The document discusses having students engage with historical fiction novels by taking on perspectives of characters, analyzing settings, discussing themes in groups, responding to passages in journals, blogging about the works, sketching scenes, and creating concept maps and iMovie projects to showcase different perspectives on historical events in Canadian history.

1. Canada:Our
Stories
Chris Dittmann
chris.d@calgaryscienceschool.com
Calgary Science School

2. Background

3. Background Continued

4. Background Continued
We want all students to understand that all history is
wr it ten from a particular perspective and point of view.
How we interpret the past and reveal the details of the
st ory depends on where we a re standing and whose
sh oes we are standing in.
General ly history is written f rom the perspective of
dominant cultures.
Why are the voices of minori ty groups and individuals
outsid e of mainstream culture so hard to discover? What
might their account of events sound like? How might it
be different from accounts i n the history books?

5. Historical Fiction Project

6. Historical Fiction Project
Why Historical
Fiction?

7. Historical Fiction Project
Why Historical
Fiction?
Students are invited to use their creative imaginations to
become the person in the novel they are reading about.

8. Historical Fiction Project
Why Historical
Fiction?
Students are invited to use their creative imaginations to
become the person in the novel they are reading about.
How might that person tell the story? How do things look from
their perspective? How can you use your voice, music and sound
to convey meaning in more richly textured and compelling ways?

9. Historical Fiction Project
Why Historical
Fiction?
Students are invited to use their creative imaginations to
become the person in the novel they are reading about.
How might that person tell the story? How do things look from
their perspective? How can you use your voice, music and sound
to convey meaning in more richly textured and compelling ways?
This is an opportunity for you to travel back in time and tell us
your version of the truth. What really happened? What is the
untold story?

10. Novels

11. Novels
White Jade Tiger - Julie Lawson
Factory Girl - Barbara Greenwood
Sister to the Wolf - Maxine Trottier
Across Frozen Seas - John Wilson
Into the Sun - Luanne Armstrong
Underground to Canada - Barbara Smucker
Dear Canada Series – Alone in an Untamed Land:
The Filles du Roi Diary of Helene St. Onge

12. Novels
White Jade Tiger - Julie Lawson
Factory Girl - Barbara Greenwood
Sister to the Wolf - Maxine Trottier
Across Frozen Seas - John Wilson
Into the Sun - Luanne Armstrong
Underground to Canada - Barbara Smucker
Dear Canada Series – Alone in an Untamed Land:
The Filles du Roi Diary of Helene St. Onge
Student Choice - Based on Interest
Groups of 3 - 5 Students
10 Sections

13. Example of Novel Sections

14. Example of Novel Sections

15. Class Exemplar:
Raven’s End By Ben Gadd
Common Piece of Literature to Explore

16. Class Exemplar:
Raven’s End By Ben Gadd
Common Piece of Literature to Explore
Jot Notes

17. Class Exemplar:
Raven’s End By Ben Gadd
Common Piece of Literature to Explore
Jot Notes
Students practice writing jot notes on a sticky

18. Class Exemplar:
Raven’s End By Ben Gadd
Common Piece of Literature to Explore
Jot Notes
Students practice writing jot notes on a sticky
Take up what constitutes a great sticky response and what
would be a poor example

19. Class Exemplar:
Raven’s End By Ben Gadd
Common Piece of Literature to Explore
Jot Notes
Students practice writing jot notes on a sticky
Take up what constitutes a great sticky response and what
would be a poor example
Create a list of prompts or questions or ideas that you could
consider in creating your sticky note ie. shows something about
character, setting, connections to other characters or events,
insightful question etc.

20. Class Exemplar:
Raven’s End By Ben Gadd
Common Piece of Literature to Explore
Jot Notes
Students practice writing jot notes on a sticky
Take up what constitutes a great sticky response and what
would be a poor example
Create a list of prompts or questions or ideas that you could
consider in creating your sticky note ie. shows something about
character, setting, connections to other characters or events,
insightful question etc.
Post this list on chart paper so students can refer to it ongoing
throughout the novel study.

