Digital Storytelling Activity Sequence

March 2015
Created by: Arianna Todd
ACTIVITY SEQUENCE: DIGITAL STORYTELLING UNIT

Target Audience: Adaptable for 9-12th grade
Length: 8-9 weeks (50 min periods)
"To take a stranger's vantage point on everyday reality is to look inquiringly and wonderingly on the world in
which one lives. It is like returning home from a long stay in some other place. The homecomer notices details
and patterns in his environment he never saw before. He finds that he has to think about local rituals and
customs to make sense of them once more. For a time he feels quite separate from the person who is wholly at
home in his ingroup and takes the familiar world for granted.... Now, looking through new eyes, he cannot take
the cultural pattern for granted. It may seem arbitrary to him or incoherent or deficient in some way. To make it
meaningful again, he must interpret and reorder what he sees in the light of his changed experience. He must
consciously engage in inquiry. When thinking-as-usual becomes untenable for anyone, the individual is bound to
experience a crisis of consciousness. The formerly unquestioned has become questionable; the submerged has
become visible." ~ Maxine Greene, Teacher as Stranger
UNIT OVERVIEW:
This unit will focus on advancing our ability to analyze character development and interpret the
rhetorical significance of texts that explore social justice issues through the lens and stories of
minoritized youth. Working in book groups, you will be given the choice to read:*
The House on Mango Street by Sandra Cisneros

The Absolutely True Diary of a Part-Time Indian by Sherman Alexie
Persepolis by Marjane Satrapi**
Wonder by R.J. Palacio
Will Grayson, Will Grayson by John Greene
Our class will vote on our favorite selections, then you will use your collective imagination and
creativity to bring the stories and characters of your groups book selection to life through the use
of technology. Over the course of this unit we will work together as a team to record a shareable
audiobook that could be used to support our peers in understanding the cultural, rhetorical, and
social nuances of our novel(s).
Each of us will take on the roles of director, writer, producer, actor, and activist throughout this
unit. With each of these roles we take on the responsibility of representing another person by
capturing who they are and what theyve experienced; to help us avoid the pitfalls of assumptions
and stereotypes, we will embark on a journey to build our social imagination our ability to teach,
learn, and question with wide-awakeness (Maxine Greene, Teacher as Stranger, 1973) by
stepping into our characters shoes and experiencing their stories through their own eyes, critically
observing and thinking about how positionality ours and the characters influence our frame of
reference, or the way we interpret the people, places, and events, that make up our realities.
*Teachers Note: The text options here are limited and can/should be modified to meet the interests and
backgrounds of students. You may consider having students look over a list of books such as the one offered
by Goodreads (http://www.goodreads.com/list/show/16026.Diversity_in_Young_Adult_and_Middle_Grade)
and select their top 5 for class-wide voting. Options should ideally include a variety of social issues. For
example, the books listed here included racism/ethnocentrism, ableism, and discrimination based on sexual
orientation.
**Teachers Note: Persepolis is a graphic novel.
March 2015
LEARNING ANCHORS:
ESSENTIAL QUESTIONS:
How do artists (e.g. writers, painters, actors, etc.) tell a story? What techniques to they use to
connect with their audience and create meaning? What can these techniques accomplish?
How does stepping into someone elses shoes develop our social imagination? How do we
define activism? What characteristics and skills help an activist be successful? What does it mean to
be a successful activist?
Why are books often said to be open to interpretation? What influences our interpretations
(and why/how)? How can art (e.g. books, paintings/drawings, songs, etc.) teach us about ourselves?
About others?
INTENDED LEARNING OUTCOMES:

