Handout for New Media 10/11 UNIT - co-created by Lauren Frodsham and Steve Wilson, June 2017

Essential Question: How can social media be used to tell stories?Curricular Competencies: New Media 10/11 AND Creative Writing 10/11, Oral Language 10/11, Literature 10/11, Composition 10/11.Big Idea: The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world.Core Competencies: Communication, Self-Awareness?

Stage 1Lesson One: Accessing Prior Knowledge and Initial Exploration of Storytelling via Social Media

● Frayer Model ● “Social Media as viewed through a Storytelling Lens”● Student Social Media Posts - sharing what’s on their phone● Draw My Life videos and optional activity● Storytelling videos: What did they do?/How did they document it?● Students document one event in 24 hours

Lesson Two: Questions, Project and Medicine Wheel ● Discuss documentation of small events ● QUESTIONING STRATEGIES - Intro to Inquiry, Developing Questions; KWQ chart● Introduce PROJECT / students will declare their intentions● Introduce Social Media (Medicine Wheel) -- Questioning, Process, Narrative, Project/Product

Lesson Three: Article Analysis Activity ● Students refine their intentions; post-its on Medicine Wheel; Moving from KWQ -- to H (How?)● Article analysis Jigsaw Activity (with teacher-selected articles about intersection of stories and social media)● Students search for article (“Social Media + storytelling + _________” blank is a keyword from their own question)

Lesson Four: Begin Inquiry ● Students begin their inquiry with article (“Social Media + storytelling + _________”)● Citations and Reputable sources

Lesson Five: Article Debrief ● Articles debrief● Further refine inquiry question● Process snapshot activity introduced; Students will bring a snapshot of their process (start on weekend) to next class

Stage 2Lesson One: Articles and Response Journals

● ½ class article analysis; ½ class response journal● After this week, each student will need 3 “articles”: 1 published article; video/social media; choice (blog, song, audio, podcast)

Stage 3Lesson One: Pulling it together / Narrative

● Prompts to guide from “raw data” into something more structured● Speed Dating -- from “verbal rough draft” to key details● Attempts to answer question

Lesson Two: Narrative -- storytelling ● First Peoples’ Storytelling● Narrative structures● Oral storytelling (The Moth, etc.)

Stage 4Lesson One: Narrative and Project

● Project Goals and Parametres● narrative templates and drafts● Each class during this week: ½ writing and workshopping narrative; ½ working on project

Lesson Two: Narrative Writing and Presenting Projects ● Submit Narrative (can be handed in any day this week)● Project presentations

Unit OverviewStage 1Lesson One: Accessing Prior Knowledge and Initial Exploration of Storytelling via Social Media

Frayer Model

Definition of Social Media Characteristics of Social Media

Examples of Social Media Non-examples of Social Media

Students start filling in their own ideas, share with table, share with classTeacher establishes “class” Frayer Model - so we have a collective definition of Social Media

Flip the sheet - “Social Media as viewed through a Storytelling Lens”

What is the link between Social Media and storytelling?(How can you use social media to tell stories?)

Whose story do you value (on social media)?

Examples of Social Media stories gone right (positive uses) Examples of Social Media stories gone wrong (negative uses)-other people telling your story without consent-oversharing (professional reputation, employers?)

Student Social Media Posts - sharing what’s on their phoneWhat was your most recent social media post? (photo, then video)Then go to earliest postOptional which one you share (show under document camera)Variety of categories:Events, nature, group shots, selfies, a post without people in it, documenting someone else’s story (someone you know/ someone you didn’t know), something newsworthy, comedy, random.

Videos - These could be classroom starter activities to prompt discussion and analysis of the media

Draw My Life - Ryan Higa (telling his life story using YouTube)https://www.youtube.com/watch?v=KPmoDYayoLE (7min 30sec, 2012)

Draw My Life- Jenna Marbleshttps://www.youtube.com/watch?v=sCxzaHC30Ec (8min 30sec, 2013)Note: know your audience (two F-words spelled on board, plus inappropriate drawing on final frame)

Draw My Life | Sophie-chan https://www.youtube.com/watch?v=oHZPoScdLuU (9min, 2013)

Casey Neistat - “Draw My Life” https://www.youtube.com/watch?v=V6Y-ahQFQDA (13min, 2015)

For more Draw My Life vids: http://www.smosh.com/smosh-pit/videos/10-best-draw-my-life-videos

Optional Extension Activity: Students create a “Draw My Life” video (whiteboard, paper, or digital)

Casey Neistat - Machu Picchu hike with his teenaged son https://www.youtube.com/watch?v=L13644A5z2w (20min, 2014)How do you tell someone else’s story? (Parents posting about their kids? Considerations?)

The Danger of a Single Story - TED Talk (18min, Chimamanda Ngozi Adichie)https://www.youtube.com/watch?v=D9Ihs241zeg

Good Mythical Morning - Craiglist story (about buying a bike)https://www.youtube.com/watch?v=gvLkwVtgd1A (12min long, story starts at 2min mark)Students could share experiences they’ve had with Craigslist/UsedVictoria/eBay

Reflection/Discussion Prompts: What did they do? How did they document it?What’s a story that you have?