21. Jot Notes - Continued

22. Jot Notes - Continued
What is “Jot Note Worthy”?

23. Jot Notes - Continued
What is “Jot Note Worthy”?
Categories of Information That Make Good Jot
Notes:

24. Jot Notes - Continued
What is “Jot Note Worthy”?
Categories of Information That Make Good Jot
Notes:
•
Describing New Characters

25. Jot Notes - Continued
What is “Jot Note Worthy”?
Categories of Information That Make Good Jot
Notes:
•
Describing New Characters
•
Describing Character Development

26. Jot Notes - Continued
What is “Jot Note Worthy”?
Categories of Information That Make Good Jot
Notes:
•
Describing New Characters
•
Describing Character Development
•
Describing a new setting that impacts the story

27. Jot Notes - Continued
What is “Jot Note Worthy”?
Categories of Information That Make Good Jot
Notes:
•
Describing New Characters
•
Describing Character Development
•
Describing a new setting that impacts the story
•
A Problem facing characters

28. Jot Notes - Continued
What is “Jot Note Worthy”?
Categories of Information That Make Good Jot
Notes:
•
Describing New Characters
•
Describing Character Development
•
Describing a new setting that impacts the story
•
A Problem facing characters
•
Foreshadowing: Something that gives a clue to
what might happen later

29. Journal Responses

30. Journal Responses

31. Journal Responses -
Continued

32. Journal Responses -
Continued
How to Create An Awesome Journal Response:

33. Journal Responses -
Continued
How to Create An Awesome Journal Response:
1.
Choose a jot note that you feel…

34. Journal Responses -
Continued
How to Create An Awesome Journal Response:
1.
Choose a jot note that you feel…
a.
Really impacted the story

35. Journal Responses -
Continued
How to Create An Awesome Journal Response:
1.
Choose a jot note that you feel…
a.
Really impacted the story
b.
Led you to ask questions about it (ie How did this
happen? Why did this happen?)

36. Journal Responses -
Continued
How to Create An Awesome Journal Response:
1.
Choose a jot note that you feel…
a.
Really impacted the story
b.
Led you to ask questions about it (ie How did this
happen? Why did this happen?)
c.
Led you to wonder about something (ie What will happen
next?)

37. Journal Responses -
Continued
How to Create An Awesome Journal Response:
1.
Choose a jot note that you feel…
a.
Really impacted the story
b.
Led you to ask questions about it (ie How did this
happen? Why did this happen?)
c.
Led you to wonder about something (ie What will happen
next?)
d.
Reminded you of a situation or someone in your life or
happening in the world. Ask yourself:

38. Journal Responses -
Continued
How to Create An Awesome Journal Response:
1.
Choose a jot note that you feel…
a.
Really impacted the story
b.
Led you to ask questions about it (ie How did this
happen? Why did this happen?)
c.
Led you to wonder about something (ie What will happen
next?)
d.
Reminded you of a situation or someone in your life or
happening in the world. Ask yourself:
i.
Does the event or character remind of something that
has happened or is happening in your life?

39. Journal Responses -
Continued
How to Create An Awesome Journal Response:
1.
Choose a jot note that you feel…
a.
Really impacted the story
b.
Led you to ask questions about it (ie How did this
happen? Why did this happen?)
c.
Led you to wonder about something (ie What will happen
next?)
d.
Reminded you of a situation or someone in your life or
happening in the world. Ask yourself:
i.
Does the event or character remind of something that
has happened or is happening in your life?
ii.
Does the character remind of you someone you know
or have read about or seen on TV?

40. Journal Responses -
Continued
How to Create An Awesome Journal Response:
1.
Choose a jot note that you feel…
a.
Really impacted the story
b.
Led you to ask questions about it (ie How did this
happen? Why did this happen?)
c.
Led you to wonder about something (ie What will happen
next?)
d.
Reminded you of a situation or someone in your life or
happening in the world. Ask yourself:
i.
Does the event or character remind of something that
has happened or is happening in your life?
ii.
Does the character remind of you someone you know
or have read about or seen on TV?
iii.
Does the situation remind of you of something that’s
happening in your community or the larger world?

