Digital Video Planning

Kim Exley
FRIT 7230 – Fall, 2010

I. AASL Information Literacy Standard

Standard No. 4 – Pursue personal and aesthetic growth.
4.1.1 – Read, view, and listen for pleasure and personal growth.
4.1.3 – Respond to literature and creative expressions of ideas in various formats and genres.

II. Analysis of Target Audience

The target audience for this instructional video is a class of twenty-seven ninth grade English
students. These students are fourteen to fifteen years old. (This instructional video could also be
used for any group of students from sixth to twelfth grade.) The target group includes some
cultural diversity; however, the majority of these students are either Caucasians or African-
Americans from rural, middle-class families. The group contains two Hispanic students and two
bi-racial students.
The target audience will have previously read or will be currently reading the novel upon which
they will complete their own reader’s theater assignments. Entry skills include the following:
 Collaboration with peers as part of a reading group
 Creating and saving electronic or word processed documents
 Recognition of the difference between narrated and scripted text
 Recognition of the relationships between literature and society
The target group contains a variety of learner types. The visual, verbal, and auditory learners will
benefit from viewing the instructional video about reader’s theater, seeing the example reader’s
theater performance within the video, and creating/performing their own assignments. This
assignment will also allow the many interpersonal learners to work collaboratively.

III. Motivation (ARCS Model)

Attention: Students will enjoy the instructional video presentation as well as the collaboration
involved in scripting, filming, and presenting their own reader’s theaters.
Relevance: The instructional video is designed to promote students’ love of reading by showing
them an interactive/creative format for responding to a text. This is relative to the AASL
standards stated above.
Confidence: Students will understand that a successful reader’s theater assignment is dependent
upon the efforts of each person involved.
Satisfaction: Students are intrinsically rewarded through the connections they are making with the
text and by the act of turning a written text into a video or live performance. Students’ love of
reading is enhanced when they realize that books (or book sections) can be more than simply
words on a page.

IV. Objectives
 After viewing the teacher-made instructional video, ninth grade English students will
create a reader’s theater script that portrays the chosen text with 100% accuracy.
 After viewing the teacher-made instructional video, ninth grade English students will
present their reader’s theater scripts via either a live performance or a video. The
performance or video will adhere to the script with at least 90% accuracy.