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Unit Title: I-imagine: Taking My Place in the World Unit Source Reference: http://i-imagine.wikispaces.com/.

Resources created by Bernajean Porter were purchased, adapted, and used with permission. Date Created/Revised: October 2013 Unit Length: 28 weeks, 1 hour per day, 3 days per week Content Area: ELA Exploratory Grade: 6 NETS-S: 1a, 1b, 2a, 2b, 3a, 3b, 3c, 4a, 4b, 5a, 5b, 6a, 6b, 6c, 6d Academic Common Core Standards: CCSS.ELA-Literacy.W.6.3, CCSS.ELALiteracy.W.6.4, CCSS.ELA-Literacy.W.6.5, CCSS.ELA-Literacy.W.6.6, CCSS.ELALiteracy.W.6.7, CCSS.ELA-Literacy.W.6.8, CCSS.ELA-Literacy.W.6.10, CCSS.ELALiteracy.SL.6.1, CCSS.ELA-Literacy.SL.6.4, CCSS.ELA-Literacy.SL.6.5, CCSS.ELALiteracy.SL.6.6, CCSS.ELA-Literacy.L.6.1, CCSS.ELA-Literacy.L.6.2, CCSS.ELALiteracy.L.6.3, CCSS.ELA-Literacy.L.6.6 Unit Description: The I-imagine project challenges students to create a vision video. In the vision video, students will project what their life will be like 15 - 20 years in the future as if they are already living their best future shining their light for good. The unit is designed to awaken the students awareness and belief in their potential as well as providing them the opportunity to craft an original final product in which they invent themselves. Student Challenge: Create a future story of ONE day in your own BEST positive life 15-20 years from now AS IF you are already living your future. Imagine making a difference for good in the world shining your light, activating your talents and using your strengths in the world by creating the life you want to give yourself and the community around you. Close with a special message of ADVICE from your future successful self to the young person you are today, sharing what do you NOW know about reaching and living your best, most positive life? Product: Vision Video Final Assessment: Three point rubric assessing preparation process, content knowledge, format structure, and craftsmanship of communication. Formative Process Assessments: Collaborative Conversations with Critical Friends Take Six Elements Progress Assessment (Student/ teacher collaborative

assessment) Production Checklists (Student self-assessment and teacher/student collaborative assessment) Writing Storyline or Narrative Planning with Storyboards Organizing Folders for Files Making the Voiceover Gathering Media Special Check Points Tech Note Rough Cut for Images Rough Cut For Voiceover Final Cut for Music, Sound, Transitions, Special Effect and Credits Directors Cut The Story Behind the Story Take Six Elements Non-Digital Materials Activity I-Imagine Scrapbook Journal for each student Markers, pens, paper, glue, magazines Digital Tools LCD projector & screen Teacher internet connected laptop Internet connected MAC computer lab with iMovie software accessible as needed Access to Web 2.0 tools such as digital mind-maps, thesaurus, dictionaries Microphones, earphones, speakers for computers Google Drive student account for each student for access to word-processing and collaboration tools Digital Resources Sonic Fire Pro music library Digital graphic images, licensed free-to-use Online videos to use as content examples, such as the Thirteen Year Old Author, I-imagine video archives on DIGITALES at http://digitales.us/storykeepersgallery/i-imagine Scrapbooked checklists and evaluation resources on Google Docs Prerequisites: (Strengthened in instruction as needed) Basic word-processing Basic internet searching skills Basic understanding of 5 step writing process Mindmapping/ Thinking map skills Intermittent Mini-Lessons for Skill Development How to collaborate in groups

How to engage in critical conversations Digital thesaurus and dictionary Advanced internet search skills Copyright and citation skills Digital file management Audio-editing Digitizing image Image editing Video editing Digital still and movie camera functions Constructing a storyline Constructing storyboards Writing a script Project Lesson Development Exploring Pre-writing Tasks. Students begin the reflective process. Sample student activities include student metaphor collages, descriptive image word boards, exploration of personal attributes, and continued scrapbook construction of original student tasks exploring and reflecting on who they are and can be. For example: write a bio-poem, create an If I were a Superhero comic, interview others to determine what they have to say about them. Early Oct Mid Nov 2013 Mining & Reflecting Pre-writing Tasks. Students structure their reflective explorations to define their talents, strengths, skills, and interests. Mid Nov Late December 2013 Inventing & Media Gathering (Writing/ Conferencing) Tasks. Students create narrative scripts, and storyboards while engaging in critical conversations with the teacher and other students to develop their own unique story line. Early Jan Late Feb 2013 Production (Media-making) Tasks. Students create their vision video. Tasks include organizing project folders as they gather media, creating citations to meet copyright laws and fair use guidelines, and constructing vision video with elements including images, audio, and voiceovers. Early March Early April 2014 Post-Production (Media-making Tasks): Students reflect on their constructed project through a self-assessment and through engaging in critical conversations with peers and the teachers. Students do a final edit of the vision video paying attention to how their craftsmanship is impacting their message. Early April - Late April 2014 Celebration with a Sharing of DocuDrama Videos with an Audience. Students share vision videos at a during a school site DIGICOM Media Festivals with peers, teachers, parents, and the community and write reflections on the experience in their scrapbooks. Early May 2014

Diverse Learner Types in the Class English language learners levels from intermediate to proficient Range of reading and writing skill levels from low to advanced Difference of learning styles: verbal/ linguistic, kinesthetic/physical, visual, logical/ mathematical, musical/auditory, social, independent/solitary Difference in skills levels and experience using computers and collaborative applications such as Google Docs, search tools, iMovie Instructional Strategies to Meet Learners Diverse Needs Three adults to assist with project for face-to-face and virtual feedback including, just-in-time , one-on-one feedback using Google Docs comments Scrapbook scaffold maps that use images, text and graphic organizers Scrapbook provides map that can be referred to as needed to construct final product. Scrapbook has kinesthetic and digital components Opportunities to work individually, in small groups, or pairs. Content presented and reinforced through multiple formats: video examples, direct instruction, hands-on application, discussion forums, think-pair-share, digital applications, and kinesthetic creation of student products (for example: a cut-paper collage) Sentence frames Gradual release of responsibility instructional strategy to teach new skills Opportunity to use diverse media to express their story text, music, images

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