Student Booklet Sherlock Holmes Stories. I. Your project

Transcription

1 Team Members

2 2 I. Your project

3 3 II. Schedule Period In-Class Work Homework Period 1 (In-Class) Period 2 (In-Class) Period 3 (Computer lab) Period 4 (Computer lab) Period 5 (Computer lab) Get in teams Skim through the stories proposed Choose a story Read through the student booklet Create a plot diagram Create your storyboard (with bubble and texts) Make a list of the props and costumes required In team, write a simplified version of the story. Revision of plot diagram, storyboard, and story. Peer review Make any necessary adjustments. Complete all tasks Ask teacher for storyboard feedback Read the story Highlight main elements Find the material needed Finish any task that has not been completed yet. Bring all the material needed next class. Period 6 and 7 (In-Class) Take the pictures Bring any material you noticed that was missing. Finish taking pictures Period 8 and 9 (Computer lab) Period 10 (Computer lab) Period 11 and 12 (In-Class) Choose your pictures Design layout Start editing pictures Complete editing of pictures Print photostory Presentations Complete photostory for next class if incomplete Review your project in preparation for the presentation

4 4 PRODUCTION PROCESS III. Preproduction phase Chose a story You can choose among the pre-selected Sherlock Holmes stories: 1. The Adventure of the Cardboard Box 2. The Adventure of the Yellow Face 3. The Red-Headed League 4. The Adventure of the Engineer s Thumb You can find original scripts at: Brainstorm After choosing your story, brainstorm to get ideas. Jot down everything that comes into your mind. These ideas could be useful later during your project.

5 5 Text features Here are the text features for your project. Note that you need to respect every aspect of the following table for your media text. Text Features Internal Features Topic / Information Create a photostory based on an existing detective story. Modify and simplify the story to form a picture photostory. Language Text Components Your story must be a Sherlock Holmes story. You will find a list of possible stories in the preceding page. Technical language relative to media story Taking the pictures Formatting and Editing Dialogues Narration Follow the steps of the production process Preproduction phase o Text features o Storyboard o Script (writing process) o Group log Production phase o Create a media text o Media conventions and techniques o Edit and final touches Postproduction phase o Presentation o Reflection *Length = 12 to 15 pictures long External Features Purpose To express To entertain the audience Audience Secondary One students Culture Peers Teachers Reference to 19 th century London, England Classical Literature of the 19 th century

6 6 Plot Diagram EXPSOSITION CHARACTERS - TIME o - PLACE o CONFLICT - RISING ACTION CLIMAX - FALLING ACTION - RESOLUTION -

7 7 Storyboard Picture 1 Frame/Event Description Materials Picture 2 Frame/Event Description Materials Picture 3 Frame/Event Description Materials

8 8 Picture 4 Frame/Event Description Materials Picture 5 Frame/Event Description Materials Picture 6 Frame/Event Description Materials

9 9 Picture 7 Frame/Event Description Materials Picture 8 Frame/Event Description Materials Picture 9 Frame/Event Description Materials

10 10 Picture 10 Frame/Event Description Materials Picture 11 Frame/Event Description Materials Picture 12 Frame/Event Description Materials

11 11 Picture 13 Frame/Event Description Materials Picture 14 Frame/Event Description Materials Picture 15 Frame/Event Description Materials Note: The storyboard can be modified at any time during the project. Keep traces of the modification you make.

12 12 Write a script using the writing process Remember: this is a collaborative writing task. All members have to agree on what is written. One member of the group is the secretary and is writing the text on the computer or on paper if a computer is not available. Your task is to write the complete adapted story based on your storyboard. This way, your audience can have a written version of your story. 1. Writing the draft phase In group, write your draft of the story. Follow the plot diagram and the storyboard to write your text. Here are the steps to help you write your story: 1 Review your plot diagram. 2 Review your storyboard. 3 Make adjustments if necessary. 4 With respect to your plan, write the story with your group The reporter types the text on the computer. 5 The layout and the format are not very important for this part of the project. The story itself is what is needed. Your focus for creativity should be on the photostory. However, if you have the time, you are encouraged to add graphic elements to your written story. 6 Save your document as: TEAM1_photostory_textdraft.doc 2. Revising phase When the first draft is completed, your story will be peer-reviewed. For the peer-review, use the Word Tracking Function of Word as seen previously in class. Fill in the following peer-review grid. i. Exchange your booklet with the other preselected team so they can fill in the grid. ii. Provide the peer-reviewing team with your electronic version of your story. iii. Write comments and suggestions to help the team modify items or to congratulate your classmates for their good work. Note: Be polite and make constructive comments. No offensive messages will be tolerated.

