Digital Video Planning Document Group Trina Dill, Erin Franks, Julie Morris Standards for all students:

AASL Standard: Standard 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. 4.1.5 Connect ideas to own interests and previous knowledge and experience. Standards for students involved with production: AASL Standards: 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. Georgia Performance Standards: ELA 4R1 b. Identifies and analyzes the elements of plot, character, and setting in stories read, written, and viewed, or performed. ELA 4W2 b. States a clear position. c. Supports a position with relevant evidence. ELA 4LSV1 k. Gives reasons in support of opinions expressed. ELA 4LSV2 b. Uses notes, multimedia, or other memory aids to structure the presentation. c. Engages the audience with appropriate verbal cues and eye contact. d. Projects a sense of individuality and personality in selecting and organizing content and in delivery. Target Audience: Our primary target for our presentation will be fourth grade students; however, our video production could be promoted school wide on an elementary level. Production will occur at Martha R. Smith Elementary School in Wayne County, GA which has a student population of 71% Caucasian, 25% African-American, 4% Hispanic, and 1% Asian with 71% of students on free and reduced lunches. While our presentation will cover AASL standards, the production process will include fourth grade GPS standards. Students addressed by our production consist of a wide variety of learning levels ranging from gifted to special education students. All students can read independently but on a

variety of levels. As reading levels vary among diverse students, learning styles also vary. The students attention is gained as the production will demonstrate active participation by fellow students and stimulate curiosity by giving specific examples of readers having fun. Relevance is established in many ways. Viewing others in a video production demonstrates leadership and confidence. Reading material is made more pertinent to peers while demonstrating positive reading behavior and reading choices. Confidence is established by student created videos. The video production gives students control over their learning and puts the responsibility and success of reading in their own hands. Inherently satisfaction is gained by viewing the final results of reading and learning efforts, giving students a sense of achievement. This is essential in helping the learners appreciate the joy of reading, in turn motivating the students further. Objectives: Selecting their own books, fourth grade students will be able to read for enjoyment and improve reading fluency appropriate to grade level according to GPS standards.