Digital
Story Project Plan Draft
“The
Rise” is a personal narrative about overcoming a shattered dream that can be
used to educate people about being resilient in the midst of a tragedy and the impact
sporting activities have on individual mental health.
The Story Elements
v Point
of view: 1st-person & 3rd-person
v Emotional
Content: The emotional content will resonate with the general audience's personal
life, evoke memories, and build empathy.
v Dramatic
Question: The introduction and images used.
v Tone:
enthusiasm, melancholy, despair, optimistic
v Pacing: A well-timed progression of the narrative to
create that rhythmic flow.
v Soundtrack:
soundtrack will be used throughout the story to create an emotional atmosphere
and to enhance the theme or concept of the story.
v Economy/Story
Length: The story is estimate to be navigated within ten minutes.
The
story development tool used to craft “The Rise” digital narrative comprised of the
story core, the Dillingham visual portrait graphic story map organizer, the
script and a story table to organize the ideas and enable the creator follow a
sequence to develop and effective story.
The Story Core
Problem: A
shattered dream due to an unfortunate accident that impacted the athletic team.
Transformation: Volunteering
and participating in athletic meets to assist in nurturing young talents.
Solution: Persevere
in the midst of disappointment by making positive impact in the lives of young
people that will transform the trajectory of their lives in years to come.
The Story Map
Story Table
|
Narrator (Voice) |
Images/Media |
|
It
was late December in 1991, I was feeling ecstatic after leaving a track meet.
There was a buzz of excitement and laughter in the bus as my friends and I
conversed about the competition |
 |
|
My
dream of becoming an athlete would be shattered when the vehicle that I was traveling
in crashed, and one of my teammates, Dezerine, jumped through the window in
fright. The resulting impact of the incident caused the dissolution of the
school’s promising track club, on which my hopes of becoming a professional
athlete were built. |
 |
|
Several
years after, despite not having achieved the athletic career I had hoped for,
I would frequently attend track meets and athletic championships during
college, many of which I participated as an official marshal, volunteering in
roles to ensure the success of these meets and the fulfillment of the dreams
for the young athletes participating and building future careers for
themselves. |
 |
|
It
has always been my joy to see young talents being nurtured and built and
progressing through the various levels of creating future careers, many of
whom would later excel on the national level, and a select few even progress
onto the global stage to build international careers. |
 |
|
In
a reflective mode, however, I often suffer the bittersweet mood of reflecting
on how my own career came to a sudden end as a result of that terrible
accident that ended not just my career but so many others of my fellow
schoolmates, some of whom suffered lasting injuries which end their
aspirations, and for myself despite not having any serious injuries continue
to suffer the recurring mental effects of considering what could have been,
had this accident not occurred. |
 |
|
In the depth of my despair in the stillness of the morning, I have come to realize success in sports can be achieved on many different levels, not just through a professional career but through active participation on a personal level in some of the ways I continue to participate, ensuring young careers are continued to being built, and facilitating ways in which sports can serve to build healthy and therapeutic lifestyles for those who do not participate on a professional level. |
 |
|
I have come to realize, in particular, during the COVID-19 pandemic, the effects of sports on a healthy lifestyle on the mental health of young children and also adults in warding off illnesses such as depression and its effects of maintaining active bodies and minds that are major contributors to healthy living.
|
 |
|
The
power of moving on and not letting the disappointments of the past keep you
down was a defining moment along my journey, you too can find ways of
recovering, transforming oneself and overcoming the tragedies of life, how
best to conquer such challenges than to make positive impact on the lives of
young minds of the scholars whose lives I continue to transform year after
year.
|
Video WIP
|
Educational Use
The
digital narrative will be used at the 5th-grade level to inspire
students to persevere amidst challenging situations, embrace change, and be
open-minded. Use their talents and skills to impact on the lives of others.
Narrative writing, Identifying Themes, Social Emotional Learning lessons of
Empathy, Coping Skills, and Perseverance are instructional opportunities that
can be derived from this story.
Content Standards Addresses- New Jersey Student Learning Standards
fifth grade ELA
RL.CI.5.2. Determine the
theme of a literary text (e.g., stories, plays or poetry) and explain how it is
supported by key details; summarize the text.
W.NW.5.3. Write
narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
- Orient the reader by establishing a
situation and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally.
- Use narrative techniques, such as
dialogue, description, and pacing, to develop experiences and events or
show the responses of characters to situations.
- Use a variety of transitional words,
phrases, and clauses to manage the sequence of events.
- Use concrete words and phrases and
sensory details to convey experiences and events precisely.
- Provide a conclusion that follows
from the narrated experiences or events.
The International Society for Technology
in Education (ISTE) Student Standards Addressed-
Empowered Learner: 1.1d Technology
Fundamentals
Students understand fundamental
concepts of how technology works, demonstrate the ability to choose and use
current technologies effectively, and are adept at thoughtfully
exploring emerging technologies.
Knowledge Constructor: 1.3.c
Curate Information
Students curate information
from digital resources using a variety of tools and methods
to create collections of artifacts that demonstrate meaningful
connections or conclusions.
Creative Communicator:
1.6.a Choose Platforms or
Tools
Students choose the appropriate platforms and digital
tools for meeting the desired objectives of their creation or
communication.
1.6.d Customize the
Message
Students publish or
present content that customizes the message and medium for their intended
audiences.
Global Collaborator
1.7.b Multiple Viewpoints
Students
use collaborative technologies to work with others, including peers,
experts and community members, to examine issues and problems from multiple
viewpoints.
1.7.c Project Teams
Students contribute
constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal.
Tools to use
Hooksounds will be used
to incorporate background music and sound effect to match the concept of each
scene, iMovie and or Screencastify to create the video as well as using images
from Canva and Unsplash for uploads.
Assessing Digital Story
The digital stories produced by my students
can be assessed using the different components highlighted on the table below.
|
Categories |
Points |
|
Content |
20 |
|
Creativity |
20 |
|
Technical
Skills |
20 |
|
Organization |
20 |
|
Engagement |
20 |
References
International Society for
Technology in Education. (2017). ISTE Standards For Students: A Practical Guide
for Learning with Technology. https://iste.org/standards
Ohler, J. (2023). How to
make a story. Retrieved from: https://storyconcepts.blogspot.com/
Robin, B.
(2006). The educational uses of digital storytelling. In Society
for Information Technology & Teacher Education International Conference (pp.
709-716). Association for the Advancement of Computing in Education (AACE). (17
pages) https://digitalstorytelling.coe.uh.edu/articles/Educ-Uses-DS.pdf
New Jersey Department of
Education. (2023). New Jersey student learning standards for English
language arts (NJSLS-ELA). https://www.nj.gov/education/standards/ela/2023/5.shtml
Images Retrieved from: https://commons.wikimedia.org/wiki/File:YellowSchoolBus.jpg
Images Retrieved from: https://commons.wikimedia.org/wiki/File:Usain_Bolt,_David_Alerte_200_m_final_Berlin_2009.jpg
