1. MYP Unit Planner
Unit Title Digital Storytelling
Teacher(s) Ben Damaso
Subject and Grade Level Technology Grade 8 — Grade 8
Time frame and Duration 8 Weeks
Stage 1: Integrate significant concept, area of interaction and unit
question, and ensure it can be assessed
AOI Focus
Human ingenuity:
Human Ingenuity was chosen for this unit
to demonstrate how technological tools
and techniques applied to storytelling can
affect, innovate or re-invent the literary
products that people create and share
with others.
Significant Concepts
The tools we use shape the stories we
tell.
MYP Unit Question
How do we effectively tell a story?
Assessment
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence or understanding? How will students show what they have
understood?
Project S Creating the digital/multimedia version of an original story written for English class.
(A, B, C, D, E, F)
Apply the multimedia tools and techniques learned in Technology class to transform your
original short story (written for English class) into a digital format.
Project S Creating the digital/multimedia version of an original story written for English class.
(A, B, C, D, E, F)
Apply the multimedia tools and techniques learned in Technology class to transform your
original short story (written for English class) into a digital format.
Which specific MYP objectives will be addressed during this unit?
A: Investigate
• Students develop the design brief
• ask relevant questions at the different stages of the investigation.
• identify appropriate sources of information and acknowledge these using a recognized convention.
• collect and select information, organize it logically and, with guidance, begin to analyse it.
• consider, with guidance, the value of sources of information.

2. • Students identify the problem to be solved
• consider the importance of the problem for life, society and/or the environment.
• outline a simple design brief.
• Students formulate a design specification
• list, with limited guidance, the specific requirements that must be met by the product/solution
• design, with limited guidance, tests to evaluate the product/solution against the design
specification.
B: Design
• Students design the product/solution
• generate a range of designs that attempt to meet the design specifications.
• compare the designs against the design specifications and identify the pros and cons of each
design.
• select one design and explain its choice.
C: Plan
• Students plan the product/solution
• devise, with guidance, a series of logical steps to create the product/solution.
• construct a plan to create the product/solution that makes effective use of resources and time.
• analyse the plan and explain the need for any modifications to the design.
D: Create
• Students follow the plan
• follow the plan to produce the product/solution with minimal guidance.
• review the plan and explain any changes to the plan (when necessary).
• Students use appropriate techniques and equipment
• use appropriate techniques and equipment competently
• ensure a safe working environment for themselves and others.
E: Evaluate
• Students evaluate the product/solution
• carry out tests to compare the product/solution against the design specification.
• consider the success (and/or failure) of the product/solution in an objective manner based on
testing, their own views and the views of the intended user.
• consider the impact of the product/solution on individuals and/or on society.
• explain how the product/solution could be improved.
• Students evaluate their use of the design cycle
• reflect on their performance at each stage of the design cycle.
• identify the parts they found difficult and suggest ways in which their performance could be
improved.
F: Attitudes in technology
• carry out units of work in technology using materials and techniques safely and responsibly.
• work effectively as members of a team, collaborating, acknowledging and supporting the views of
others.
• provide evidence of personal engagement with the subject (motivation, independence, general
positive attitude) when working in technology.
Which MYP assessment criteria will be used?
A: Investigate
B: Design
C: Plan
D: Create
E: Evaluate
F: Attitudes in technology
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry
Content
What knowledge and/or skills (from my course overview) are going to be used to enable the student to respond
to the guiding question?

