It seems like we need to detail another level for the 7th graders! Here are some recommended benchmarks - not deadlines - but targets that pace the work so we move forward and don't get caught in ways that erode the project's final deadlines! Teachers may push up their benchmarks or modify the process or expectation in anyway. The non-negotiable is Friday March 28 - Itza ShowTime! Sharing with the community!

Please let me know how this flows for you and your teachers -- Bernajean

STEP ONE - Finding and Crafting their Story

1. March 7 (Fri) - general project orientation with teachers / building staff completed identifying purpose and general overview
• STILL need a conference with Jenn - we will be doing Steps 1-2 that same week!

• teacher logs begin - are these paper or electronic - have teacher identified topic areas worth journaling? I hope to hear classroom management issues - the good and challenging events of groups working together

2. March 7-10 - teacher's share their UBD lesson designing and EXtreme Make-Over template detailing their learning expectations for students- this includes having a rubric that may still be reviewed and signed off with their students. Are these being posted in the wiki? somewhere else? Alert Bernajean to any significant curriculum snags or concerns!!!!

3. March 10-13 (Mon - Thurs) - Poem introduced - task defined per UBD and personal meanings explored - finding their story within the Frost story - submitting their "lesson learned" or meaning found

• BIN board should be established in room for questions, ideas, resources, HELP requests for entire project - I use post-it notes to be modular
• Can they blog or leave their exploratory thinking electronically in some form for OTHERS to shape their personal meanings
• Student logs begin - are these paper or electronic or . . . .

4. March 14 (Friday) - Pairing with other's to swap thinking

• Having the blog ahead of time allows me and other teaching staff to take a reading of how deep and varied their thinking is before we go into the social. It will let me prepare!

• Students sorted and introduced into their collaborative groups - SOCIAL MODELING THE FOLLOWING PROCESSES

• Having a "social" in SL where we will first be using the fishbowl process of Bernajean with a group of 3-4 students or ONE collaborative group to share and explore DEEPER meanings? Then having time on same day or soon to . . .

• SL Pod time for each collaborative group having their own story circles with go-arounds listening FIRST to each member student sharing outloud their personal meaning or story within the story. Clarifying questions or curiously questions after everyone has shared.

• Introduced the collaborative group to the project roles - review if there are any tasks or leadership areas missing from the roles. Give the group the decisions they will be making Monday so they can begin to hold possibilities in their mind's eye. WARNING - no stitched quilts. Each project no matter how many team members should look and flow like a SINGLE individual created it. On Monday --- the group will be determining ONE approach!


STEP TWO and THREE: Planning the Project and Organizing Folders

5. March 17-19 (Mon-Wed) - Collaborative Groups formalize their group decisions - complete image/sound lists and sketch the storyboard

a. Story approach - choosing one of the group's individual - modifying to merge one or two of the group's approach or if they can go immediately to another story that emerged within their circle - either way this is not a lingering lingering decision or the group will not be ready. Tone and ideas for illuminating their story! the Voice Narrator would ASAP draft a written narrative summary of the group's final choice of a story within the story - this will be checked with whole group next day!

b. Selecting roles - clarifying the tasks - meaning of lead role - anything missing that needs to be added to the roles? Group may want to tap into special talents - have try-outs for the narrative voice -

c. Determining MODE of communication (podcasting or movie) One 6th grade will be doing StoryWorlds if I understand our best hopes!

d. Brainstorming as entire collaborative group - images needed (internet searching - camera work - video segments) *determine the best tool - paper - posting on wall - whiteboards - online docs - but something visible for entire group PLUS the teachers/facilitators

e. Storyboarding begins -
**determine the best tool - paper - posting on wall - whiteboards - online docs - but something visible for entire group PLUS the teachers/facilitators. When working in groups making a singular product - storyboards are even MORE important. they also save time on the backend of the project. So go slow to go fast. Storyboards helps everyone with a common understanding of their collaborative project.

NOTE: For the whole class collaborative STORYWORLD . . . I recommend creating collaborative groups around each stanza with roles inside the groups the same as above. Teacher will need a process to settle on one perspective that will unite the stanzas - still needs to flow like a SINGULAR product! Each stanza group would be able to jigsaw the roles to join with other stanza LIKE roles - the image roles, sound roles, etc. to work together helping each other.

March 20-21 - Posted - group names and roles. Group's drafted narrative, image and sound/music lists, along with their storyboards.
  • Roles continue their work - intermittently checking with their members when needed about progress/questions/challenges/surprises
  • I would like to be able to review these BEFORE traveling on the 24

March 24 - Groups continue gathering their resources (Voice Narrator practices their narration)
• Introduction to image-editing, sound-editing, music making and other mini-lessons as needed - connect with other building teachers for their expertise if needed! GREAT if students can take the teaching role here

STEP FOUR and FIVE: Production creating VoiceOvers and final images/sounds/music resources

March 25 - Bernajean introduces the idea of craftsmanship (is this early enough?) with kids
Bernajean works directly with Voice Narrators - teacher may observe or participate of course!
  • Need audacity (open source) software installed
  • Need at least two quiet areas identified

March 26 - Bernajean introduces Rough Cut concepts - voiceovers and images sequenced FIRST

STEP SIX: Post-Production - Putting it All Together

March 27 Rough Cut review with peers
  • Optional after school lab - seems like this might help us lower anxiety

STEP SEVEN: Applause! Applause!

March 28 - Itza Show Time!!! Parents and community members invited.

  • Student can share either their Rough Cut or Final Cut versions - all thinking and work honored either way! Need certificates - or other awards to everyone!

  • Any polishing up their products can take place the following week!