Media Literacy Story Unit Lesson Plans

Stories of Our Past, Present and Future...Media Literacy in the K-12 Curriculum
page is under construction...navigation is being worked on!
hint...if you wish to copy only one lesson...highlight, copy and paste into WP program... like notepad or MS Word/Works or ??? and print from there...Warning...this is a very large text file!
many trees will be used!!!:-)maa

Story and Media Literacy are natural partners.
This unit is made up of 14 lessons, divided into 4 sections.
The first is Basics. Basics includes Story basics, plus a lesson on audience.
The second section is Past. The Past is one long lesson about storytelling.
The Third is Present. Present contains 10 lessons. The lessons include
photography, the Internet, television commercials and other modern forms of stories.
The fourth and final section is the Future. The lesson is the creation of a personal story time capsule.
Dr. George Gerbner is concerned about who is and will be telling the stories to
our children. Perhaps, by educating our children, about the power of story, our
children will not allow just anyone to influence their life story.

Lesson 1 Basics: Parts of the story, Beginning, Middle and Ends!
Lesson 2 Basics: Parts of the story, character, setting, action and resolution
Lesson 3 Basics: Fiction and Non-Fiction, what is fake and what is fact
Lesson 4 Basics: Story Audience, Targeting who the story is for...
Lesson 5 Past: Oral tradition...storytelling folklore and fairytales
Lesson 6 Present: Story in Television Commercials
Lesson 7 Present: Story on the Internet, Web sites with character!
Lesson 8 Present: Story on the Internet, Creating Web sites with character!
Lesson 9 Present: Story on television, timing the programs and commercial breaks...When does a half hour not equal 30 minutes!?!
Lesson 10 Present: Creating a television commercial story board
Lesson 11 Present: Creating a television commercial on video
Lesson 12 Present: Versions of the same story, print vs. film/video
Lesson 13 Present: Creating a photograph story
Lesson 14 Future...Story Time Capsules

Lesson 1 Basics

Mary Ann Albertine
Harwich Elementary School, Harwich, MA, USA, 02631
Library Media Center, Kindergarten to Grade 4
Lessons are written for adaptation in Grades 2, 3 and 4
July 1999

CONNECTIONS TO SUBJECT AREA:
Story is all around us. We all need to recognize the a good story has three distinct
parts...a Beginning, a middle and a resolution, the end.
English Language Arts Curriculum, as well as, Library Media Center programs
emphasize the importance of the parts of a story. Students, that are aware of the parts
of a story, will enjoy reading whole books rather than parts and when asked to write,
will know that they need a beginning, a middle and an end.
By using books and videos to practice identifying the parts of the story, the
teacher/facilitator is introducing media literacy to the students through the curriculum in
a controlled atmosphere.

MATERIALS NEEDED:
1. Worksheet for Beginning, Middle and End (see attached)
2. Short Everybody Books from your Library Media Center (some call these “Picture
Books”) i.e. Norman Bridwell’s Clifford the Big Red Dog, Marc Brown’s Arthur , Harold
and his Purple Crayon Series, etc.
3. Short Fairy and Folk tales from the 398.2 area of your Library Media Center i.e.
Three Billy Goats Gruff, The Gingerbread Boy/Man, Little Red Riding Hood, The
Three Bears, multiple versions of Cinderella, San Souci adaptations, Ed Young Books,
etc.
4. Everybody, Fairy and Folk tale videos from your Library Media Center i.e.
Children’s Circle Series, Reading Rainbow Series, etc.
5. TV/VCR to play videos

PROCESS:
Collect your simple story books from the LMC.
Select one Everybody book to read out loud to your whole group.
After reading the book point out the beginning, middle and end to the group...
Read another Everybody book, Do the same thing and add how all stories have a
beginning , middle and end
Read a third Everybody book...ask for one of your group members to pick out the
beginning, middle and end of the story.
Now, do the same process with three Fairy and/or Folk tales...
Show 3 videos...discuss the beginning, middle and end (if you can find a book and
video of the same story, it will make for an interesting contrast)
Compare books to video stories....Do they both have beginning, middles and ends to
the stories?
Finally...Take your class to your Library Media Center....Show them where in the LMC
they can find Everybody books and the Fairy and Folk tales...
Allow them to select a book...then...
when you return to class have them read the book they selected and fill out a
worksheet for the book (activity can be done individually or in a cooperative group)
if you have non-readers have them do the activity with videos!

ASSESSMENT:
Students will be able to verbally identify the beginning, a middle and end of a story that
has been read to them.
Students will be able to verbally identify the beginning, a middle and end of a story that
they have read to themselves.
Students will be able to verbally or in writing identify the beginning, a middle and end
of a story that they have watched on video.
Students will be able to visit the Library Media Center and locate the Everybody and
Fairy tale sections of the LMC collection.
Students writing a short original story, will include a beginning, a middle and end to
their story.

Parts Of The Story:
The Beginning, The Middle and The End

The name of the story___________________________________________

The author’s name_____________________________________________

Tell about the story...

In the BEGINNING...What happened first?__________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
In the MIDDLE of the story...What happened next?___________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
___________________________________________________________
At the END of the story....What happened at the End, so, you knew the story
was over?____________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

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Lesson 2 Basics

TITLE OF LESSON: Basics: Parts of the story, character, setting, action and resolution

Mary Ann Albertine
Harwich Elementary School, Harwich, MA, USA, 02631
Library Media Center, Kindergarten to Grade 4
Lessons are written for adaptation in Grades 2, 3 and 4
July 1999

CONNECTIONS TO SUBJECT AREA:
Story is all around us. We all need to recognize that a good story not only has three
distinct parts...but also, character, setting, action and resolution.
English Language Arts Curriculum, as well as, Library Media Center programs
emphasize the importance of the elements of a story. Students, that are aware of the
parts of a story, will enjoy meeting and learning about the characters in a story. They
will invest in the story line because they will care about the characters.
By using books, commercial story videos and video tapes of popular Children’s
television programming to practice identifying the parts of the story, the
teacher/facilitator is introducing media literacy to the students through the curriculum in
a controlled atmosphere.

