #2 - Monday 10/3

Objective 6
Students will complete task 1 by creating their first digital production.

Production Lesson 1 
Agenda: How does Ramon Ramos y Sanchez define Immigration?
Check-In: If the story of my family immigration was a (song, movie, TV Show, actor, musician, historical figure) it would be ___________ because .....

Procedures:

• Review Check-In & Warm-Up
• Could I become a Citizen? - students take a citizenship test
• Oral histories provide a rich collection of immigrant voices and experiences. There are so many stories and memoirs written by immigrants available.
• "Statistics do not tell the story of immigration. People do. Since its inception, this nation has been continually infused with the energy of newcomers. Yet their assimilation has seldom been smooth. The challenges we face today are not new. Only the stories are." - Ramon Ramos y Sanchez

Work Period:
Finding your story...

• Immigration Story Viewing & Analysis
• Stories must include why the immigrant decided to leave their country, how this person got to his/her final destination, what happened to the immigrant once he/she arrived, problems they encountered and emotions they expressed. Remember the elements of a personal narrative.

Lesson 2 - Part 1
Agenda: Walking in other shoes....
Aim: How can we extract memories/experiences of our lives through analyzing poetry & narrative stories?
Check-In: What is my current "state" of the immigration story process?

Procedures:

• Walk in other shoes through poetry - click here
  
• Analyze & discuss the poem. Review it again to select phrases, lines, or passages that "strike you" - meaning that when reading it you are making a connection to the poem.
• Modeling Activity - Teacher highlights and examples
  
• Students write a corresponding personal experience that reflects the essence of the selected sections. We will have 5-10 minutes for this activity. Utilize the elements of 'personal narrative' writing
• Students share their thoughts
• Wheel of wisdom
  
• Home Sample - Read the story "It", by Yelena D from Teen Ink. - good example of personal narrative
  

Summary - Engrade Discussion  


Lesson 2 - Part 2
check-in - copy the guided reading handout 

Procedures 
- Students choose 3 pieces of literature (combination of poem & available stories from sites below)
- Actively read each story and answer the questions below.
- Use the handout as your guided reading prior to answering the discussion questions

1. Walk in other shoes through poetry - click here
   
2. Story Sites:
   

• We are America - click here
  
• Loyola Marymount Migration - click here
  
• My Immigration Stories - click here
• "Their Stories" - click here

Part 3
Aim: How can students illustrate emotions, point of view, dramatic questions by analyzing immigration narratives?

check-in - CHOICE - draw a picture or write a 3-5 line poem which highlights your memorable moments from yesterday's work.

Video - Seinfeld vs. Babu Bhatt - click here for video

Work Period
- Discuss Check-In
- Connection to Video
- Collaboration - In groups of 3, students will complete the below questions based on the information from their stories:

Students relate their experiences to those of immigrants. Discussion questions include:

• What groups and individuals are treated like outsiders in the poem and stories you read?
• What are the possible results or consequences when people feel like outsiders in their surroundings?
• What did you learn from this experience and the poem that might help you to better understand the feelings of outsiders in the future?
• How might you act differently toward someone when you recognize that s/he might be feeling like an outsider?

- Immigration Narrative - Task 1 - click here for engrade

Summary: Engrade Discussion  
                          
Homework - Personal Narrative Task - click here - 1st Draft, Wed 10/13