13 13 Team number : Peer-Review Members: Criteria Suggestions Plot Diagram Present? Coherent? Complete? Storyboard Present? Coherent? Complete? Adaptation of the original story Present? Coherent? Respects the plot diagram? Respects the storyboard? Appreciation of the text Did you like the story? Interesting events? Length Is the story long enough? (2-3 pages) Content Relevant? Title? Rising action? Climax? Clear? Organisation / Structure Audience? Historical elements? Organisation? Language Mark errors directly on the text Errors? Sentence structure problem? Punctuation? Spelling? Capitalization? 3. Editing phase Make the final changes of the plot diagram, the storyboard and the written adaptation of the story.

14 14 Group log to keep traces Keep traces of your involvement and work. Date Member present at the meeting Work accomplished Signatures

15 15 Date Member present at the meeting Work accomplished Signatures

16 16 IV. Production phase Create media text Create your photostory! Media conventions and techniques Here is some vocabulary to help you in your project. Legend XLS: Extreme Long Shot MCU: Medium Close-Up LS: Long Shot CU: Close-Up MLS: Medium Long Shot BCU: Big Close-Up MS: Medium Shot XCU: Extreme Close-Up Edit and add final touches

17 17 V. Postproduction phase Present Reflect and evaluate individually, with the teacher and the production group Reflect on your performance during the presentation and the development of your project. Audience reaction and feedback Production process Cooperation Language repertoire Final version of the production Goals for the future

18 18 VI. Checklist and Evaluation Grids Checklist Check ( or ) to make sure you have all the parts needed for your project. Photostory Original Story Plot Diagram Storyboard Adapted Story Peer-review Group log Reflexive analysis Reflection Evaluation Grids Self-Evaluation Grid Criteria C1 Interact Orally in English Students Self-Evaluation Teacher Final Mark Comments 20 marks C2 Reinvest Understanding of Texts 20 marks C3 Write and Produce Texts 40 marks Participation In the group All members 10 marks Appreciation Creativity Layout Originality 10 marks

19 Articulation of the message Accuracy Fluency Content of the message Participation in oral interaction Student Booklet Sherlock Holmes Stories 19 Evaluation Grids Competency 1 Rubric Interact Orally in English A B C D E Interacts throughout the discussion. AND Helps maintain the interaction. Interacts throughout the discussion. Interacts sporadically. Speaks but does not interact with peers. OR Interacts mostly when prompted. 5 marks 4 marks 3 marks 2 marks Discusses the topics addressed in depth, going beyond the obvious. AND Brings up new ideas or aspects to fuel the discussion. Speaks with ease and confidence. Discusses the topics addressed in depth, going beyond obvious. Discusses the topics addressed, but on a superficial level. Repetitive ideas or can apply to any topic. OR Express relevant ideas but no interaction with peers. 5 marks 4 marks 3 marks 2 marks OR Frequent hesitations Speaks with a certain that interfere with ease and confidence Hesitation that comprehension. with little or no sometimes interfere OR hesitation that do not with comprehension. Does not interact with interfere with peers but speaks with comprehension. fluency. Expresses messages that are incomprehensible or inappropriate and irrelevant to the topics. Reverts to a language other than English often enough that competency in interacting orally in English is not demonstrated. 5 marks 4 marks 3 marks 2 marks 4 marks max for this level Expresses clear messages and contain few minor errors, if any. Expresses clear messages but contain several noticeable errors. Makes errors that sometimes affect clarity and the message is understood with some interpretation. Makes errors that regularly affect clarity and messages are mostly understood with interpretation. 5 marks 4 marks 3 marks 2 marks