MATERIALS NEEDED:
1. Worksheets for Character, Setting, Action and Resolution and Beginning, Middle
and End with Character, Setting, Action and Resolution added (see attached)
2. Short Everybody Books from your Library Media Center (some call these “Picture
Books”) i.e. Norman Bridwell’s Clifford the Big Red Dog, Marc Brown’s Arthur , Harold
and his Purple Crayon Series, etc.
3. Short Fairy and Folk tales from the 398.2 area of your Library Media Center i.e.
Three Billy Goats Gruff, The Gingerbread Boy/Man, Little Red Riding Hood, The
Three Bears, multiple versions of Cinderella, San Souci adaptations, Ed Young Books,
etc.
4. Everybody, Fairy and Folk tale videos from your Library Media Center i.e.
Children’s Circle Series, Reading Rainbow Series, etc.
5. video tapes of copied current children’s television programs i.e. Arthur’s Adventures,
the Magic School Bus, Histeria, Duck Tales, Blue’s Clues, Little Bear etc.....make the
videotapes rather than use live on air so you can stop the programs while watching to
emphasize points and treat the commercials in your own way...for instance edit them
out before viewing!
6. TV/VCR to play videos
7. Chart paper and markers on an easel

PROCESS:
Collect your simple story books from the LMC. (Could use same titles or similar titles
as last lesson...you are building on knowledge)
Select one Everybody book to read out loud to your whole group.
After reading the book point out the character, setting, action and resolution to the
group...
Read another Everybody book, pointing out the character, setting, action and resolution
and how they show up in the beginning, middle and end.
Read a third Everybody book...ask for one of your group members to pick out the
character, setting, action and resolution of the story.
Now, do the same process with two Fairy and/or Folk tales...pointing out the character,
setting, action and resolution and how they show up in the beginning, middle and end.
Show 3 short videos...making sure at least one of the videos is from your television
program videos...discuss the character, setting, action and resolution (if you can find
one book and video of the same story, it will make for an interesting contrast, I.e.
Arthur)
Compare books to video stories....the characters, settings, actions and resolutions. Do
the characters, settings, actions and resolutions show up in the same parts of the
stories?
With Chart paper and markers...Make a chart... show how we meet the characters in
their settings in the beginning....the action takes place in the middle of the story and the
resolution finishes the action in the end.
Hang the chart up...
Finally...Take your class to your Library Media Center....Remind them where in the
LMC they can find Everybody books and the Fairy and Folk tales...
Allow them to select a book...then...
when you return to class have them read the book they selected and do the worksheets
for the book (activity can be done individually or in a cooperative group)
if you have non-readers... have them do the activity with videos and television
programming!
Share the sheets all together in the group...the sheets become reviews for the stories,
both print and video! You could start a review bulletin board...

ASSESSMENT:
Students will be able to verbally identify the character, setting, action and resolution as
well as, the beginning, a middle and end of a story that has been read to them.
Students will be able to verbally identify the character, setting, action and resolution as
well as, the beginning, a middle and end of a story that they have read to themselves.
Students will be able to verbally or in writing identify the character, setting, action and
resolution as well as, the beginning, a middle and end of a story that they have
watched on video.
Students will be able to verbally or in writing identify the character, setting, action and
resolution as well as, the beginning, a middle and end of a story that they have
watched on television.
Students will be able to visit the Library Media Center and locate the Everybody and
Fairy tale sections of the LMC collection.
Students writing a short original story, will include a beginning, a middle and end to
their story with the character, setting, action and resolution appearing in the correct
areas of the story.

Parts Of The Story:
Characters, Setting, Action, and Resolution

The name of the story___________________________________________

The author’s name_____________________________________________

Tell about the story...

CHARACTERS...What are their names? How old are they? Which are
girls and which are boys? What else can you add?________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
SETTING...Where is the story taking place? What year? What time of
year? What Season? What time of day? What else can you tell about the
where and when of the story? __________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
ACTION...What events or problems happen in the story to make the story
interesting? _________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
RESOLUTION...How are the events or problems solved in the story? Does
the story end “Happily Ever After”? If it does, how did that happen? What
else can you share to make others understand that this is the end of your
story?_______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Parts Of The Story:
Characters, Setting, Action, and Resolution

The name of the story___________________________________________

The author’s name_____________________________________________

Tell about the story...

In the BEGINNING... SETTING and CHARACTER...the story is about who
and where and when is it taking place?____________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
In the MIDDLE of the story...ACTION... What happens to the character?...
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
___________________________________________________________
At the END of the story....RESOLUTION...What happened at the End, so,
you knew the story was over?___________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

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Lesson 3 Basics

TITLE OF LESSON: Basics: Fiction and Non-Fiction, what is fake and what is fact

CONNECTIONS TO SUBJECT AREA:
Story comes in two types....Fiction and Non-fiction. No matter the genre or the subject
the story falls into one of these two types. This learning strand shows up in English
Language Arts Curriculum Frameworks but also is important in any curriculum.
Distinguishing Fact from Fiction, Truth from make believe, is a difficult concept. Adults
often, find it a challenge, so, we need to have children think about the information they
are viewing.

MATERIALS NEEDED:
1. Books, videos and magazines from the fiction and non-fiction areas from the Library
Media Center ( be easy on yourself pick one subject i.e. cats, dogs, bears, rabbits etc.)
2. video taped television commercials for breakfast foods, toys etc. from children’s
programming
3. video taped television programs...pick two “Fiction” programs and two “Fact”
programs i.e. animal programs like Jeff Corwin and Pinky and the Brain Cartoons, or
sports documentary and Batman, or ...
4. TV monitor and VCR
5. easel and makers or chart paper

