LIGHTS…CAMERA…WRITE!

Using R.A.F.T. and Digital Story Telling

to Encourage Voice

in Informational Texts

Beth DabneyInstructional Technology CoachAnderson School District Two

January 16, 2015

INQUIRY QUESTION:

How can I get my students to write informational texts using voice while also showing a command of the content knowledge I need them to have?

WHAT ARE MULTIMEDIA PROJECTS?

Types of media:TextGraphic imagesAnimationAudioVideo

(Tuscaloosa City Schools, 2007)

Software One Can Use:PowerPoint, Office Mix, Prezi, Emaze, Photo Story, Windows Movie Maker Live, Wix, Weebly, Microsoft Word, Photo Story, Publisher, Glogster, Pic Collage, Doceri, DoInk, Tellagami, Puppet Pals 2, Sock Puppets, iMovie, Popplet Lite, Animoto, etc.

Examples:o Website portfolioso Digital projectso Tutorialso Research presentationso Interactive storybooks

The combination of more than one type of media.

MULTIMEDIA PROJECTS ARE FUN!

Engaging Differentiated Learning Build collaboration skills Give students ownership Increase students’ literacy Motivate students to participate Generate higher order thinking Address multiple intelligences and

learning styles Prepare them for 21st Century

Skills(Cherry, 2002)

WHAT DOES THIS HAVE TO DO WITH WRITING?

“Involvement in multimedia projects gives students an audience, a purpose, and a direction…When students are creating pieces for viewing by a broad audience, they are much more attentive. They feel their work has meaning and that others value it.”

(Steelman, para. 8)

ISSUES WITH NON-FICTION WRITING

Many students simply regurgitate facts when writing nonfiction text

While completing a multimedia project is fun, students need other tools to help them write

“Their own writing becomes but a shadow of the texts they have read before. The writing lacks voice, offering instead a sketchy retelling of what other researchers have come to say about the

subject.”(Portalupi & Fletcher, p. 8)

R.A.F.T. WRITING STRATEGY

Effective writing assignments enable students to write fluently and purposefully for an audience, often forcing them to shift their perspective.

Role of the writer – helps the writer decide on point of view and voice.

Audience for the piece of writing – reminds the writer that he must communicate ideas to someone else; helps writer determine content and style.

Format of the material – helps the writer

organize ideas and employ the conventions of format, such as letters, interviews, and documentaries.

Topic or subject of the piece of writing – helps the writer focus on main ideas.

(South Dakota Department of Education, 2004)

EXAMPLE R.A.F.T.

Role—You will write as though you

are a(n):

Audience—You will write

something to be heard by:

Format—The writing will be in the form of a(n):

Topic—You will be writing

about:

Character/Object/Animal Self Journal/Diary Entry

Issue relevant to text or time period

Character Peers SongTopic of personal interest or concern

Scientist Government InterviewTopic related to

essential question

HistorianFictional

Character(s) GameSimilarities and

differences

Rebel Jury Love/Hate Letter

JournalistCharacter/

Animal/Object Newspaper Article

Other: ____________

_

Other: _____________

Other: _____________

R.A.F.T. WRITING

“[R.A.F.T. writing] provides a method for students to think critically and creatively about the content they have studied; to make connections to events, people, and places from their reading; to infer and predict from the text clues; and to synthesize all their newly discovered information into an imaginative piece of writing.”

(Allen, pg. 25)

WRITE OPINION PIECES ON TOPICS OR TEXTS, SUPPORTING A POINT OF VIEW WITH REASONS AND INFORMATION (4.W.1)

“Students must be able to analyze and assess facts and evidence, support solutions, and defend their interpretations and recommendations with clarity and precision in every subject area. Argument is the primary skill essential to our success as citizens, students, and workers.”

(Graff & Schmoker)

“Writing about a topic extends learning about it. Research suggests that when teachers pay special attention to teaching informational writing and then give students multiple opportunities to transfer those skills to every subject, the result is not just better writing, but better learning.”

(Calkins et. al.)

STUDENTS MUST BECOME EXPERTS “The best nonfiction writing emerges

from topics the writer knows, cares, and wonders about and wants to pursue. Nonfiction inquiry demands that learners select a real topic that interests them, develop some questions about it, read for information, search for answers through research, report information, and ultimately gain new insight.”

Voice in nonfiction writing comes from knowing a topic well and caring about that topic deeply. (Spandel, pg. 138)

(Harvey, pg. 4)

SOURCES STUDENTS CAN USE:

Encyclopedias Magazine/Journal Articles Newspaper Articles Documentaries Topic Related Picture Books

Fiction Nonfiction

Reputable websites DISCUS Brain Pop

Videos

CREATING OUR VIDEOS:1. Choose role and audience as a group.2. “Research” your topic and complete the

diagram.3. Begin writing your script—while you write,

refer to your research, R.A.F.T., and the prompt:

4. Open Sock Puppets or Puppet Pals 2 app5. Choose characters and background6. Record your script7. Save your project as a video and upload to Google Drive

Prompt: Write a love/hate letter from one famous person to another. Be sure to include similarities and differences between the two.

Be sure to:Introduce topic clearly and state an opinion, provide

reasons supported by fact, link opinion and reasons, and have a concluding statement!

CELEBRATE!

“Final presentations are cause for great celebration. Most kids are bursting with pride at having worked so diligently over a sustained period on a topic of great interest to them.”

(Harvey, pg. 202)

OTHER STANDARDS ADDRESSED THROUGH THIS MULTI-MEDIA PROJECT

Writing: Production and Distribution of Writing: Produce clear and coherent writing in which the

development and organization are appropriate to task, purpose, and audience. (CCSS 4.W.4)

With some guidance and support from adults, use technology, including the internet, to produce and publish writing (CCSS 4.W.6)

Research to Build and Present Knowledge: Conduct short research projects that build

knowledge through investigation of different aspects of a topic. (CCSS 4.W.7)

REFERENCES (CONT.) South Dakota Department of Education (2004).

Designing R.A.F.T.S. writing assignments. Retrieved from http://doe.sd.gov/curriculum/6plus1/docs/edu cators/docs/RAFTS.pdf

Spandel, V. (2005). The 9 Rights of Every Writer: A Guide for Teachers. Portsmouth, NH: Heinemann.

Steelman, J D (2005). Multimedia makes its mark: The benefits and drawbacks of including multimedia-rich projects in your curriculum.  Learning & Leading with Technology, 33, 1. p.16(3). Retrieved June 22, 2010, from Academic OneFile via Gale:

http://find.galegroup.com/gtx/start.do?prodId=AONE&userGroupName=clemson_itweb

Tuscaloosa City Schools (2007). Multimedia project activities. Retrieved from: http://www.online.tusc.k12.al.us/shortc/techint/u1-5.htm#multic

REFERENCES: Allen, J. (2004). Tools for teaching content. Portland, ME:

Stenhouse Publishers.

Calkins, L., Ehrenworth, M., Lehman, C. (2012). Pathways to the common core: Accelerating achievement.

Heinemann.

Cherry, S. (2002). Twelve reasons to use multimedia projects in the classroom. Retrieved from http://www.ezedia.com/education/classroom/l ibrary/Twelve_Reasons.html

Harvey, S. (1998). Nonfiction matters: Reading, writing, and research in grades 3-8. Portland, ME: Stenhouse Publishers.

Portalupi, J. and Flecter R. J (2001). Nonfiction craft lessons: Teaching information writing, K-8. Portland, ME:

Stenhouse Publisher