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Contextual Learning Portal

Lift Every Voice

Basics

  • Project TitleLift Every Voice
  • ThemeIdentity Empowerment through digital storytelling
  • Submitted BySharif Muhammad and Amy Alvarez
  • OrganizationBoston Day and Evening Academy
  • Brief DescriptionIn this course, we will explore identity through writing in various genres: poetry, personal narrative, informational texts, and argumentative. Through film, word processing, photo editing, presentation, and other technology tools, we will enhance our writing and bring our stories, experiences and identities to life.
  • Materials / ResourcesAccess to laptops and the internet, video cameras and microphones, LCD. Also, video (Adobe Premiere Elements) and image editing software (Adobe Photoshop Elements).
  • Team membersSharif Muhammad and Amy Alvarez
  • Pre-requisite knowledgeBefore entering this course, students must complete (or assess out of) Introduction to Literature, a base line reading and writing comprehension course that is equivalent to 9th grade English.
  • Technical support neededBecause the Technology instructor is part of the project, he takes care of technical difficulties that arise (with video equipment, computer hardware and software).
  • Any modifications or extensions for particular student populations?Graphic organizers are used regularly for students who struggle with executive functioning.

Key Questions

  • Key QuestionsEssential Question: How can we be empowered to defy stereotypes and define our own identities?
  • Connections: How or why was this topic identified? Why is it meaningful?In this course, we explored the effectiveness of a video documentary project as a vehicle for reengaging at-risk students, allowing them them explore their own identities and encouraging them with the belief that they can create social change. We use multimedia as a means of practicing presentation skills and building professional confidence and competence.
  • Background Research: What resources were used to find background information for this project?We conducted extensive research around student-centered video creation to engage and empower at-risk youth. Here are a few highlights from the literature review around this issue:

    There was a lack of data on the impact of youth media on the students themselves (p. 20).

    Steven Goodman’s case study (2010) described students, who were reluctant writers, as highly engaged in documentary writing. (p. 49)

    One study found that translating difficult emotional experiences into oral/written language changed peoples’ thinking around the experience and helps them cope with life issues more effectively (as cited in Campbell, Hoey and Perlman, 2001).

    (full citations in the attached document)
  •  

    View/Download File: Student-Centered Video Documentary to Engage and Empower At-Risk Youth

  • Outcomes: What was the outcome? How was it shared or applied in the community?Our products, skills, and benchmarks for both Humanities and Technology (aligned with the common core) were outlined in the course syllabus (see attachment).

    In addition to their written pieces in various genres, students created five documentaries around social issues that were important to them. The video covered topics such as bullying, stereotypes, self harm, peace and social justice, and "watch the company you keep".
  •  /project503_5032/Screen Shot 2015-05-26 at 12.34.37 PM.png/project503_5032/Screen Shot 2015-05-26 at 12.34.00 PM.png/project503_5032/Screen Shot 2015-05-26 at 12.48.15 PM.png/project503_5032/Screen Shot 2015-05-26 at 12.32.09 PM.png

    Web Link: Syllabus - Lift Every Voice

  • Family: Any opportunities to involve parent/guardians and other family members in this project?Students‘ families were invited to view and respond to the films and writing students created during our school‘s annual Symposium night.

Units / Activities

Frameworks / Skills

  • English Language Arts
    CCSS.ELA-Literacy.L.9-10.1
    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.L.9-10.2
    Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.L.9-10.2c
    Spell correctly.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.L.9-10.3
    Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.L.9-10.3a
    Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.L.9-10.4
    Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.L.9-10.4a
    Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.L.9-10.4c
    Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.L.9-10.4d
    Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.L.9-10.5
    Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.L.9-10.5a
    Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.RH.9-10.1
    Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.RH.9-10.10
    By the end of grade 10, read and comprehend history/social studies texts in the grades 9
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.RI.9-10.1
    Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.RI.9-10.2
    Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.RI.9-10.4
    Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.RI.9-10.8
    Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.RI.9-10.9
    Analyze seminal U.S. documents of historical and literary significance (e.g., Washington
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.RL.9-10.10
    By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.RL.9-10.2
    Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.RL.9-10.3
    Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.RL.9-10.4
    Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.RL.9-10.5
    Analyze how an author
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.RST.9-10.7
    Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.SL.9-10.1
    Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.SL.9-10.1a
    Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.SL.9-10.1b
    Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.SL.9-10.2
    Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.SL.9-10.3
    Evaluate a speaker
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.SL.9-10.4
    Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.SL.9-10.5
    Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.9-10.10
    Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.9-10.1a
    Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.9-10.1b
    Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.9-10.1d
    Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.9-10.2
    Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.9-10.2a
    Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.9-10.2b
    Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.9-10.2c
    Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.9-10.2e
    Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.9-10.2f
    Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.9-10.3
    Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.9-10.3a
    Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.9-10.3b
    Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.9-10.3c
    Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.9-10.3d
    Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.9-10.3e
    Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.9-10.4
    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 under Grades 9-10 Writing-Text Types and Purposes.)
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.9-10.5
    Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 on up to and including grades 9-10.)
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.9-10.6
    Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.9-10.8
    Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.W.9-10.9
    Draw evidence from literary or informational texts to support analysis, reflection, and research.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.WHST.9-10.1c
    Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.WHST.9-10.2a
    Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
    (English Language Arts)
  • English Language Arts
    MA.ELA-Literacy.RL.9-10.8a
    Relate a work of fiction, poetry, or drama to the seminal ideas of its time.
    (English Language Arts)

Tags = video-production | writing | literacy | technology | creativity/innovation | interdiciplinary | identity | Subject = ELA, Technology | Grade Level = HS | Time Period = School Year | Program/Funding = | 189 |
Direct website link to this project: http://resources21.org/cl/contextual.asp?projectnumber=503.5032