41. Journal Responses -
Continued

42. Journal Responses -
Continued
2.
So, a good journal response should include the following:

43. Journal Responses -
Continued
2.
So, a good journal response should include the following:
•
he page in the book the jot note came from
T

44. Journal Responses -
Continued
2.
So, a good journal response should include the following:
•
he page in the book the jot note came from
T
•
mportant/significant information from the jot note
I

45. Journal Responses -
Continued
2.
So, a good journal response should include the following:
•
he page in the book the jot note came from
T
•
mportant/significant information from the jot note
I
•
redictions about what might happen next (often through
P
questions)

46. Journal Responses -
Continued
2.
So, a good journal response should include the following:
•
he page in the book the jot note came from
T
•
mportant/significant information from the jot note
I
•
redictions about what might happen next (often through
P
questions)
•
uestions are important and relevant
Q

47. Journal Responses -
Continued
2.
So, a good journal response should include the following:
•
he page in the book the jot note came from
T
•
mportant/significant information from the jot note
I
•
redictions about what might happen next (often through
P
questions)
•
uestions are important and relevant
Q
•
uestions will generate meaningful discussion in a group
Q

48. Journal Responses -
Continued
2.
So, a good journal response should include the following:
•
he page in the book the jot note came from
T
•
mportant/significant information from the jot note
I
•
redictions about what might happen next (often through
P
questions)
•
uestions are important and relevant
Q
•
uestions will generate meaningful discussion in a group
Q
•
riter makes connections between what’s happened in the
W
story and what’s going in the “real world”

49. Journal Responses -
Continued
2.
So, a good journal response should include the following:
•
he page in the book the jot note came from
T
•
mportant/significant information from the jot note
I
•
redictions about what might happen next (often through
P
questions)
•
uestions are important and relevant
Q
•
uestions will generate meaningful discussion in a group
Q
•
riter makes connections between what’s happened in the
W
story and what’s going in the “real world”
Remember, the journal response is your feelings about the
event or character. ***It is not rewriting your jot note.***

50. Journal Responses -
Continued
2.
So, a good journal response should include the following:
•
he page in the book the jot note came from
T
•
mportant/significant information from the jot note
I
•
redictions about what might happen next (often through
P
questions)
•
uestions are important and relevant
Q
•
uestions will generate meaningful discussion in a group
Q
•
riter makes connections between what’s happened in the
W
story and what’s going in the “real world”
Remember, the journal response is your feelings about the
event or character. ***It is not rewriting your jot note.***
A journal response is taking the jot note description and
describing your own thoughts, feelings, questions and
observations.

51. Geography:
“Mapping The Story”

52. Geography:
“Mapping The Story”
Track the the
events from the
novel: vegetation,
climate,
topography etc. to
convey the impact
of setting on
events in the novel.

53. Geography:
“Mapping The Story”
Track the the
events from the
novel: vegetation,
climate,
topography etc. to
convey the impact
of setting on
events in the novel.

54. Group Discussion

55. Group Discussion

56. Group Blog Examples

57. Group Blog Examples

58. Group Blog - Continued

59. Group Blog - Continued

60. Sketches

61. Sketches
You are invited to create a visual representation of a significant
event, person setting or idea from your novel. Your sketch
needs to demonstrate planning and care to attention and detail.
Think back to our excerpt of Raven's End. What would you
sketch? Why?

62. Sketches
You are invited to create a visual representation of a significant
event, person setting or idea from your novel. Your sketch
needs to demonstrate planning and care to attention and detail.
Think back to our excerpt of Raven's End. What would you
sketch? Why?
Artistic style - use of white space, use of colour, Clear vision of
what they are going to create from the novel.

63. Sketches
You are invited to create a visual representation of a significant
event, person setting or idea from your novel. Your sketch
needs to demonstrate planning and care to attention and detail.
Think back to our excerpt of Raven's End. What would you
sketch? Why?
Artistic style - use of white space, use of colour, Clear vision of
what they are going to create from the novel.
Bring in an artist to illustrate effective sketches vs. ineffective
sketches

64. Sketches
You are invited to create a visual representation of a significant
event, person setting or idea from your novel. Your sketch
needs to demonstrate planning and care to attention and detail.
Think back to our excerpt of Raven's End. What would you
sketch? Why?
Artistic style - use of white space, use of colour, Clear vision of
what they are going to create from the novel.
Bring in an artist to illustrate effective sketches vs. ineffective
sketches
Accurate and reasonable representation of events in novel.