DO: document the story of a small event (one moment) from the next 24 hours of your life <document it any way you want>.

Lesson Two: Questions, Project and Medicine Wheel

Debrief of documented eventsStudents bring their documented small events to their group. As a class we look at examples. Tally of all the different ways people documented their eventIn groups, talk about the limitations of the chosen medium

QUESTIONING STRATEGIES - Intro to Inquiry, Developing QuestionsLook at Costa’s Levels of Questioning -- focus on level 2 & 3 questions (can’t be answered by word or phrase)Teacher introduces some sample questions (pertaining to SM and Narrative)Hand out KWQ chart (truncated version of a KWH/LAQ chart; where you do one side PRE, then the other side later on)Open Questions, funnel questions, probing questions. https://www.mindtools.com/pages/article/newTMC_88.htm

K - review of “What do I know about social media?”W - “What do I want to know, understand more deeply?”Q - groups start suggesting, refining and collaborating on good questions for inquiryIndividuals share draft questions, refined by group, and settle on their individual questions (can place in “Parking Lot” or on chart at front)

Introduce PROJECT (students will declare their INTENTION after learning about the project)K, D, UParameters and due dates will be establishedClear description of expectations and assessment pieces:Process - participation markProjects - Explores Q, Answers Q, Analysis, Able to be sharedNarrative - includes reflection piece, wisdom gained (RUBRIC shown -- based on Ministry guidelines?)In your narrative you’ll be writing the story of your process, including the development of your productINTENTION - all students put their intention by their name

Show larger Social Media (Medicine Wheel) so students can visualize the overarching structure of the unit<Perhaps students have their own copies of the Social Media wheel -- to add notes, or add their questions>Categories on wheel: Questioning, Process, Narrative, Project/Product (see image above)These also correspond to categories of Communication Core Competency:

1. Collaborate (IDEAS) - connect and engage with others (share and develop ideas)2. Inquire - Acquire, interpret and present information (includes inquiries)3. Collaborate (PROJECTS) - collaborate to plan, carry out, and review constructions and activities4. Explain/Recount and reflect on experiences and accomplishments (Narrative)

Lesson Three: Article Analysis Activity Students refine their intentions

NarrativeProduct

ProcessQuestion

Students solidify their inquiry questionPost-its put on the class wheelMoving from KWQ -- to H (How?)Brainstorm ideas about HOW they’ll answer questions.

Article 1 ANALYSIS - Teacher-selected article about intersection of stories and social media● https://dmlcentral.net/life-narratives-in-social-media/

○ Life Narratives in Social Media (2011)● http://www.straitstimes.com/opinion/social-media-broke-the-narrative-of-my-self

○ Social media broke the narrative of my self (2017) - moving from diaries to online (blogs, etc.)

● https://postcron.com/en/blog/storytelling-social-media/ ○ Corporate narratives (stories of brands)

● https://blog.hootsuite.com/social-media-storytelling-1/ …… link to pocast/slides○ Storytelling in social media (big stories: Arab Spring, Occupy; using hashtags, etc.)

● http://www.independent.co.uk/life-style/share-stories-articles-facebook-twitter-social-media-make-look-good-online-study- university-a7613451.html

○ We share social media stories to make ourselves look good (2017)● https://www.forbes.com/forbes/welcome/?toURL=https://www.forbes.com/sites/ajagrawal/2016/03/18/its-not-all-bad-the-

social-good-of-social-media/&refURL=https://www.google.ca/&referrer=https://www.google.ca/○ The Social Good Of Social Media (2016)

● https://www.simplyzesty.com/blog/article/november-2011/social-media-has-evolved-into-the-art-of-storytelling,-and-we-must- all-become-masters-of-it

○ Social media has evolved into the art of storytelling, and we must all become masters of it. (2011)● https://www.weforum.org/agenda/2015/01/how-storytelling-has-changed-in-the-digital-age/

○ How storytelling has changed in the digital age (2015)

● https://techcrunch.com/2015/03/02/storytelling-in-the-digital-media-age ○ Brain, empathy shift, screen overload (2015)

● https://matadornetwork.com/life/the-importance-of-storytelling-in-the-digital-age/ ○ Importance of storytelling in the digital age (2012) - showcases 4 stories only made possibly via new media

Aboriginal Content● http://business.financialpost.com/entrepreneur/an-aboriginal-storyteller-for-the-digital-generation-

entrepreneur-aims-to-get-native-culture-in-front-of-todays-youth ● Millennial Female Aboriginal Entrepreneur, Social Media as a Storytelling Tool (2013)● http://news.nationalpost.com/silent-no-more ● Female Aboriginal Youth in Winnipeg documenting their own stories (2017)

Jigsaw - each group gets a different article, as a group they fill in their

“Article Analysis Sheet” Possible headings/categories to include● Author (Who?, What do you know about the author?, Author’s point of view?)● Place and Time (Where and when produced? How might that affect the meaning of the source?)● Prior Knowledge (What do you know that helps you understand this document? Facts missing or omitted?)● Audience (For whom is the source created? How might that affect the reliability of the source? Whose viewpoints are

omitted?)● Reason (Why was the source produced at the time it was produced? What effect does this information have?)● Main Idea (What point is the source trying to convey? What is your analysis of the main idea? What evidence did they use to

support this? Analyze the evidence.)● Significance (Why is this source important? Why is this important in relation to your essential question?)

