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Project Number: 97 Category: Communication and Collaboration School: Andrews High School Grade Level: 9-12 Teacher Sponsor: Geer.

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Presentation on theme: "Project Number: 97 Category: Communication and Collaboration School: Andrews High School Grade Level: 9-12 Teacher Sponsor: Geer."— Presentation transcript:

1 Project Number: 97 Category: Communication and Collaboration School: Andrews High School Grade Level: 9-12 Teacher Sponsor: Geer

2 Project Team Members Script Writers: Kientay Filmore, Brett Howard Photographer: Laura Dunn Technical Editor & Publisher: William Gaskins Video Director: Tyler Ray Video Script: Julia Morris, Mollie Paschall, Melissa Matthews Actors: Mollie Paschall, Melissa Matthews, Laura Dunn, Kientay Filmore, Marissa McCrea, Julia Morris, Damien Maglich, Jaya Wragg, Rakita White, Quandre Greene, Brett Howard, Erika Nesbit, Emmaline Paschall, Austin Lambert, Julia Crews, Caroline McCutchen, Julie Dawson, Logan Cannon

3 Project Team Members Script Writers: Mollie Paschall, Melissa Matthews Illustrator: Tyler Ray Technical Editor & Publisher: William Gaskins

4 English 101 class made PSA videos on cyber safety issues. studied persuasive techniques wrote scripts drew storyboards acted out and filmed PSAs designed logos and wrote catchphrases edited film shared with entire school during Advisor/Advisee period English 102 made ebooks researched bullying (including watching documentary film Bully) wrote stories created illustrations put together in iBooks Author transferred finished book to iPad

5 English Language Arts Standards » Writing » Grade 11-12 Text Types and Purposes CCSS.ELA-Literacy.W.11-12.3CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCSS.ELA-Literacy.W.11-12.3aCCSS.ELA-Literacy.W.11-12.3a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. CCSS.ELA-Literacy.W.11-12.3bCCSS.ELA-Literacy.W.11-12.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. CCSS.ELA-Literacy.W.11-12.3cCCSS.ELA-Literacy.W.11-12.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). CCSS.ELA-Literacy.W.11-12.3dCCSS.ELA-Literacy.W.11-12.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. CCSS.ELA-Literacy.W.11-12.3eCCSS.ELA-Literacy.W.11-12.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

6 Production and Distribution of Writing CCSS.ELA-Literacy.W.11-12.4CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.11-12.6CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Research to Build and Present Knowledge CCSS.ELA-Literacy.W.11-12.7CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.W.11-12.8CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

7 Bitstrips. Core Matrix. 2012. Web. 20 May 2013. “Bullying Brochure.” Southern Valley Alliance for Battered Women. SVABW. 17 Sept. 2002. Web. 20 May 2013. “Kids Like Us Don’t Bully.” AntiBullying Campaign. ICS Computers. Web. 20 May 2013. “Pop Quiz: Questions on Bullying Issues.” Pacer Center. 2009. Web. 20 May 2013. Scala & Kolacny Brothers. “Creep.” Radiohead cover. 2010. Digital file.

8 Macbook Video camera iPad Windows MovieMaker Bitstrips iBooks Author Microsoft Word Microsoft PowerPoint

9

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