65. Sketch Example

66. Blog Site

67. Blog Site
http://sites.google.com/site/

68. Blog Site
http://sites.google.com/site/
Group Concept Map

69. Blog Site
http://sites.google.com/site/
Group Concept Map

70. Rubric Building
Using Common Literature: Raven’s End by Ben Gadd

71. Rubric Building
Using Common Literature: Raven’s End by Ben Gadd

72. Assessment for
Historical Novels

73. Assessment for
Historical Novels
1. Jot Notes
2. Group
Discussion
Journal
Response
3. Group Blog
4. Setting Chart
5. Sketches
6. Concept Map

74. Assessment for
Historical Novels
1. Jot Notes
2. Group
Discussion
Journal
Response
3. Group Blog
4. Setting Chart
5. Sketches
6. Concept Map

75. iMovie Project

76. iMovie Project
Students will understand that within every historical event there
are multiple perspectives. Recognizing that history is the weaving
in of different multiple perspectives.

77. iMovie Project
Students will understand that within every historical event there
are multiple perspectives. Recognizing that history is the weaving
in of different multiple perspectives.
Students will be able to create and tell a compelling story that
surfaces an important understanding about Canadian history.

78. iMovie Project
Students will understand that within every historical event there
are multiple perspectives. Recognizing that history is the weaving
in of different multiple perspectives.
Students will be able to create and tell a compelling story that
surfaces an important understanding about Canadian history.
Students will use voice to communicate a character's thoughts,
feelings and perspectives about their role in relation to key
historical events.

79. iMovie Project
Students will understand that within every historical event there
are multiple perspectives. Recognizing that history is the weaving
in of different multiple perspectives.
Students will be able to create and tell a compelling story that
surfaces an important understanding about Canadian history.
Students will use voice to communicate a character's thoughts,
feelings and perspectives about their role in relation to key
historical events.
Traditionally some perspectives have been valued more than
others. Recognizing that some perspectives were marginalized
and their voices not heard.

80. iMovie Project -
Continued

81. iMovie Project -
Continued
Understanding the factors that contributed to this
marginalization.

82. iMovie Project -
Continued
Understanding the factors that contributed to this
marginalization.
All history is storied and therefore is constantly unfolding and
reshaping our understanding of past events.

83. iMovie Project -
Continued
Understanding the factors that contributed to this
marginalization.
All history is storied and therefore is constantly unfolding and
reshaping our understanding of past events.
All history must be interpreted....how do our values shape our
interpretations. What constitutes credible evidence?

84. iMovie Project -
Continued
Understanding the factors that contributed to this
marginalization.
All history is storied and therefore is constantly unfolding and
reshaping our understanding of past events.
All history must be interpreted....how do our values shape our
interpretations. What constitutes credible evidence?
Develop student visual literacy - communicating effectively
with images.

85. iMovie Project -
Continued

86. iMovie Project -
Continued
Technical Requirements: Access to a movie-making
program. ie. iMovie, MovieMaker OR drama
production

87. iMovie Project -
Continued
Technical Requirements: Access to a movie-making
program. ie. iMovie, MovieMaker OR drama
production
Creating A Common Understanding Through
Exemplars: Grade 7 Exemplars, Canadian Historical
Minutes

88. iMovie Project -
Continued
Technical Requirements: Access to a movie-making
program. ie. iMovie, MovieMaker OR drama
production
Creating A Common Understanding Through
Exemplars: Grade 7 Exemplars, Canadian Historical
Minutes
Choice of Topics: Directly from Social Studies
Curriculum
16 Topics in Total

89. iMovie Topics

90. iMovie Topics
1.
The Coureurs de Bois
2.
The Filles du Roi
3.
The Red River Rebellion
4. Head Tax
5. Persons Act
6.
The Great Depression
7.
The United Empire Loyalists
8.
Irish Immigration to Canada

