Time Frame: 7 to 9 class periods
Steps:
- Written and Sketched Character Profile
- Written Script
- Storyboard via www.storyboardthat.com
- Final Video Production via iMovie or Windows Movie Maker (depending on hardware)
Explanation
At the end of my unit on questioning in French and the history of the formation of modern-day southern Ontario, students will work in groups of 1 to 3 to create French video interviews with a fictional character during the time period of colonization.
Students will first be given 1 class period to create a character sheet to ensure that they have a historically accurate character based on their learning of the time period. This should be a fictional character but must be based on the era. Students will brainstorm basic information about this character: What is their name? What language do they speak? How old are they? Where are they from? Who do they live with? What do they do with their time? Students will also brainstorm more interesting information about their character: What is their personality like? What do they like about living in the region? What struggles do they face? Students will use prior knowledge gained in previous years of French class to use vocabulary relating to appearance, personality, age, and family.
Students will then create a script using a T-Chart to plan the audio and video elements of their video over 2 to 3 class periods. Students will be expected to complete the Audio (le son) portion of their script first to ensure that they have strong interview questions.
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La vidéo (des gestes) |
Le son (la musique, le dialogue, le bruitage) |
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Students will then create a 6-panel storyboard to plan out their video in 1 class period. Although, their video is an interview, students will be encouraged to film in different locations and using different angles, lighting and zoom effects, which should be shown in the storyboard. Students should use www.storyboardthat.com to create their storyboard. They can create a 3-panel storyboard without an account. But, students should use my pre-existing teacher account to ensure that they can have a 6-panel storyboard.
Students will then be given 2 to 3 full class periods to film and edit their video interviews. Students will use iMovie or Windows Movie Maker to add their video and audio footage and edit.
In the final class period of the unit, students will gather for a film viewing. Era-related snacks will be provided for students. Students will then give self-evaluations, peer-evaluations for their groups and evaluate other groups’ videos.
Evaluation:
I will evaluate my students through the following:
- Character Profile rubric
- Script rubric
- Storyboard rubric
- Final Video rubric
- Self-Evaluation
- Peer-Evaluation
- Observation during group work
Rationale:
I have chosen this task because it suits many learning styles and it encourages students to demonstrate their learning to their peers in shareable final project. This project has an audience that is not solely the teacher. Students are engaging with acting, multimedia, writing, speaking, and drawing. It meetings all the curriculum expectations with regards to oral, written, and reading expectations for Core French and for the understanding context and inquiry expectations for Social Studies. I also think that it is organized in a way that will guide students towards creating a final multimedia product that they can share and be proud of. Students also have a lot of control in how they demonstrating their learning. They can focus on a particular point of Ontario history or a favourite character. They still must demonstrate a holistic understanding of the historical, social, and political context of the region, but they can also focus in on their personal interests or a story that appeals to them. Students are also practicing French in an authentic activity that includes everyday language and content.
I did not create a rubric for every portion of the assignment. I would have an extended Final Video Project rubric, but use a simple rating system for the initial evaluation portions of this assignment, as exemplified below.
Example Script Rubric:
1 – Level 1; 2 – Level 2; 3 – Level 3; 4 – Level 4.
1 2 3 4 Does the script begin with a correctly formatted Cover Page?
1 2 3 4 Are there action details included on the left side of the page under the La video title?
1 2 3 4 Is there dialogue, music, and sound effects shown on the ride side of the page under the Le son title?
1 2 3 4 Is all the information in the present tense?
1 2 3 4 Are your questions properly written based on the French questioning grammar you recently learned?
1 2 3 4 Does the script use proper grammar, vocabulary, and spelling?
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