3. What (if any) Standard/skills are to be addressed?
Knowledge & Skills:
• To create the project, students will choose specific tools and techniques appropriate for their intended
product. The following digital storytelling techniques will be studied and explored in class: a. Photostory -
Using photos, voice narration, music and transition/animation techniques b. Creating animated scenes
using Powerpoint - text and photo animations, transitions, recorded narration, background music and other
Powerpoint features. c. Animation using Pivot - including sound/voice/music recording, animating objects,
using imported photos and scene transitions. d. Stop-motion animation - using document cameras,
importing sound/voice/music recording, etc. e. Video editing using Windows Live Movie Maker or iMovie
Standards:
1. Creativity and Innovation
• Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology.
2. Communication and Collaboration
• Students use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others.
3. Research & Information Fluency
• Students apply digital tools to gather, evaluate, and use information.
4. Critical Thinking, Problem Solving and Decision Making
• Students use critical thinking skills to plan and conduct research, manage projects, solve problems,
and make informed decisions using appropriate digital tools and resources.
5. Digital Citizenship
• Students understand human, cultural, and societal issues related to technology and practice legal
and ethical behaviour.
6. Technology Operations and Concepts
• Students demonstrate a sound understanding of technology concepts, systems and operations.
Approaches to Learning
How will this unit contribute to the overall development of subject-specific and general ATL skills?
• Communication:
BEING INFORMED -includes the use of a variety of media
INFORMING OTHERS –includes presentation skills using a variety of media
• Organization:
TIME MANAGEMENT –includes the effective use of time in class, keeping deadlines
SELF MANAGEMENT -includes personal goal setting, organization of learning materials
• Reflection:
SELF-EVALUATION –includes the keeping of learning journals and portfolios, reflecting at different stages in
the learning process
• Thinking:
GENERATING IDEAS –includes the use of brainstorming
PLANNING –includes storyboarding and outlining a plan
APPLYING KNOWLEDGE & CONCEPTS – includes logical progression of arguments
CREATING NOVEL SOLUTIONS –includes the combination of critical & creative strategies, considering a
problem from multiple perspectives
• Transfer:
MAKING CONNECTIONS –includes using knowledge, understanding & skills across subjects to create
products or solutions, applying skills and knowledge in unfamiliar situations
Learner Profile
Which characteristics of the learner profile will be emphasized? How will you make students aware of them?
• Inquirers: Studying existing examples, students will formulate questions about the effects of using digital
tools in traditional literary production.
• Thinkers: Applying multimedia tools and techniques, students will devise ways to effectively transform or
re-invent traditional storytelling into digital formats.

4. • Communicators: Using various electronic media elements, students will convey messages through
original stories they have written.
• Reflective: Students will evaluate the effectiveness of applying digital tools and techniques to convey
literary devices and messages through digital formats.
International Mindedness
How will international-mindedness be addressed?
1. Storytelling will be explored as cultural traditions with varied contexts and purposes.
2. The unit will also look into how the digitization of traditional literary products can create global impacts by
way of Web 2.0 technologies.
Learning Experiences Teaching strategies
How will students know what is expected of them?
Will they see examples, rubrics, templates, etc.?
How will we use formative assessments to give
students feedback during the unit?
Following the requirements at each stage of the
design cycle, students will be given rubrics and
guidelines to follow.
All activity prompts will be posted in the Edmodo
class site which functions for uploading and sharing
files, posting messages, video clips and voice
recordings.
The following formative actvities will be done to help
students acquire and practice the necessary skills
required for their summative project:
Individual Exercises:
1. Exercise on creating a storyboard based on a short
story for children.
2. Exercise on using Photostory 3 to create a
personal narrative.
3. Exercises on basic Powerpoint animated slides,
and transforming them into video formats.
4. Exercise on Pivot animation.
Group Exercise:
Group mini-project on stop-motion animation using
pipe cleaners, clay, paper and other student-chosen
materials.
Tutorials and Discussions:
1. Video tutorials on various digital video techniques
will also be studied, specifically for Windows Live
Movie Maker and iMovie programs.
2. Utilization of photos, sound, music and video
sources using Creative Commons will also be
discussed, including copyright rules.
How will students aquire the knowledge and practice
the skills required? How will they practice applying
these?
What different teaching methodologies will be
employed?
The following formative actvities will be done to help
students acquire and practice the necessary skills
required for their summative project:
1. Exercise on creating a storyboard based on a short
story for children.
2. Exercise on using Photostory 3 to create a
personal narrative.
1. Video tutorials
2. Individual and group exercises
3. Class discussions
4. Voice recordings