91. iMovie Topics
9.
Residential Schools and
1.
The Coureurs de Bois
Language
2.
The Filles du Roi
10.
Residential Schools
3.
The Red River Rebellion
11.
Treaties – Blackfoot Crossing
4. Head Tax
12.
Underground to Canada:
5. Persons Act
13.
Franklin Expedition
6.
The Great Depression
14.
Child Labour
7.
The United Empire Loyalists
15.
Creation of Nunavut
8.
Irish Immigration to Canada
16.
Oka

92. iMovie Topic Example

93. iMovie Topic Example

94. Research Process

95. Research Process
Research Mini Lesson by Teacher Librarian

96. Research Process
Research Mini Lesson by Teacher Librarian
Teacher/Librarian to lead the class in a brainstorming session to
determine criteria for:

97. Research Process
Research Mini Lesson by Teacher Librarian
Teacher/Librarian to lead the class in a brainstorming session to
determine criteria for:
- Good sources of research information for each topic

98. Research Process
Research Mini Lesson by Teacher Librarian
Teacher/Librarian to lead the class in a brainstorming session to
determine criteria for:
- Good sources of research information for each topic
- Characteristics of high quality research (reliable sources,
relevant etc.)

99. Research Process
Research Mini Lesson by Teacher Librarian
Teacher/Librarian to lead the class in a brainstorming session to
determine criteria for:
- Good sources of research information for each topic
- Characteristics of high quality research (reliable sources,
relevant etc.)
- Use the characteristics as criteria for the "research" rubric you
create with your kids or to generate a "Tips for doing Good
Research" list that is posted in the classroom

100. Research Process
Research Mini Lesson by Teacher Librarian
Teacher/Librarian to lead the class in a brainstorming session to
determine criteria for:
- Good sources of research information for each topic
- Characteristics of high quality research (reliable sources,
relevant etc.)
- Use the characteristics as criteria for the "research" rubric you
create with your kids or to generate a "Tips for doing Good
Research" list that is posted in the classroom
Students Log Research Activity - Bibliography

101. What Makes A
Meaningful Question?

102. What Makes A
Meaningful Question?
Discuss and provide examples of different levels of research
questions. i.e. level 1 are simple factual recall questions level 2 are
opinion questions and level 3 are questions that require reasoned
judgment.

103. What Makes A
Meaningful Question?
Discuss and provide examples of different levels of research
questions. i.e. level 1 are simple factual recall questions level 2 are
opinion questions and level 3 are questions that require reasoned
judgment.
Have students work with their groups to develop all 3 levels of
questions.

104. What Makes A
Meaningful Question?
Discuss and provide examples of different levels of research
questions. i.e. level 1 are simple factual recall questions level 2 are
opinion questions and level 3 are questions that require reasoned
judgment.
Have students work with their groups to develop all 3 levels of
questions.
Have groups present a few of their questions to the rest of the class
for feedback. (i.e. do they have good level 3 questions, are they all
related to the topic, do they reflect the perspectives being
represented etc.)

105. What Makes A
Meaningful Question?
Discuss and provide examples of different levels of research
questions. i.e. level 1 are simple factual recall questions level 2 are
opinion questions and level 3 are questions that require reasoned
judgment.
Have students work with their groups to develop all 3 levels of
questions.
Have groups present a few of their questions to the rest of the class
for feedback. (i.e. do they have good level 3 questions, are they all
related to the topic, do they reflect the perspectives being
represented etc.)
Help students receive and give constructive feedback to one
another.

106. What Makes A
Meaningful Question?
Discuss and provide examples of different levels of research
questions. i.e. level 1 are simple factual recall questions level 2 are
opinion questions and level 3 are questions that require reasoned
judgment.
Have students work with their groups to develop all 3 levels of
questions.
Have groups present a few of their questions to the rest of the class
for feedback. (i.e. do they have good level 3 questions, are they all
related to the topic, do they reflect the perspectives being
represented etc.)
Help students receive and give constructive feedback to one
another.
A great resource for developing powerful questions can be found
here: http://www.learnalberta.ca/content/ssmt/html
askingpowerfulquestions_mt.html

107. Concept Map

108. Concept Map
What’s Important? - Visual Representation
Connections - Who/What is Connected & How?
Feedback Loop - On Track?