PROCESS:
Day 1
At home or ask your Library Media Specialist to video tape many Child focused
television commercials. (What you don’t use on this lesson... you’ll use during a future
lesson.)
Day 2
At home or ask your Library Media Specialist to video tape the two fiction and the two
fact programs that you have selected as good contrast.
Day 3
Go to your local Library Media Center, ask your Library Media Specialist to help you
select a subject and pull many Books, videos and magazines from the fiction and
non-fiction areas about one subject ( be easy on yourself pick one subject i.e. cats,
dogs, bears, rabbits etc.) Make sure you include 3, 4 or more 398.2 (fairy and folk
non-fiction) materials
DAY 4
Now you are ready to do the lesson....
With you group explain there are two kinds of books in the LMC, the classroom, the
world! Ask what those two kinds of stories are?... See if your students already know
the words “fiction” and “nonfiction”
Write the words “fiction” and “nonfiction” on the chart paper or easel...
Brainstorm what those two word mean....make the list...i.e. fiction = fake, made up, etc.
nonfiction = not fake, fact, true, etc.
Now, Start off by reading a short fiction book...
Have students do an all call vote...one finger for fiction, two fingers if they think the
story is nonfiction...tell which it is....
next read a short nonfiction book (pick one with photographs rather than drawn pictures
to help the students start to get the idea, do not show 398.2 books!)
Do another all call vote...everyone votes at once...one finger for fiction, two fingers if
they think the story is nonfiction...tell which it is....
Now, start showing book covers ( no 398.2 stories!) Have students do an all call
vote...one finger for fiction, two fingers if they think the story is nonfiction...tell which
each book is....
Take Class to you Library Media Center...how them how the LMC is split into fiction and
nonfiction areas....let students take one of each kind of book...
as the books are checked out...ask each student which book is fiction, which is
nonfiction....
Day 5
Review fiction and nonfiction with charts and story books...
now as you do and all call vote on the pile of books add the 398.2 (fairy and folk tales)
to the pile....chances are the students will guess they are fake...use the opportunity to
introduce 398.2....and the lesson in the stories making them “real”
Read a favorite...find the lesson...
Brainstorm other 398.2 (fairy and folk tales)....Brainstorm the lessons....
Review it is not the story that is real it is the lesson....
Day 6
Review fiction and nonfiction with charts and story books...
Add magazines to the lesson
then commercial educational videos
Day 7
Review fiction and nonfiction with charts...
use the two sets of fiction and nonfiction television programming....
have class discussion on what they watched...
Day 8
Review fiction and nonfiction with charts
Introduce television commercials....
see if students can
tell which part of the commercial is fact and which is fiction...
use the 398.2 (fairy and folk tales)as a reminder how fact can be disguised as fiction
the commercials will illustrate the opposite...fiction stories with a real product i.e. will a
student really jump really high just because of the sneakers they wear? or will a
certain breakfast food make you popular in school?....
watch several more commercials...Brainstorm the type of information used in the
television commercial....What is the fiction story...What is the real factual product?
Day 9
Review....and reinforce that only by reading, listening or watching the whole story
can we decide whether the story is fiction or nonfiction...we can get clues...
Sometimes we can not tell just By looking, so,
sometimes, we need to talk about the story or double check the information to answer
our question...Is it fiction or is it nonfiction?

ASSESSMENT:
Students will be able to visit the Library Media Center and understand the LMC is
divided into fiction and nonfiction areas and use both areas
Students when asked will identify that story/information comes in two forms... fiction
and nonfiction
Students will be able to identify fiction as fake information and nonfiction as fact based
information.
Students will identify that television commercials are fiction mixed with nonfiction
Students will be able to identify 398.2 (fairy and folk tales) as nonfiction because of the
lessons.

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Lesson 4 Basics

TITLE OF LESSON: Basics: Story Audience, Targeting who the story is for...

Mary Ann Albertine
Harwich Elementary School, Harwich, MA, USA, 02631
Library Media Center, Kindergarten to Grade 4
Lessons are written for adaptation in Grades 2, 3 and 4
July 1999

CONNECTIONS TO SUBJECT AREA:
Stories are told, written, read and shown to a specific group of listeners.
Understanding that we are all part of an audience, whether, we are listing to a story
book, watching a video or television commercial. We need to know, how to act as an
audience member and we need to know that we are being targeted. Understanding
that we are always a member of a audience, will help students think about their choices
of stories, and their choices as consumers.

MATERIALS NEEDED:

1. Video tapes of shows with commercials....edit most of the show out tapes if
possible...leave only commercials intake...
2. TV/VCR
3. Worksheet for home viewing reporting (see attached)

PROCESS:
Introduce the concept of Audience...
Discuss play audiences and movie audiences...
ask where the students have been an audience...
Inquire if any of them have been at a demonstration of a product...
ask if they were an audience for that product’s demonstrator....
television commercials look for perform for audiences too...
show one commercial form your tape....
identify the product...
identify the beginning middle and end of the commercial...
now ask who the commercial was hoping was watching....
that person is the audience for the commercial
repeat the process many times...
show the title of the program that the commercials were taped from...
ask what audience the thought the television program was created for....
commercial audience reflects program audience and visa versa........
Have students go home and watch their normal programs...
have them list the commercials and the products...during the program...
have them...predict who they think the audience is for the commercials and the
program...
Discuss the worksheets the next day...

ASSESSMENT:

Students will become aware that they are an audience for someone everyday.
Students will observe television commercials as a more informed viewers

HOME VIEWING WORKSHEET

Name of the program I watched___________________________________

The program was on television this...

DAY________________________________________________
and
TIME________________________________________________

These were the commercials that were on the program...

1.__________________________________________________________
2.__________________________________________________________
3.___________________________________________________________
4.___________________________________________________________
5.___________________________________________________________
6.___________________________________________________________
7.___________________________________________________________
8.___________________________________________________________
9.___________________________________________________________
10.__________________________________________________________
11.__________________________________________________________
12.__________________________________________________________
13.__________________________________________________________
14.__________________________________________________________
15.__________________________________________________________
need more space...use the back of the worksheet...

I think the audience for this program was supposed to be....
Pre-School CHILDREN School age CHILDREN TEENAGERS
FAMILIES High School Students College Students

OTHER_who?________________________________________________

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Lesson 5

TITLE OF LESSON: Past: Oral tradition...storytelling folklore and fairytales

Mary Ann Albertine
Harwich Elementary School, Harwich, MA, USA, 02631
Library Media Center, Kindergarten to Grade 4
Lessons are written for adaptation in Grades 2, 3 and 4
July 1999

CONNECTIONS TO SUBJECT AREA:
Story existed long before electronic and digital media. Story is based in Oral tradition,
storytelling. To learn to tell a story and perform it to an audience is a powerful
experience. Storytelling is the foundation for all the stories of this generation! The
past helps us appreciate and understand the present.

MATERIALS NEEDED:
1. short fairy or folk tales( 398.2)...classic and Native American tales work great!
2. worksheets for story parts and parent letter (see attached)
3. paper and crayons for Story boards
4. TIME!