-- they then spin off into jumbled groups, “expert” on each article explains to groupOriginal groups get reformedGroups discuss their collective findings -- try to find commonalities / synthesize commonalities

Tell students that they’ll be going into the Learning Commons next class. They will come up with a personalized search phrase to find an article that pertains to their inquiry question: “Social Media + storytelling + _________” blank is a keyword from their own question

Lesson Four: Begin Inquiry Learning Commons (or one computer per student available)Start their inquiry by searching for an article “Social Media + storytelling + _________” (keyword from their inquiry question)Fill in “Article Analysis Sheet”Cite source info for article (chance to teach APA, MLA or Chicago formatting?)Mini-lesson on finding reputable sources?

Lesson Five: Article Debrief bring ideas back from the articles and add details to own KWQ (or KWH/LAQ) chartDebrief with groupVideo or lesson on reputable sources, or possibly “Fake news”?Further refine inquiry questionPlan how you’ll do your processProcess snapshot activity introducedStudents will bring a snapshot of their process (start on weekend) to next class

Stage 2Lesson One: Articles and Response Journals (3 to 5 classes, depending on time available) - DO - have laptops available for HALF the class.Classes split evenly between ½ the class working on laptops looking for articles while other ½ is composing handwritten responses to new prompts (Response Journal) each day:What did you do? What did you learn? What are your next steps?(Customized prompting questions could include: Create your own questions about the article/Connections/Themes/Audience,etc.) Groups swap roles halfway through the block each dayBy end of week, each student will need 3 “articles”:

-1 published article (in addition to the one found in Learning Commons)-video/social media-choice (blog, song, audio, podcast)

Process/progress should be documented with “snapshot” (plus written notes to inform the narrative about the process)

Stage 3Lesson One: Pulling it together / Narrative Reflection, structure, synthesis (What I learned)Weaving together Inquiry/Journal/Research; prompts to guide them from “raw data” into something more structuredSharing in small groups - telling it informally (“verbal rough draft”)

“Speed Dating” - 1 min per person, per pair -- by end of full activity, student should have distilled key details of their storySpeed Dating notes chart: What’s something I learned about the other person? A question I have for the other person. Feedback I received.

Attempt to answer your question (plus, what questions do you still have?)

Lesson Two: Narrative -- storytelling Introduce elements of First Peoples’ Storytelling (in person, or audio online) [Thomas King, for example]http://www.cbc.ca/radio/ideas/the-2003-cbc-massey-lectures-the-truth-about-stories-a-native-narrative-1.2946870 (Article plus audioclips 5x 55min, just use excerpts as required)

Narrative structures: Good hook, thesis, lesson learned (wisdom gained); beginning, middle, end

Oral storytelling - The Moth (storytelling event, audio online, podcast) Steve Burns (Blue’s Clues) - Fameishness

https://www.youtube.com/watch?v=CwmtkFPYXsg The Moth Channel on YouTube for more stories:

https://www.youtube.com/channel/UCxw-YwaBR9lVa1fmreWy94g Adam Wade - Reinventing Storytelling

https://www.youtube.com/watch?v=BJsrYqPtXFM (14 min, 2011)Moran Cerf “Big Breaks” https://www.youtube.com/watch?v=RJVHTQSvUIo (10 min, 2011)Damien Echols - Life After Death (WARNING: some physical abuse described)

https://www.youtube.com/watch?v=zJg1DXMp15Q (2014,10min)

Students reflect on what goes into a good story. (Consider audience, purpose, medium, tone, voice)Optional: do a one-week mini-unit of MOTH stories, hold a class slam.

Stage 4Lesson One: Narrative and Project

Narrative writing - at start of writing the narrative students show a visual depiction of the GOAL for their projectTemplate set for narrative, then work on parts of the draft in groupsPeer-editing for Hooks, Intro paragraph, Thesis, Question answeredEach class (going into final week) ½ writing and workshopping narrative, ½ working on projectProject parameters: It attempts to answer the student’s essential question. Project must either analyze or directly use social media to delve into the essential question.

Lesson Two: Narrative Writing and Presenting Projects Narrative can be handed in any day this weekPresenting of projects starts on the Monday or Tuesday, time dependent

Further Resources

Use Power of the Media (Scholastic, 2014) resource available at DRC.http://education.scholastic.ca/product/9781443029513 New Media 10 Overview (based on headings from Power of the Media; Scholastic, 2014