109. Concept Map
What’s Important? - Visual Representation
Connections - Who/What is Connected & How?
Feedback Loop - On Track?
Use the Concept Map for Script Outline & Present to
Small Groups:

110. Concept Map
What’s Important? - Visual Representation
Connections - Who/What is Connected & How?
Feedback Loop - On Track?
Use the Concept Map for Script Outline & Present to
What makes a great ‘story’?
Small Groups:
What’s going to make this interesting and compelling?
Suspense, sense of character…(conversation with the
whole class)
What true historical details will be woven into the story?
What problem will the character(s) be faced with?
How will they resolve it?
What important idea about Canada does this story help to
tell? etc.

111. Concept Map Exemplar

112. The Script

113. The Script
Introduction (Feedback Loop
Process):

114. The Script
Introduction (Feedback Loop
Process):
1. Show Exemplars

115. The Script
Introduction (Feedback Loop
Process):
1. Show Exemplars
2. Create Rubric

116. The Script
Introduction (Feedback Loop
Process):
1. Show Exemplars
2. Create Rubric
3. Self-Assessment/Make Improvements

117. The Script
Introduction (Feedback Loop
Process):
1. Show Exemplars
2. Create Rubric
3. Self-Assessment/Make Improvements
4. Peer-Assessment/Make Improvements

118. The Script
Introduction (Feedback Loop
Process):
1. Show Exemplars
2. Create Rubric
3. Self-Assessment/Make Improvements
4. Peer-Assessment/Make Improvements
Same Feedback Loop Process for
Body & Conclusion of Script

119. The Script:
Rubric Example

120. The Script:
Rubric Example

121. The “Voice”

122. The “Voice”
View a number of Historical Minutes (http://www.histori.ca/
minutes/) and have students focus on different key elements to
determine what makes them effective.

123. The “Voice”
View a number of Historical Minutes (http://www.histori.ca/
minutes/) and have students focus on different key elements to
determine what makes them effective.
- What makes a good script?

124. The “Voice”
View a number of Historical Minutes (http://www.histori.ca/
minutes/) and have students focus on different key elements to
determine what makes them effective.
- What makes a good script?
- Why was the introduction effective?

125. The “Voice”
View a number of Historical Minutes (http://www.histori.ca/
minutes/) and have students focus on different key elements to
determine what makes them effective.
- What makes a good script?
- Why was the introduction effective?
- What was the point of highest tension or conflict or humour?

126. The “Voice”
View a number of Historical Minutes (http://www.histori.ca/
minutes/) and have students focus on different key elements to
determine what makes them effective.
- What makes a good script?
- Why was the introduction effective?
- What was the point of highest tension or conflict or humour?
- How did the story end? Was this effective

127. The “Voice”
View a number of Historical Minutes (http://www.histori.ca/
minutes/) and have students focus on different key elements to
determine what makes them effective.
- What makes a good script?
- Why was the introduction effective?
- What was the point of highest tension or conflict or humour?
- How did the story end? Was this effective
- What were the characters doing?

128. The “Voice”
View a number of Historical Minutes (http://www.histori.ca/
minutes/) and have students focus on different key elements to
determine what makes them effective.
- What makes a good script?
- Why was the introduction effective?
- What was the point of highest tension or conflict or humour?
- How did the story end? Was this effective
- What were the characters doing?
- What did characters say? What made them believable?

129. The “Voice”
View a number of Historical Minutes (http://www.histori.ca/
minutes/) and have students focus on different key elements to
determine what makes them effective.
- What makes a good script?
- Why was the introduction effective?
- What was the point of highest tension or conflict or humour?
- How did the story end? Was this effective
- What were the characters doing?
- What did characters say? What made them believable?
- What historical details were added to this story? Why were they
important? etc.