PROCESS:
Select one short tale per student with a few extra...
photocopy or duplicate the stories...(3 copies each, 1 for student, 1 for you and 1 extra)
Send home parent letter...
Tell your class a story ( you can do it...you remember the Three Bears!)
After telling the story, share that all of your group will be doing the same thing in about
two to three weeks!
Place one copy of each story out on the floor or table so your students may look them
over and...
Students need to read 2 or 3 stories... to pick the one they would like to learn...
Once every student has selected the story, and you have marked your copy and put it
aside...the student needs to re-read the story and make sure it is the one...
have students do worksheets and read the story at least twice a day.
discuss the sheets with each student...
the next day...do story boards of the stories with a single color crayon and stick
figures!...simple picture story sequencing...
then have the students read their story boards out load make suggestions of
improvements...complimenting them all the way! (positive coaching)
have them read the story out loud to a partner...
the student will become the student’s practice partner for the rest of the project the
partner needs to be a polite quiet audience for the teller and then at the end
compliment the teller and make suggestion s to make the story more interesting and
exciting...
the key is to practice, practice, practice....
then, just tell the story with the story board
then, take the story board away and tell to the partner
then, have the students tell you the story...more coaching finally have the students tell
the story to a small group
In small groups teach them how to be a polite listener and attentive audience
and finally, large group presentation...
the student will remember the story and the experience, forever!

ASSESSMENT:
Student will do all steps and practice the story daily
Performance of the story to your chosen audience
Story parts worksheets and story board will be complete
Audience will be positive and attentive
Imagination will be demonstrated in the telling story...

date_______________________________

Dear Parents and Guardians,

We are starting a storytelling unit. Your student has selected a story to learn
and tell. Please help your student learn their story by listening to the story
every day. Practice, saying the words out loud, is the best way to get ready
to share the story in the group. As we start out your student will be reading
the story but in just a few days, the story will be told with just drawn line
pictures and then using just their memory and imagination. The story does
not have to be memorized word for word. The story simply needs a
beginning, middle and end. Of course the more detail and action in the
story the more interesting it will be!

Thank you for you assistance in this project.

Warm Regards,

Parts Of The Story:
The Beginning, The Middle and The End

The name of the story___________________________________________

The author’s name_____________________________________________

Tell about the story...

Parts Of The Story:
Characters, Setting, Action, and Resolution

The name of the story___________________________________________

The author’s name_____________________________________________

Tell about the story...

Parts Of The Story:
Characters, Setting, Action, and Resolution

The name of the story___________________________________________

The author’s name_____________________________________________

Tell about the story...

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Lesson 6 Present

TITLE OF LESSON: Present: Story in Television Commercials

Mary Ann Albertine
Harwich Elementary School, Harwich, MA, USA, 02631
Library Media Center, Kindergarten to Grade 4
Lessons are written for adaptation in Grades 2, 3 and 4
July 1999

CONNECTIONS TO SUBJECT AREA:
Story can be found all around us. Stories are being told to use constantly. We very
often, we do not recognize the story. Students and educators need to understand the
idea, details , audience and purpose in the stories of commercials.

MATERIALS NEEDED:
1. Video tape of as many television commercials you can tape
2. The products to go with the commercials i.e. Poptarts, Frosted Flakes, doll, game,
etc.
3. Worksheet for homework
4. TV/VCR
and for assessment project...
5. Video Recorder and video tapes
6. Hyperstudio program on computer
7. art supplies

optional...
8. additional video tapes for students to video tape their favorite commercials from
their favorite television shows.

PROCESS:
We are going to investigate how to tell a whole story in less than a minute!
We watch Stories everyday and sometimes the stories are only told to us for 30
seconds!
Show a commercial....review the parts of the story...have students tell you who the
characters are, the setting, the action, the product being sold....
Show a second commercial...review the parts of the story...have students tell you who
the characters are, the setting, the action, the product being sold....
Show the actual Product i.e. the box of Poptarts or cereal or toy in the package...
compare to the commercial representation...Discuss Fact and Fiction as in
commercials....
Show a third commercial...review the parts of the story...have students tell you who the
characters are, the setting, the action, the product being sold as well as predicting Fact
and Fiction in the commercials ....
Show the actual Product i.e. the box of Poptarts or cereal or toy in the package...
compare to the commercial representation...Discuss Fact and Fiction in the commercial
again, if you need to....
Hand out Homework worksheets( and blank video tapes , if available)...Students will
need to do three commercials each...
(if students do not have access to televisions then allow them to review commercials
you have taped, while in the classroom...)
When sheets return to school discuss what commercials they watched, the stories they
discovered , the facts and fictions they realized and then go to the assessment
project....

ASSESSMENT:
Students, working in cooperative groups, will present a commercial of their very own
about anything in school.
The commercial may be done on video, Hyperstudio or live action.
The presented project must have all aspects of a story and a “television commercial”..
The students adaptation may not be longer the 60 seconds!
Students will vote at the end of the presentations which group followed the directions
the best and created the most interesting commercial!

name_______________________
Television Commercial Worksheet

Who are the characters in the story of the
commercial_____________________________________
______________________________________________
______________________________________________
______________________________________________
Where is the story of the commercial taking place?Do
they use music?_________________________________
______________________________________________
______________________________________________
______________________________________________
What happens in the story of the commercial
beginning______________________________________
_____________________________________________
middle_________________________________________
______________________________________________
end___________________________________________
______________________________________________
Is there something that is said again and again and
again?_________________________________________
______________________________________________
What is the television commercial trying to get you to
BUY? In other words, what is this commercial
for?___________________________________________
Did you notice any fiction mixed into the fact?__________
What was not true?______________________________
______________________________________________
______________________________________________

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Lesson 7 Present

TITLE OF LESSON: Present: Story on the Internet, Web sites with character!

Mary Ann Albertine
Harwich Elementary School, Harwich, MA, USA, 02631
Library Media Center, Kindergarten to Grade 4
Lessons are written for adaptation in Grades 2, 3 and 4
July 1999

CONNECTIONS TO SUBJECT AREA:
The Internet is a massive network of Information. The information is a curious mix of
fact, fiction and junk! It is important that our students are exposed to the very best sites
and information the Internet can offer. The best sites often have all the parts of a good
story! The students need to evaluate the information they find, whether the information
be electronic, digital or print.

MATERIALS NEEDED:
Acceptable Use Policy ( sent home, signed, returned and filed)
Parent Letter for AUP ( sent home)
Evaluation sheets (see attached)
Computers with Internet Access ( the more the better! one per cooperative work group
of max. 3 students and 1 per teacher/facilitator)
Monitor with Computer attached for large group display
monitor and VCR
Story WebQuest (sample included) or bookmarked exemplary sites... try
www.harwich.edu/depts/lmcelm/wbqsts.htm
or
www.discoveryschool.com/schrockguide/
for guidance if you are unfamiliar with the Internet or Webquests.

PROCESS:
Pick a subject and start searching the Internet for sites
when you find exemplary sites...follow all links to see where they lead..
site passes that test...add it to your Web Quest....
When you have found one to four sites....write the quest for your students...