I can make use of multiple forms of technology to analyze and interpret literature to tell a story.
I can virtually step into the shoes of another person to help me know them fully (e.g. who
they are, how they see/interact with the world, where they come from, what motivates
them).
I can bring the voices and experiences of another to life through the use of multimedia.
I can develop my social imagination through critical thinking and research that considers multiple
perspectives:
I define social imagination and cultural frames of reference as well as explain how they
influence social constructions (e.g. ideologies, minoritization, knowledge).
I can use critical thinking and research to help me better understand the backgrounds,
ideologies, and perspectives of others, including how and why they are different from mine.
I can act as an ally for others by informing the public about social issues and developing a call to
action.
I can use technology as a vehicle for communication of information.
I can identify productive goals and actions for overcoming social challenges (e.g.
discrimination, oppression, etc.).
I can use technology to make controversial topics user-friendly.
March 2015
ACTIVITY SEQUENCE:
Teachers Note: This sequence includes overviews of the major assignments that are meant to deepen
students thinking in correlation to the units learning outcomes. It is assumed that all activities, with the
exception of the Virtual Footprint and Reflection Journal tasks will be completed after students have
finished reading of their novels. While some reading time may be provided during class time, I would
designate the majority of class time for guided book group discussions that prepare students for each of this
units major projects (e.g. tracking character development, identifying and analyzing key scenes, etc.).
Scaffolds such as worksheets and graphic organizers should be used liberally during reading to help
students organize and track their thinking, especially as it relates to their project tasks and requirements
(see Virtual Footprint materials list for one such scaffold).
All activities, as designed here, are most suited to a workshop model of teaching where students are given
focused and scaffolded worktime in-class to creatively construct their projects. This in-class time is
especially important given the level to which students will be relying on technology to construct and
present their projects. Video tutorials (such as the one found in the Audiobook assignment description) may
need to be provided for students to have their best chance at making meaningful and productive use of the
various technological mediums with which they will engage to pursue and demonstrate their learning.
ASSIGNMENTS & GRADE DISTRIBUTION:

Assignment
Points
Percentage
Virtual Footprint: Character Development Project
___ / 100
20%
Audiobook Recordings
___ / 150
30%
Digital Storytelling Individual Project
___ / 100
15%
Reflection Journal Entries
___ / 125
10%
Defense of Learning
____ / 25
5%
March 2015
VIRTUAL FOOTPRINT: CHARACTER DEVELOPMENT PROJECT

100 pts
Project Description:
When was the last time you scoured the internet to find out something about that new girl or guy
everyone is talking about? What kinds of information did you find? Where?
The truth is, just about everyone leaves a digital footprint these days unless they live way, way off
the grid. Technology follows us around in our pockets, our wallets, our computers, etc. and it has a
way of tracking who you are and where youve been. So for this assignment youll be tasked with
stepping into the shoes of your character and creating a virtual, digital footprint that captures the
highlights of their lives as well as who they are their likes/dislikes, strengths/weaknesses,
relationships, experiences, and more all through their own eyes.
To do so, you will choose to create virtual profiles on at least 3 popular social media sites (e.g.
Facebook, Twitter, Instagram, Tumblr, etc.). Once youve compiled these sites, you will write a 2-3
page reflection paper in which you will share your interpretation of the character, providing
evidence from the text to support the connections you made between specific features and your
character.
Focus Standards:
Reading: Literature
CCSS.ELA-LITERACY.RL.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.3 - Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the plot or develop
the theme.
Speaking & Listening
CCSS.ELA-LITERACY.SL.9-10.5 - Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add
interest.
Writing
CCSS.ELA-LITERACY.W.9-10.6 - Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology's capacity to link to other information
and to display information flexibly and dynamically.
CCSS.ELA-LITERACY.W.9-10.3 - Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
March 2015
Profile #1: _______________________________________________
_____ / 25 pts
____ / 10
Profile includes profile picture, (10) written posts, (4) visuals, and (2)
relational interactions that tell a story.
____ / 10
Each feature (e.g. post, interaction, visual) accurately represents the characters:
____ / 5 Background, experiences, traits, and overall point of view
____ / 5 Cognitive and/or emotional development and/or moments of growth
over the course of the book
____ / 5
The majority of peers can accurately guess who your character is without seeing
their name or profile picture.
Profile #2: _______________________________________________
_____ / 25 pts
____ / 10
____ / 10
____ / 5
Profile #3: _______________________________________________
_____ / 25 pts
____ / 10
____ / 10
____ / 5
Synthesis Essay
_____ / 25 pts
____ / 10
Summarizes your interpretation of the significance of the characters key traits,

interests, developmental moments, and relationships.
____ / 10
Provides textual and interpretive evidence to support your choices for posts,
visuals, interactions, and all other included profile features.
____ / 5
Explains choice of profile sites and how those choices make the most sense for
your character to have and use.
March 2015
Materials Needed:
Computers/laptops
Camera (optional)
SCAFFOLDING UNDERSTANDING: Character analysis charts/worksheets (example image
below)
March 2015
AUDIOBOOK STORYTELLING

