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Lesson: Critiquing a Multimedia Package

Title

Critiquing a multimedia package

Summary

In this lesson, students review the online story package planning questions, assess their own online package and evaluate each others’ multimedia story packages.

Objectives

  • Students will identify the qualities of an effective online story package.
  • Students will justify the choices made in creating and designing an online package.
  • Students will critique the choices made in creating an online story package and offer recommendations for future application.

Standards

CCSS.ELA-LITERACY.SL.9-10.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance and style are appropriate to purpose, audience and task.
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.
CCSS.ELA-LITERACY.W.9-10.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.

Materials

Handout: Online Package Analysis — Group and Self Assessment

Rubric: Multimedia Story Package Rubric (optional)

Length

50-90 minutes

Step-by-step lesson plan

1. Introduction — 15 minutes

Display the eight online story package planning questions on the screen/board.

  1. Is this package spontaneous or planned in advance?
  2. Which is more important: speed or depth?
  3. Is the focus of the package information or experience?
  4. Is this a visual story?
  5. Is there a single angle/narrative or are there multiple angles?
  6. Will the story require field reporting, or is it more interview-based?
  7. Are any of the following particularly relevant: sound, time/chronology, sequence, data, geographic location?
  8. How many people will it take to create this package?

In their project groups, students should discuss the questions in relation to their own online story package, completing the Online Package Analysis sheet for their own story packages.

2. Group critique — 25 minutes (varies based on number of groups)

Each group will present their package to the class, explaining their rationale in relation to the planning questions and their own questions/ideas about the story they covered.

In addition to explaining what they had planned, groups should also share roadblocks they encountered and challenges they faced. Their presentation of the package should explain how the package changed from the planning stage to the published product.

3. Self-assessment — 10 minutes

Individuals will write a short response describing their own part in the online story package their group created. In this response, they should answer the following questions:

  1. What, exactly, did you contribute to your group’s online story package? Did you meet your deadlines?
  2. What do you think were your group’s greatest successes in the package?
  3. Given your group’s critique, what do you wish you had done differently? What will you keep in mind the next time you work on an online story package?
  4. Is there anything else I should know about your group or project?

4. Assessment

The teacher may wish to use the multimedia story package rubric to grade student projects during or after their presentations.