First experience is doing the web quest...
students in cooperative groups bringing back information you direct them to...

Second experience...give students the report cards...send them on the same web
quest...
have them fill out the report cards for the sites they know....( it will take less class time)

On another day send them to bookmarked sites on computer...have the students
evaluate the sites that you have picked and they visit...

ASSESSMENT:
Students will have several Report Card Evaluations.
There will be some excellent evaluations and the students will have the URLs to visit
again.
Students will have objects the webquest directed them to gather.
Students will be excited about visiting the great sites again.

The Web site address is...

http://________________________________________________________________

The name of the Web site is______________________________________________

Here’s the Report Card...the Site gets
        A       for great job
        X       for an average /okay job
        0      for a bad job

_______________The web site has a TITTLE

_______________The web site has an AUTHOR’s name listed

_______________The web site has graphics or pictures

_______________The web site is nice to look at

_______________The web site is easy to read

_______________The web site is easy to use

_______________The web site has no advertisements or commercials

_______________The web site loaded quickly

_______________The web site has a SETTING

_______________The web site has CHARACTERS

_______________The web site has a DATE on it so I know when it was made

_______________The web site has been updated with in the last 12 months

_______________The web site has RESOLUTION... links to take me to other web
sites for more information

_______________The web site has lots to do and click

_______________The web site lets me use the information without making me
type in my name

_______________The web site has information that I can use

_______________The web site has lots of interesting, fun things to print

_______________The web site lets me print the information it is showing me

_______________The web site tells me where the information has come from so I
know an expert is writing about the subject,
instead of another student!
_______________The web site is fun to use

Add up the marks....

How many A’s________________________

How many X’s_________________________

How many 0’s________________________

Lots of A’s then this is a great site to visit...remember the address

Lots of X’s then it is an Okay site...hopefully you’ll find a better one on your topic

Lots of 0’s then forget this site...it is a waste of your time!

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Lesson 8 Present

TITLE OF LESSON: Present: Story on the Internet, Creating Web sites with character!

Mary Ann Albertine
Harwich Elementary School, Harwich, MA, USA, 02631
Library Media Center, Kindergarten to Grade 4
Lessons are written for adaptation in Grades 2, 3 and 4
July 1999

CONNECTIONS TO SUBJECT AREA:
Students have learned what makes an exemplary web site first hand. They have
practiced by evaluating many sites. Now, the students will have the experience
creating a web site.

MATERIALS NEEDED:
Acceptable Use Policy ( sent home, signed, returned and filed)***
Parent Letter for AUP ( sent home)***
***(see previous lesson for AUP and parent letter)

Computers with HTML WYSIWYG Publisher software and Internet Access ( the more
the better! one per cooperative work group of max. 3 students and 1 per
teacher/facilitator)
Monitor with Computer attached for large group display
Books about HTML
monitor and VCR

PROCESS:
Using Netscape Page Composer or some other browser composer(WYSIWYG)
show HTML source codes to favorite sites...
Introduce them to software...take them step by step at first...showing fonts, color
changes etc. show them how to open and look at it in the browser and how to save to
disk...then let the students creativity go wild!
at the end of the session...save to disks...continue until done...

ASSESSMENT:
Sites will be shared with the group in presentation.
Students will be able to clearly state their site Audience.
Students will do report card evaluations for their own creations.
*** sites do not have to loaded on to a server...
created sites should simply saved to disk...if you do end up with some great student
creations then you can make a decision to publish.

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Lesson 9 Present

TITLE OF LESSON: Present: Story on television, timing the programs and commercial
breaks...When does a half hour not equal 30 minutes!?!

Mary Ann Albertine
Harwich Elementary School, Harwich, MA, USA, 02631
Library Media Center, Kindergarten to Grade 4
Lessons are written for adaptation in Grades 2, 3 and 4
July 1999

CONNECTIONS TO SUBJECT AREA:
Television fact and fiction goes beyond commercials and their content. Television also
tries to convince us that they give us solid half and full hours of story, entertainment,
and/or information. That is one of televisions factual fictions. Students need to know
just how time is being taken from each story. Students also need to realize the number
of commercial advertisements that they are exposed to in a 30 minute time slot.

MATERIALS NEEDED:
television monitor
cable access with Nickelodeon or FoxFamily
stop watches
or
TV/VCR
video taped program(s)*** upper grades could use VH1 or MTV instead of sitcom or
cartoon programs
stop watches ( one per student or cooperative group)

worksheets (see attached)
chart paper and markers

PROCESS:
This lesson can be explained in school...
worked on at home
and the results discussed in school
or
it could also be a cooperative project in the classroom using pre taped or real time
programs

Explain to your class that we are going to see how long a half hour program on
television is really telling us the story.

pass out 1 set of worksheets to each cooperative group or individual...
review the directions on the worksheets...Explain that each worksheet needs to be
done with a different show...so you can compare and have variety...
pass out the stop watches...make sure everyone know how to start, stop, and reset the
stop watches...

Do project or send home with due date...

When the sheets return... have groups or individuals report their findings in front of the
class orally and then have a whole class discussion. ( Charts with facts will make the
presentation more interesting.)

ASSESSMENT:
The individual student or cooperative groups will have the worksheets completed.
The individual student or cooperative groups will orally present the facts discovered
The individual student or cooperative groups will take part in the discussions in the
classroom.

TIME ON STORY WORKSHEET

*** Hint... the easiest way to do this worksheet is
to select a 30 minute program...video tape your program...
then, you can look at the tape, and pause the tape ... write down what you need to log
on your sheet...no VCR then just do your best...
write what your stop watch says!

Name of program_________________________________

The program is on television at this time_________________,

on (circle one choice
Monday Tuesday Wednesday Thursday Friday Saturday Sunday

The program is a (circle one choice)
half hour (30 minute) long or one hour (60 minutes) long

You are going to start-stop reset and start your watch at every commercial break...
use only as many starts, stops, resets that you need to finish the program...
when the program is done...
go to the end and add up the minutes...
that will give you the total minutes you actually watched the program story...
then add up the number of television commercials you watched!

Okay...as soon as your program begins....start your stop watch...