20 Management of strategies and resources Use of knowledge from texts in a reinvestment task Evidence of understanding of text Participation in production process Student Booklet Sherlock Holmes Stories 20 Competency 2 Rubric To Reinvest Understanding of Oral and Written Text A B C D E Group interacts and cooperates in completion of all of the tasks. All the steps in the student booklet are completed and fully detailed. Group interacts and cooperates in completion of all the tasks. All the steps in the student booklet are complete but they are not fully detailed. Group interacts and cooperates in completion of some of the tasks. Most of the steps of the student booklet were completed and somewhat detailed. Group interacts and cooperates in completion of some of the tasks. Few steps of the student booklet were completed and/or lack details. Group interacts or cooperates very little in the completion of most tasks. Few steps of the student booklet were completed AND lack details. 5 marks 4 marks 3 marks 2 marks Students always use their own formulation to retell the story. They outstandingly show their understanding through the visual aspect of the project and the written part. Students often use their own formulation to retell the story. They clearly show their understanding through the visual aspect of the project and the written part. Students somewhat use their own formulation to retell the story. They somewhat show their understanding through the visual aspect of the project and the written part. Students rarely use their own formulation to retell the story. They rarely show their understanding through the visual aspect of the project and the written part. Students did not use their own formulation and/or show a very limited understanding of the text. 5 marks 4 marks 3 marks 2 marks Students somewhat use Students often use prior prior knowledge such as knowledge such as past past experiences and experiences and cultural cultural aspects found in aspects found in text to text to create their create their photostory. It is photostory. An attempt to well demonstrated and demonstrate it is made but links are obvious. links are not always obvious. needed) Students always use prior knowledge such as past experiences and cultural aspects found in text to create their photostory. It is clearly demonstrated and links are obvious and outstanding. Students rarely use prior knowledge such as past experiences and cultural aspects found in text to create their photostory. An attempt to demonstrate it is made but links are rarely obvious (interpretation is 5 marks 4 marks 3 marks 2 marks Students always use prior knowledge and many resources (internet, dictionary, peers, teacher, etc.) to complete the project. They show a lot of autonomy. Students often use prior knowledge and a few resources (internet, dictionary, peers, teacher, etc.) to complete the project. They show some autonomy. Students somewhat use prior knowledge and/or a few resources (internet, dictionary, peers, teacher, etc.) to complete the project. Students often need support from teacher. Students rarely use prior knowledge and/or few resources (internet, dictionary, peers, teacher, etc.) to complete the project. Students need constant support from teacher. 5 marks 4 marks 3 marks 2 marks Students use a very limited amount of links found in text to create their photostory or they made no links. Students seldom use prior knowledge and/or resources. They are not autonomous. A maximum of 8 points should be given for all criteria in the E column.

21 Formulation of the message Respect criteria Use language repertoire - clear Produce an original text Content of the message Develop a focused text Student Booklet Sherlock Holmes Stories 21 Competency 3 Rubric To Write and Produce Text A B C D E Ideas are clearly stated. They show a strong sense of cohesion. The main events are detailed using descriptive language. The content is well suited for the audience. The text produced is powerful and relevant to the required task. It is very entertaining and neatly presented. It was completed using a lot of autonomy. Ideas are clearly stated. They are cohesive. The main events are detailed using some descriptive language. The content is well suited to target the audience. Ideas are clearly stated. They are somewhat cohesive. The main events are somewhat detailed. The content is suited to target the audience. Ideas are stated but weakly developed. The main events are not developed. The content is suited to the audience. 10 marks 8 marks 6 marks 4 marks The text produced is The text produced is somewhat effective and effective and relevant to relevant to the required the required task. It is task. It is somewhat entertaining. It is neatly entertaining. It is presented and shows presented neatly and some autonomy. was done with little autonomy. The text produced is ineffective and barely relevant to the required task. It is hardly entertaining. It is not presented neatly and shows little autonomy. 5-marks 4 marks 3 marks 2 marks Very few errors may be present but they do not impede understanding. AND Several English forms are used correctly. Text is mostly incomprehensible. And/or The main events are not developed or they are absent. AND/OR The content is unsuitable to audience. AND/OR Language errors constantly impede understanding of text, making it incomprehensible. Errors and/or awkward Some errors and/or structures repeatedly awkward structures impede readability Some errors may impede impede readability and/or understanding. readability but not and/or understanding, The text, or most of it, is understanding. but text is understood understood with a with some significant degree of interpretation. interpretation marks marks marks marks 15 marks max for section Use of ICTs to complete all of the tasks required, story is about 2-3 pages, the storyboard and photostory include pictures. Use of ICTs to complete most of the tasks required, story is about 2-3 pages, the storyboard and photostory include pictures. Use of ICTs for some of the tasks required, and/or story is less than 2 pages, and/or the storyboard and photostory include less than 12 pictures or more than 16 pictures. Use of ICTs is rarely used to complete the tasks, and/or story is less than 2 pages, and/or the storyboard and photostory include less 10 pictures or more than 18. ICTs are not used to complete the tasks, and/or story is less than 1 page, and/or the storyboard and photostory include less than 8 pictures. 5 marks 4 marks 3 marks 2 marks 1 mark