130. The “Voice”
View a number of Historical Minutes (http://www.histori.ca/
minutes/) and have students focus on different key elements to
determine what makes them effective.
- What makes a good script?
- Why was the introduction effective?
- What was the point of highest tension or conflict or humour?
- How did the story end? Was this effective
- What were the characters doing?
- What did characters say? What made them believable?
- What historical details were added to this story? Why were they
important? etc.
As students are listening to the exemplar, they should complete
the document "Historical Minutes Note Sheet."

131. The “Voice”
View a number of Historical Minutes (http://www.histori.ca/
minutes/) and have students focus on different key elements to
determine what makes them effective.
- What makes a good script?
- Why was the introduction effective?
- What was the point of highest tension or conflict or humour?
- How did the story end? Was this effective
- What were the characters doing?
- What did characters say? What made them believable?
- What historical details were added to this story? Why were they
important? etc.
As students are listening to the exemplar, they should complete
the document "Historical Minutes Note Sheet."
Use these ideas to develop criteria for what makes a great story

132. Voice
Recordings
Info Sheet

133. Voice
Recordings
Info Sheet

134. Rubric Building

135. Rubric Building of the
Create Assessment Criteria for Audio Dimensions
Rubric (whole class):

136. Rubric Building of the
Create Assessment Criteria for Audio Dimensions
Rubric (whole class):
• Assessment of the audio narration (again consider using
exemplars to help kids pick out the characteristics of excellent
voice narrations.

137. Rubric Building of the
Create Assessment Criteria for Audio Dimensions
Rubric (whole class):
• Assessment of the audio narration (again consider using
exemplars to help kids pick out the characteristics of excellent
voice narrations.
• Also find or create exemplars illustrating the features of a
really bad performance....Provide exemplars of what really bad
looks like (this is an opportunity to incorporate all of those
mistakes into the script/narration that you want students to
avoid i.e. mispronouncing words, lack of expression, confusing
sequence, mumbling etc.

138. Rubric Building of the
Create Assessment Criteria for Audio Dimensions
Rubric (whole class):
• Assessment of the audio narration (again consider using
exemplars to help kids pick out the characteristics of excellent
voice narrations.
• Also find or create exemplars illustrating the features of a
really bad performance....Provide exemplars of what really bad
looks like (this is an opportunity to incorporate all of those
mistakes into the script/narration that you want students to
avoid i.e. mispronouncing words, lack of expression, confusing
sequence, mumbling etc.
• Establish assessment criteria with the students. Use the
exemplars to help students discover what they should be
striving for as well as which common mistakes they should try
to avoid.

139. Rubric Building of the
Create Assessment Criteria for Audio Dimensions
Rubric (whole class):
• Assessment of the audio narration (again consider using
exemplars to help kids pick out the characteristics of excellent
voice narrations.
• Also find or create exemplars illustrating the features of a
really bad performance....Provide exemplars of what really bad
looks like (this is an opportunity to incorporate all of those
mistakes into the script/narration that you want students to
avoid i.e. mispronouncing words, lack of expression, confusing
sequence, mumbling etc.
• Establish assessment criteria with the students. Use the
exemplars to help students discover what they should be
striving for as well as which common mistakes they should try
to avoid.
• Areas to emphasize:

140. Rubric Building of the
Create Assessment Criteria for Audio Dimensions
Rubric (whole class):
• Assessment of the audio narration (again consider using
exemplars to help kids pick out the characteristics of excellent
voice narrations.
• Also find or create exemplars illustrating the features of a
really bad performance....Provide exemplars of what really bad
looks like (this is an opportunity to incorporate all of those
mistakes into the script/narration that you want students to
avoid i.e. mispronouncing words, lack of expression, confusing
sequence, mumbling etc.
• Establish assessment criteria with the students. Use the
exemplars to help students discover what they should be
striving for as well as which common mistakes they should try
to avoid.
• Areas to emphasize:
-- speak clearly; enunciate

141. Rubric Building of the
Create Assessment Criteria for Audio Dimensions
Rubric (whole class):
• Assessment of the audio narration (again consider using
exemplars to help kids pick out the characteristics of excellent
voice narrations.
• Also find or create exemplars illustrating the features of a
really bad performance....Provide exemplars of what really bad
looks like (this is an opportunity to incorporate all of those
mistakes into the script/narration that you want students to
avoid i.e. mispronouncing words, lack of expression, confusing
sequence, mumbling etc.
• Establish assessment criteria with the students. Use the
exemplars to help students discover what they should be
striving for as well as which common mistakes they should try
to avoid.
• Areas to emphasize:
-- speak clearly; enunciate
-- expression