How many minutes go by before the first commercial
break?__________________________________________stop the watch... reset

How many commercials are shown before the story starts again?
(circle one choice) one two three four five six seven more!?!

start your stop watch...
How many minutes go by before the second commercial
break?__________________________________________stop the watch... reset

How many commercials are shown before the story starts again?
(circle one choice) one two three four five six seven more!?!

start your stop watch...
How many minutes go by before the third commercial
break?__________________________________________stop the watch... reset

How many commercials are shown before the story starts again?
(circle one choice) one two three four five six seven more!?!

start your stop watch...
How many minutes go by before the fourth commercial
break?__________________________________________stop the watch... reset

How many commercials are shown before the story starts again?
(circle one choice) one two three four five six seven more!?!

start your stop watch...
How many minutes go by before the fifth commercial
break?__________________________________________stop the watch... reset

How many commercials are shown before the story starts again?
(circle one choice) one two three four five six seven more!?!

start your stop watch...
How many minutes go by before the sixth commercial
break?__________________________________________stop the watch... reset

How many commercials are shown before the story starts again?
(circle one choice) one two three four five six seven more!?!

start your stop watch...
How many minutes go by before the seventh commercial
break?__________________________________________stop the watch... reset

How many commercials are shown before the story starts again?
(circle one choice) one two three four five six seven more!?!

start your stop watch...
How many minutes go by before the eighth commercial
break?__________________________________________stop the watch... reset

How many commercials are shown before the story starts again?
(circle one choice) one two three four five six seven more!?!

start your stop watch...
How many minutes go by before the ninth commercial
break?__________________________________________stop the watch... reset

How many commercials are shown before the story starts again?
(circle one choice) one two three four five six seven more!?!

Add up the minutes, here, the program story was on....

TOTAL STORY time_________________________in minutes

Add up the number of commercials shown...

Total commercials ________________________

TV STORY WORKSHEET

*** Hint... the easiest way to do this worksheet is
to select a 30 minute program...video tape your program...
then, you can look at the tape, and pause the tape to record what you need to write
down...no VCR then just do your best...

Name of program_________________________________

The program is on television at this time_________________,

on (circle one choice
Monday Tuesday Wednesday Thursday Friday Saturday Sunday

The program is a (circle one choice)
half hour (30 minute) long or one hour (60 minutes) long
write the sequence of the story and the what the commercials are shown with your
program...use only the lines you need!

Program starts...
What happens in the story....______________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________

First commercial break ...
commercials shown are for
1___________________________________________________________________
2___________________________________________________________________
3.____________________________________________________________________
4__________________________________________________________________
5__________________________________________________________________
6.___________________________________________________________________
7.__________________________________________________________________
8.___________________________________________________________________

Your story program is back on...What happens in the story....___________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________

commercial break ...
commercials shown are for
1___________________________________________________________________
2___________________________________________________________________
3.____________________________________________________________________
4__________________________________________________________________
5__________________________________________________________________
6.___________________________________________________________________
7.__________________________________________________________________
8.___________________________________________________________________

TOTAL NUMBER OF COMMERCIALS YOU WATCHED______________________

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Lesson 10 Present

TITLE OF LESSON: Present: Creating a television commercial story board

Mary Ann Albertine
Harwich Elementary School, Harwich, MA, USA, 02631
Library Media Center, Kindergarten to Grade 4
Lessons are written for adaptation in Grades 2, 3 and 4
July 1999

CONNECTIONS TO SUBJECT AREA:
Story does not have to be text or words...images of all types tell stories. Art and
language arts share that common connection.

MATERIALS NEEDED:
wordless books from your Library Media Center i.e. the Gray Lady and the Strawberry
Snatcher, Freefall, Sunshine, The Silver Pony, etc.
Magazine advertisements
Sunday Newspaper Comic Strip Sections
Big sheets of white drawing paper or chart paper
crayons or markers

PROCESS:
“Read” several wordless books to your students...
point out that you are reading the pictures not words...
Pictures tell stories too...
We are creating a commercial with pictures only...
Show magazine advertisements....those are one picture commercials...
Show the Sunday Newspaper Comic Strip Sections...
explain the if we take the words away... the comic strips are story boards...
we are making story boards with out the words...
we are going to make a commercial for a new breakfast cereal...
Tony the Tiger sells Frosted Flakes..
you need to create, a name, a new character and special way to sell your breakfast
cereal....
You need to do it in all pictures....in a story board...
remember you need a Beginning, middle and end to the story board.
Your audience for the cereal commercial are other class mates...
And let their imaginations go ....
Share the commercials in large group presentations...

ASSESSMENT:
Beginning, middle and end to the story board.
Clear audience for the story
Clear product

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Lesson 11 Present

TITLE OF LESSON: Present: Creating a television commercial on video

Mary Ann Albertine
Harwich Elementary School, Harwich, MA, USA, 02631
Library Media Center, Kindergarten to Grade 4
Lessons are written for adaptation in Grades 2, 3 and 4
July 1999

CONNECTIONS TO SUBJECT AREA:
Students have presented a commercial about school. Some were done on video but,
some were presented in other formats. All the students now, have the opportunity to
produce 30 or 60 second video commercial. (No editing straight shot)

MATERIALS NEEDED:
Story board of commercial from the previous lesson
stop watches
video camera(s)
monitor and VCR to view finished product
(No editing straight shot)

PROCESS:
Make cooperative groups...
have them decide which story board commercial to make into a video...
Take story board...
Teach about camera angles...text...Remind students about audience...
Teach or remind students how to use cameras...
Hand out stop watches....and let them be creative...

ASSESSMENT:
The students will have pre production notes ( the story board)
The students will have and tell about production experiences
The students will have a finished video presentation.
The three aspects of production will be shared with the facilitator.
Video will be shared with group .

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Lesson 12 Present

TITLE OF LESSON: Present: Versions of the same story, print vs. film/video

Mary Ann Albertine
Harwich Elementary School, Harwich, MA, USA, 02631
Library Media Center, Kindergarten to Grade 4
Lessons are written for adaptation in Grades 2, 3 and 4
July 1999

CONNECTIONS TO SUBJECT AREA:
Students and educators are faced with different versions of a story on a daily basis.
Remember those play ground disputes and everyone having a different story about
what happened and how it took place??? Students need to understand that they must
compare and contrast similar stories. They need to understand that everything
experienced in video is not the only way to think and imagine.