150 pts
Artists use many different mediums and techniques to help them tell a story. For this project, you
and your book group will become auditory story tellers, using your voices to immerse your readers
in the physical, emotional, and mental experiences of your books characters.
Each member of your group will share their Virtual Footprint projects with the group so that each
voice actor thats you! can get a better sense of the minds and lives of the characters they will be
portraying as we work together as a class to record a complete audiobook that we will publish and
share with future classes.
Your group will be assigned chapters raffle style and will think creatively on how to best
communicate the stories, scenes, and experiences these chapters hold. You will become a director, a
producer, and an actor; and just like any of the greats, you, too, will call upon the works of those
whove come before you to help guide you in your own creative processes!
Focus Standards:
Reading: Literature
CCSS.ELA-LITERACY.RL.9-10.4 - Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal
tone).
CCSS.ELA-LITERACY.RL.9-10.5 - Analyze how an author's choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise.
Language
CCSS.ELA-LITERACY.L.9-10.3 - Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.9-10.5 - Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
interest.
CCSS.ELA-LITERACY.SL.9-10.6 - Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate.
Writing
March 2015
Assessment Rubric:
GROUP MEMBERS: _________________________________________________________________
_________________________________________________________________
CHAPTER(S): ________________________________________________
TOTAL: _____ / 50 pts
_____ / 10 Peer Feedback: Each group member has a clearly defined, equitable role (e.g.
director, writer, producer, actor) and played a critical role in developing their
groups audiobook chapters.
_____ / 10 Audio recordings are clear and every effort is made to avoid background noises
and mistakes.
_____ / 30 Recording team is able to articulate specific examples of techniques used and
how they bring the story to life for readers and listeners.
Materials Needed:
Spreaker Tutorial
Audiobook examples:
Breaking Through - Intro.mp3
Spreaker (need smartphone or web access)
www.spreaker.com
Completed Virtual Footprint Project
Microphones/headsets
Quiet space for recording
Recording schedule (1-2 groups per day)
March 2015
INDIVIDUAL DIGITAL STORYTELLING PROJECT
100 pts
Its time to take action! While reading your book, constructing your characters virtual footprint,
and recording your audiobook chapters, you and your book group identified several social issues
that deeply affected the characters in your novel. For each of these issues you and your teammates
became journalists, working to uncover the historical, social, economic, and/or cultural contexts
and inform the masses! Now its your turn to choose a social issue that you connect with that
connects to a specific theme, setting, or event from your novel.
Pick something that you could really rally behind and get excited about! Youll be responsible for
designing a final project that informs your audience of the issue and calls them to action, using
digital media to tell a story that engages readers in a user-friendly way.
There are LOTS of different mediums for digital storytelling, including filming a documentary or
other movie, creating an eye-catching infographic, designing a graphic novella, or even generating
an interactive timeline! The choice is yours, but youll need to put together a pitch for your project
that explains:
What social issue did you choose?

How your social issue relates to a specific theme, setting, or event?
Why is the issue important/interesting to you?
What is your action plan?
o What medium will you use?
o Why did you choose this medium?
o What are 2-3 important goals you have for the social impact of your project?
Which 3-4 research questions are you interested in studying?
Standards:
Reading: Informational Texts
CCSS.ELA-LITERACY.RI.9-10.3 - Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced and developed, and the connections
that are drawn between them.
interest.
Writing
CCSS.ELA-LITERACY.W.9-10.7 - Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.W.9-10.8 - Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format for citation.
March 2015
Rubric Outline:
DIGITAL STORYTELLING PROJECT
PROJECT TITLE: __________________________________________________________
Total: _____ / 100 pts
____ / 10 Project pitch is thorough, creative, and well-executed.

