In addition to Ohio’s Presidents and other famous historical figures, the Echo Hills fourth graders have also been researching the history of Ohio’s canals and railways. The students are working in collaborative groups to create instructional videos about the era. Today in the AT&T Classroom the groups brainstormed the storyboard for their video and began drafting the script.
Students love creating videos and become very engaged in these types of projects. Moreover, video projects provide a rich opportunity for students to demonstrate their understanding of a specific topic or concepts and require students to research, write, and revise just as they would when producing a traditional paper but with the experience of using a very engaging tool.
Additionally, student video projects also create a context for work toward many Common Core standards for literacy including the following:
CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-Literacy.WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
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