MATERIALS NEEDED:
!. a single copy (if you are reading out loud to your group) or
multiple copies (if you are reading together or individually)
of The Phantom Tollbooth, or Freaky Friday, or Peter Pan or
the Wizard of Oz or The Black Stallion or the Secret of NIMH or the Mixed Up Files of
Mrs. Basil E. Frankenwieller or Johnny Tremain or Charlie and the Chocolate Factory
(film title, Willie Wonka and the Chocolate Factory) or Stone Fox or Sarah Plain and
Tall or Skylark or Charlotte’s Web or the Cricket in Times Square or Abel’s Island or
Pippi Longstocking or any other fiction chapter book that also has been adapted into a
film/video.
(Lesson can also be adapted to use Everybody/ picture books i.e. Alexander and the
Horrible, No Good Very Bad Day or Corduroy or Arthur or ....)
2. the film/video that matches the book...(occasionally, several different film versions
are made of a single story...pick the best version for your situation)
3. easel and chart paper, markers

PROCESS:
Read aloud the beginning of the book....
Stop when you start getting into the middle, the action of the story...
Review with your listeners what they have learned so far....characters and the details of
age, color of hair, height, weight, as well as the details of the setting...
On a chart record what the listeners think...
Show the beginning of the film...
Stop when you start getting into the middle, the action of the story...
Make a chart for the character and setting details from the film...
Examine the two lists....
Discuss what is the same with the two versions of the story and what is different...

Read aloud the middle of the book....
Stop when you start getting into the end, the resolution of the story...
Review with your listeners what they have learned so far about the action...what is the
series and sequence of events....What is the conflict/problem that needs solving?
On a chart record what is the series and sequence of events....What is the
conflict/problem that needed solving?
Show the middle of the film...
Stop when you start getting into the end, the resolution of the story...
On another chart record what were the series and sequence of events in the film ....
What was the conflict/problem that needed solving?
Examine the two lists....
Discuss what is the same with the two versions of the story and what is different...

Read aloud the end of the book....
Review with your listeners what they have learned so far....How did the author resolve
the story...what happened to the characters? What do you think will happen after the
end of the story....what is unwritten but might take place?...
On a chart record what the listeners think...
Show the end of the film...
Make a chart for the film ending...
Examine the two lists....
Discuss what is the same with the two versions of the story and what is different...

Examine all the charts...
Have students write a short essay/ story about the two versions of the story they
experienced...make sure they state which one they liked the best and why....

Lesson can be repeated, through out the year, several times.

ASSESSMENT:
Class discussions will show students identifying and analyzing both the author’s
choice of words and the film maker’s choice of images.
Essay will demonstrate how students are becoming more critical viewers

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Lesson 13 Present

Mary Ann Albertine
Harwich Elementary School, Harwich, MA, USA, 02631
Library Media Center, Kindergarten to Grade 4
Lessons are written for adaptation in Grades 2, 3 and 4
July 1999

CONNECTIONS TO SUBJECT AREA:
Story does not have to be text or words...images of all types tell stories. Art and
language arts share that common connection.

MATERIALS NEEDED:
wordless books done with photographs from your Library Media Center (i.e. T. Hoban
author)
35mm cameras and film
chart paper or poster board to mount photographs for display

PROCESS:
“Read” several wordless books to your students...
point out that you are reading the pictures not words...
Pictures tell stories too...
They need to decide what their book subject is going to be...approve subjects..
And let their imaginations go ...
process film...have students mount the on chart paper and give the photographs a
Title...
Have an exhibit......

ASSESSMENT:
A completed photographic topic, mounted and titled...
Clear audience for the photograph story...
Clear topic to the photographic essay

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Lesson 14

TITLE OF LESSON: Future: Our Story through time...making our story time capsule

Mary Ann Albertine
Harwich Elementary School, Harwich, MA, USA, 02631
Library Media Center, Kindergarten to Grade 4
Lessons are written for adaptation in Grades 2, 3 and 4
July 1999

CONNECTIONS TO SUBJECT AREA: The creation of the story time capsules will
require all creators to use the skills that were practiced in the unit lessons leading to
this last and lasting project. Story is present in all curriculums, in all types of media.
Library Media Center Programs work with all grade levels and subjects, therefore, this
story unit final project has been designed so it may reflect across multiple curriculums.
Aspects of this final project fit into English language arts, science and social studies,
math, art, music, health and physical education. All subjects work with the Library
Media Program and the Library Media Center Program works with all subjects! Media
Literacy and technology use is understood as being part and parcel of all curriculums
and therefore, are included in this final project.

MATERIALS NEEDED:
1. a shoe box with lid ( one per student)
2. art supplies, i.e.. old wrapping paper, Sunday Comic section newspapers, colorful
stickers, colored and white drawing and construction paper, crayons, colored markers
of various widths, scissors, glue, etc.
3. newspapers and magazines that are current and applicable to your grade level and
student age

and optional items,
that make the project more creative, interesting, fun, exciting, active, relevant,
affirmative, educational and diverse!...

4. cameras, i.e.. 35mm point and shoot, Polaroid, digital and video with film, disks and
tape
5. audio cassette recorder with one 30 minute cassette per student
6. video cassette recorder with one 30 to 180 minute cassette per student(length of
video tape depends on planned use)
7. computers with word processing , graphics, Internet access, HTML publisher/editor
and printer...one computer disk per student
8. television monitors and VCRs with cable access

PROCESS:

The creation of the story time capsules will require all creators to use the skills that
were practiced in the unit lessons leading to this last and lasting project.

First... Promise yourself, that you will create a story time capsule for yourself! It is gift
that is too special, not to give yourself! Just think, you can open it, in one year, with
your new class and relive the story of the previous year with your new students!
Learning in action!

Second... Set up your time schedule...will you do this project in a week, two
weeks...how many class periods can you devote to each piece of the story puzzle.

Third... Always start with the physical student first....a picture, photograph or student
map...the student is the character of your story.

Fourth... Setting is important to your story time capsule...is your setting just going to be
school or will you include the student’s home setting too? Make sure you include the
year, and location of the setting! Remember “Once upon a time”? Well, this story time
capsule is from a special time and should reflect the life and times it is being created in.

Fifth...Action keeps your attention in a story...What are you going to include for an
example of action? sports? collections? animals and pets? favorite foods, friends
automobiles, television shows cartoons or movie characters? most embarrassing,
happy, or scary happenings?...

Sixth...How about the end of the story? Ends of stories should be wishes for the future.
Remember “they lived happily ever after”? How are you going to have your students
resolve the present and show their wishes for the times to come? make a list of the
things that will be the same and different in 10 years.. or draw a picture of themselves
and their family and home in the future...or create a screen play and make a
video...or...