____ / 3 Professionalism: presentation of pitch is well-rehearsed and speaker is
fully prepare (e.g. materials).
____ / 5 Each prompt is addressed with complete thoughts.
____ / 2 Presentation of information is creative and engaging.
____ / 15 Research is thorough, relevant, and explores multiple perspectives.
____ / 5 At least five (5) credible sources are used. (1 point each)
____ / 5 Sources cover diverse information (e.g. statistics, personal narratives,
history, etc.).
____ / 5 Information is relevant and meaningful to the social issue.
____ / 50 Final product is polished and effective.
____ / 20 Visuals: project presentation is visually appealing, catches the audiences
attention, and serves a purpose (i.e. creates meaning).
____ / 20 Impact: overall project uses research and presentation to tell a story
using appeals (i.e. ethos, pathos, logos).
____ / 10 Call to Action: project calls audience to take action that takes away the
power from the causes and/or effects of your social issue by identifying
concrete, productive ways in which others can have a positive impact.
____ / 10 Technology is creatively used to enhance social impact of authors message.
____ / 15 Self-reflection includes a detailed explanation of how your project meets each of
the above criteria (3 points each) AND reflects on how well you met your
personal goals for the social impact of the project, the challenges you faced, and
what you would do differently/add to the project if you had more time.
March 2015
Materials Needed (varies by project):
Video cameras (optional)

Computers/laptops
Appropriate apps & software (varies based on subscriptions, preferences, etc.)
How-To videos (see Audiobook project materials for example)
EXAMPLES/RESOURCES:
Infographic: http://www.bitrebels.com/design/10-rules-to-perfect-yourinfographic/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed:+bitrebel
s+(Bit+Rebels)
Interactive timeline: http://www.tiki-toki.com/
Documentary/iMovie:
Bullying: https://youtu.be/GYYSFpFGRBE
Identity/Indoctrination: https://youtu.be/ikGVWEvUzNM
Suicide Prevention: https://youtu.be/3BByqa7bhto
Graphic Novella: http://everydayfeminism.com/2015/02/i-am-not-your-teachablemoment/ (uncensored)
CONTEXT:
The Science of Storytelling: Why Telling a Story is the Most Powerful Way to Activate
Our Brains: http://lifehacker.com/5965703/the-science-of-storytelling-why-telling-astory-is-the-most-powerful-way-to-activate-our-brains
Digital Storytelling for Social Impact:

http://www.slideshare.net/RockefellerFound/digital-storytelling-for-social-impact
March 2015
DAILY REFLECTION JOURNAL ENTRIES
125 pts
Each week you will need to complete a minimum of three (3) journal responses about the chapters
you are reading for your book group. Each journal response (5 pts each) should complete a prompt
from your BINGO card until you reach a blackout:
Rewrite part of the

story from the
perspective of
another character or
a nearby object.
Write a letter to one

of the characters as if
you were their future
self.
Create a divided
character trait sketch
that illustrates two
sides to a character.
Write a new ending
to one of the
chapters you just
read.
Develop a crossword
puzzle that could
quiz someone on
the key phrases,
details, or events
from a chapter.
Use found images
to recreate the
chapter as a picture
book.
Generate a plot
structure diagram.
Using the title of the

book or chapter,
create an acrostic
poem acts as a
summary.
Create a found
poem from a copy of
one of the pages in
the book.
Draw and illustration

that could be
included in the
chapter you just
read.
Design a worksheet
that would enhance a
readers
understanding of a
character, event, or
rhetorical feature(s).
Write a song or rap

that could provide a
soundtrack for a
moment or scene.
Film a re-enactment
of an event from the
chapter.
Write a skit that

captures the
important events
from the chapter.
Sketch a scene or
character from the
story.
Design a book cover

to replace the one for
your book.
Create a tweet of a
story or event
(summarize it in 140
characters or less).
Write a poem that