142. Rubric Building of the
Create Assessment Criteria for Audio Dimensions
Rubric (whole class):
• Assessment of the audio narration (again consider using
exemplars to help kids pick out the characteristics of excellent
voice narrations.
• Also find or create exemplars illustrating the features of a
really bad performance....Provide exemplars of what really bad
looks like (this is an opportunity to incorporate all of those
mistakes into the script/narration that you want students to
avoid i.e. mispronouncing words, lack of expression, confusing
sequence, mumbling etc.
• Establish assessment criteria with the students. Use the
exemplars to help students discover what they should be
striving for as well as which common mistakes they should try
to avoid.
• Areas to emphasize:
-- speak clearly; enunciate
-- expression
-- appropriate volume and pacing

143. Rubric Building of the
Create Assessment Criteria for Audio Dimensions
Rubric (whole class):
• Assessment of the audio narration (again consider using
exemplars to help kids pick out the characteristics of excellent
voice narrations.
• Also find or create exemplars illustrating the features of a
really bad performance....Provide exemplars of what really bad
looks like (this is an opportunity to incorporate all of those
mistakes into the script/narration that you want students to
avoid i.e. mispronouncing words, lack of expression, confusing
sequence, mumbling etc.
• Establish assessment criteria with the students. Use the
exemplars to help students discover what they should be
striving for as well as which common mistakes they should try
to avoid.
• Areas to emphasize:
-- speak clearly; enunciate
-- expression
-- appropriate volume and pacing
-- music and sound effects that enhance ideas

144. Rubric Building

145. Rubric Building

146. Rehearse & Record

147. Rehearse & Record
Rehearse speaking parts and record voice narration:
Give groups time to rehearse their performances.
Consider having them partner with another group to obtain
suggestions for improvement (using the rubric as a guide).

148. Rehearse & Record
Rehearse speaking parts and record voice narration:
Give groups time to rehearse their performances.
Consider having them partner with another group to obtain
suggestions for improvement (using the rubric as a guide).
Self-Reflection:
Students prepare a written self assessment of their audio
performance based on the rubric and provide specific evidence
in support of their assessment.

149. What Makes A
Powerful
Image?

150. What Makes A
Powerful
Image?
Complete the TC2 critical
thinking activity -
examining images:
(http://
www.learnalberta.ca/
content/ssmt/html/
interpretingandreinterpret
ingvisualimages_mt.html)

151. What Makes A
Powerful
Image?
Complete the TC2 critical
thinking activity -
examining images:
(http://
www.learnalberta.ca/
content/ssmt/html/
interpretingandreinterpret
ingvisualimages_mt.html)

152. Final Touches

153. • Titles & Final Touches
Transitions
• Music & Sound
Effects
• Final Editing

154. • Titles & Final Touches
Transitions
• Music & Sound
Effects
• Final Editing

155. Resources

156. Resources
http://
calgaryscienceschool.blogspot.com

157. Resources
http://
calgaryscienceschool.blogspot.com
http://calgaryscienceschool.blogspot.com/2009/09/how-
to-design-better-historical-digital.html

158. Resources
http://
calgaryscienceschool.blogspot.com
http://calgaryscienceschool.blogspot.com/2009/09/how-
to-design-better-historical-digital.html
Intelligence Online (IO)Project Website for
Canada Our Stories: Analyzing Historical
Fiction
http://www.iostudent.com/4321

159. Resources
http://
calgaryscienceschool.blogspot.com
http://calgaryscienceschool.blogspot.com/2009/09/how-
to-design-better-historical-digital.html
Intelligence Online (IO)Project Website for
Canada Our Stories: Analyzing Historical
Fiction
http://www.iostudent.com/4321
Intelligence Online (IO)Project Website for
Canada Our Stories: Historical Digital Stories:
http://www.iostudent.com/3655