5. 3. Exercises on basic Powerpoint animated slides,
and transforming them into video formats.
4. Exercise on Pivot animation.
5. Group mini-project on stop-motion animation using
pipe cleaners, clay, paper and other student-chosen
materials.
6. Video tutorials on various digital video techniques
will also be studied, specifically for Windows Live
Movie Maker and iMovie programs.
7. Utilization of photos, sound, music and video
sources using Creative Commons will also be
discussed, including copyright rules.
Do the students have enough prior knowledge? How are we differentiating teaching and learning for
all? Have we considered those learning in the
language other than their mother tongue? Have we
considered those with special educational needs?
Prior to the formative exercises, an online survey will
be given to students to determine their personal
experiences with producing multimedia artifacts. This
will cover their familiarity with applying digital editing
techniques and storing and accessing products. The
formative exercises will also determine their level of
proficiency in applying skills and concepts to create
digital products before they undertake the summative
task.
As practice exercises will be done in the Tech lab with
students working individually on computers, the
teacher will be going around the lab to give
assistance and address specific technical difficulties
of each student. Various kinds of instructional
resources will also be utilized, including video
tutorials, class discussions, voice recording and
group collaborations.
Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate students'
experience during the unit?
Journal:
Online tools:
www.edmodo.com : For posting class messages and embedding video clips, voice recording and surveys
www.kidblog.org : Online process journal
www.linoit.com : Online sticky boards
www.vocaroo.com : Voice recording
www.bubbl.us : Mind mapping
Bibliography
Center for
Digital Storytelling. Introducing Storylab. n.d. 17 August 2012. http://www.storycenter.org/introducing-
storylab/.
Downtown Aurora Visual
Arts. Digital Stories and Films. 2010. 17 August 2012. http://www.davarts.org/education/job-training-
grades-6-8/computer-art-lab/digital-storiesfilms/.

6. elearningtech. Digital
Storytelling. 23 March 2011. 21 August 2012.
http://www.youtube.com/watch?v=yn0yV3t33fg&feature=player_embedded.
epicfantasy. Stop
Motion Animation With Pipe Cleaners. 15 June 2009. 31 August 2012.
http://www.youtube.com/watch?v=r9mcXuv5X9Y&feature=player_embedded.
International
Society for Technology in Education (ISTE). Teaching with Digital Video.
Washington D.C.: International Society for Technology in Education (ISTE),
2010.
Iwancio, Paul. 7
Elements in 4 Minutes. 22 April 2010. Video Clip. 14 August 2012.
http://www.youtube.com/watch?v=NipDAd3_7Do&feature=player_embedded.
liamturn97. How
to Make A Powerpoint Animation: Tutorial. 28 October 2009. 25 August
2012. http://www.youtube.com/watch?v=02A_-3ZwE6w.
Ohler, Jason. Digital
Storytelling in the Classroom. Thousand Oaks, California: Corwin Press,
2008.
Tell Me A Story. 2005. Hawaii
Department of Education. 14 August 2012. <http://atr.k12.hi.us/tutorials/tutorials/digstory/index.htm&gt;.
Ongoing reflections and evaluations
In keeping an ongoing record, consider the following questions. There are further stimulus questions in the unit
planning section of MYP: from principles into practice.
Students And Teachers
• What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
• What inquiries arose during the learning? What, if any, extension activities arose?
• How did we reflect—both on the unit and on our own learning?
• Which attributes of the learner profile were encouraged through this unit? What opportunities were there
for student-initiated action?
The culminating activity for this unit is a class website that showcases the collection of student works.
Reflections of students and comments from the site visitors are found in the same site.
Link to project website: http://digitalshorts.weebly.com/
Possible Connections
• How successful was the collaboration with other teachers within my subject group and from other
subject groups?
• What interdisciplinary understandings were or could be forged through collaboration with other subjects?
This was intended as a collaborative project between Technology and English classes. The digital stories that
students created were based on the short stories they wrote for their English classes. How digital tools
transform the elements of fictional writing is the main focus of the subjects' collaboration.
Assessment
• Were students able to demonstrate their learning?
• How did the assessment tasks allow students to demonstrate the learning objectives identified for this
unit?

7. • How did I make sure students were invited to achieve at all levels of the criteria descriptors?
• Are we prepared for the next stage?
The formative, individual mini-projects determined the students' level of proficiency in utilizing digital tools for
the summative project. Students were assessed at each stage of the design cycle as they progress with the
required final output.
Data Collection
• How did we decide on the data to collect? Was it useful?
Student works were collected in a class project website. It includes reflections of students and comments
from the site visitors.
Link to project website: http://digitalshorts.weebly.com/