captures the
essence of a
moment in your
book.
Write a 2-3
paragraph response
to something that
you read recently.
Create an image
annotation board for
a pair of pages from
your recent chapters.
Invent a new
response prompt
that would make
readers think about
the book in a new
way.
Generate a character
trait web for one of
the characters in the
story (include
evidence).
Materials Needed:
Virtual shareable portfolios (e.g. Google Docs, Evernote, Canvas)
Make a set of text

feature flash cards.
Create a comic that

illustrates a key plot
sequence.
Write about a
connection you made
with the text and/or
characters.
March 2015
DEFENSE OF LEARNING
25 pts
Knowing how our frames of reference influence our perspective and interpretive lens, it seems
especially important for you to have the opportunity to share what you took away from our digital
storytelling unit and perhaps communicate what things you learned that may or may not have been
included in your projects and reading responses. Write a 3-4 paragraph letter yourself (past,
present, or future) that reflects upon:
What stuck with you most about your experiences during this unit (e.g. your novel, projects,
personal and/or written responses, reactions, lingering questions, etc.)?
Any lingering thoughts or questions you hope to answer in the future? (Share at least 2)
What life lessons have you learned? How has your thinking changed since the beginning of
our unit?
Did using technology influence your learning in any way this quarter? Why/how or why
not?
How might you use technology to strengthen your work (e.g. learning, communication, etc.)
in the future?
What advice do you have for yourself and others, based on what youve uncovered in the
previous questions?
Rubric Outline:
DEFENSE OF LEARNING
_____ / 25 pts
____ / 18 Letter thoughtfully reflects on each prompt. (3 points each)

____ / 5 Writing flows and could easily be read aloud: uses transitions and complete
thoughts to tell a story about your learning experience.
____ / 2 Writing style is appropriate for the intended audience (YOU!).
Materials Needed:
Lined notebook paper

Self-addressed envelopes
Pencils/pens
As a teacher and lifelong learner, Im constantly looking to challenge and expand my knowledge
base on how to design meaningful learning activities for my students. Therefore, I welcome any
and all constructive feedback and collaboration!
If youd like to share, please send questions, comments, and/or adaptations to:
Arianna Todd
Web: www.teachingtowardstomorrow.weebly.com
Email: arianna.todd93@gmail.com

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March 2015

Created by: Arianna Todd

ACTIVITY SEQUENCE: DIGITAL STORYTELLING UNIT

The House on Mango Street by Sandra Cisneros

Created by: Arianna Todd

INTENDED LEARNING OUTCOMES:

Created by: Arianna Todd

ASSIGNMENTS & GRADE DISTRIBUTION:

Virtual Footprint: Character Development Project

Digital Storytelling Individual Project

Reflection Journal Entries

Created by: Arianna Todd

Created by: Arianna Todd

Profile #1: _______________________________________________

Profile #2: _______________________________________________

Profile #3: _______________________________________________

Summarizes your interpretation of the significance of the characters key traits,

Created by: Arianna Todd

Created by: Arianna Todd

Created by: Arianna Todd

TOTAL: _____ / 50 pts

Created by: Arianna Todd

INDIVIDUAL DIGITAL STORYTELLING PROJECT

What social issue did you choose?

Created by: Arianna Todd

PROJECT TITLE: __________________________________________________________

Total: _____ / 100 pts

____ / 10 Project pitch is thorough, creative, and well-executed.

Created by: Arianna Todd

Materials Needed (varies by project):

Video cameras (optional)

Digital Storytelling for Social Impact:

Created by: Arianna Todd

DAILY REFLECTION JOURNAL ENTRIES

Rewrite part of the

Write a letter to one

Using the title of the

Draw and illustration

Write a song or rap

Write a skit that

Design a book cover

Write a poem that

Virtual shareable portfolios (e.g. Google Docs, Evernote, Canvas)

Make a set of text

Create a comic that

Created by: Arianna Todd

____ / 18 Letter thoughtfully reflects on each prompt. (3 points each)

Lined notebook paper

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