Digital Story Project Plan Draft-Week 3 Blog

 

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 5^th-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.

1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
2. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
3. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
4. Use concrete words and phrases and sensory details to convey experiences and events precisely.
5. 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