Seventh...Include the Family of your students in this project. Send home a letter asking
for support and then hopefully, your story time capsules will be valued when they get
home! ( sample letters at the end of this lesson)

NOW , finally... Decide what you, as the facilitator of this project, are going to require in
each time capsule...use the work sheet at the end of the lesson to help you
communicate what you expect to see in each story time capsule. The sheet will help
you assess the success of your story unit and how all your lessons building up to this
project influenced your students.
A time capsule could be done exclusively on paper(photographs included in the paper
category) or totally on technology i.e. as a video program complete with script and
reviews, an Internet site, a series of television commercials about the student or
include all or a combination of both paper and technology...my favorite way to go is the
combination ...like our society there should be a mix, a little bit of everything for
everyone!

OKAY...you have your list...letters have gone home...students have their lists...students
have their supplies...let’s start...
1. Boxes need to be covered and decorated by each student...old wrapping paper,
colorful Sunday Newspaper comic sections or by using magazine pictures that the
student selects are representative of themselves, collage the colorful pictures and
words on the box with glue...there are just three ideas to get started...
2. Biography sheets...have the students bring them home...chances are they do not
know Who named them or why!
3. Do your chosen character contribution...
4. Do the setting addition...
5. Do the action activities...(hope there are several)
6. Do the wish for the future part of the project
7. Plan on a sharing day...then send the Story Time Capsules home with the
students to be tucked away for the future

Proposed contents of a time capsule could be done exclusively on paper(photographs
included in the paper category) or totally on technology i.e. as a video program
complete with script and reviews or include all or a combination of...

1. a student map...have students trace each other on a big piece of paper... fill in
the details...like your favorite cloths, age, height, weight, shoe size...trace your
hands and feet on the sides of the paper...measure them top to bottom and side to
side!
2. a class photograph and/or an individual student photograph
3. drawing of favorite clothing or perhaps the favorite t shirt or baseball cap
4. a biography work sheet of the student..(see attached)
5. a picture of the school and classroom
6. a map of the student’s room, home and yard.
7. a map of the neighborhood the student lives, complete with names of neighbors,
pets etc.
8. favorite book review written and illustrated by student(photograph of student
reading book with the cover and title showing)
9. current event clippings: local headline, national headline, favorite comic strip and
favorite movie advertisement
10. print out of favorite Internet site and explanation written on back of sheets why
it is your favorite site, how often you visit the site...
11. audio cassette containing Introduction of student, favorite song, voices of best
friends, family, pets, etc.
12. video cassette containing favorite half hour television show, favorite commercial
favorite music video, and student watching same!
13. video cassette of family, pets classroom, bedroom or sports team or practice
14. a family tree...immediate family then grandparents, aunts, uncles, cousins
complete with pictures!...besides names, add the ages... the oldest and the
youngest in the family
15. sports...what is the sport(s) the student plays?...with a team, an individual???
No sports, then what does the student do OUTSIDE the house for fun? work on
cars? garden? play in the water sprinkler? bird watch? ? ? ? ? ? ? ? ? ? Lists can
be written, photographs or video shot, or drawings...
16. inside activities...what do the students do inside the house for recreation?
cook? read? watch TV? If so, what? Do a video of a rainy day in their home...”A
day in the life of....” Take photographs or make a list of an entire rainy day or
afternoon after school...
17. collections?...what is the popular, hot item that everyone wishes for? take a
picture of a collection...or draw the popular item and tell why every one wants
one...Remember “pet rocks”?...”Beanies” will probably go the same path...
18. food...Draw a paper place mat meal of all the student’s favorite foods or include
a menu like a real restaurant menu or video tape a “cooking show” with the student
making all the favorite foods or have them make a collage from magazine
advertisements of their favorite foods.

ASSESSMENT:
Educators need to assess themselves. How did you do facilitating this project?
Did you include technology, the Library Media Center, and/or other special subject
teachers? Did you make sure you included Media Awareness and Literacy in your
project by including something from the television, advertisements, print and electronic
and the Internet? Do you have a Story Time Capsule of your own for next year?

Students will have a completed “Story Time Capsule” to tuck away in a closet, under a
bed , in a bottom drawer or any where “less traveled” to be found at a later date.....(the
later date maybe one month or one year or ten years in the “New Millennium”... the
actual date does not matter!)
Students will have the opportunity, in their future, to relive their personal life story and
what influenced their personal life stories in the past, when the container is
re-discovered and opened.
Thus, the connection....past influences present and present influences future!

date__________________

PLANNING LIST

Project to be done to reinforce and demonstrate mastery of story by
including_____________________________________________________
____________________________________________________________
___________________________________________________________

Project to be done primarily in
Paper and/or Video and/or Audio and/or digitally and/or combination
other________________________________________________________
____________________________________________________________
Film? 35mm_____________ Polaroid_________________
Audio tape____________________________
Video tape____________________________

Equipment____________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Containers...boxes or coffee cans, or _________________?
need #______have#______
Covering containers with...magazine picture/word collage_______________
Sunday newspaper comic sections____________________________
wrapping paper______________________________________________
other_______________________________________________________
Send Home?__________________________________________
Class Time?___________________________________________

My Biography Sheets... copied?___________
need#________ have#___________
Send Home?_________________________________________
Class Time?__________________________________________

Character will be demonstrated by...
photograph___________________________________________________
class photograph_____________________________________________
family tree___________________________________________________
student map__________________________________________________
Digital photo__________________________________________________
video tape____________________________________________________
other________________________________________________________
____________________________________________________________
___________________________________________________________
Send Home?_________________________________________
Class Time?__________________________________________

Setting/Time will be demonstrated by...
Setting will include...
...school and/or community and/or family and/or all listed

photographs_______________________________
of ? _________________________________________________________
____________________________________________________________
____________________________________________________________
Video_____________________________________
of ? _________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
other________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Send Home?_________________________________________
Class Time?__________________________________________
Current Events______________________________
newspapers ?________________________________
magazines ? _________________________________
Internet ? ____________________________________
television news ? _____________________________
television commercials ?__________________________
television shows ? _______________________________
exactly what will be included ? front pages ? headlines ? articles?
___________________________________________________________
____________________________________________________________
____________________________________________________________
other________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Send Home?_________________________________________
Class Time?__________________________________________

Action and personality will be shown by...

sports___________________________________________________
outdoor activities_____________________________________________
indoor activities______________________________________________
clothing_____________________________________________________
food________________________________________________________
television habits______________________________________________
favorite commercials____________________________________________
favorite print advertisements _____________________________________
books________________________________________________________
family activities________________________________________________
other________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Send Home?_________________________________________
Class Time?__________________________________________
Predictions for the “Happily ever after” future will be shown by
list____________________________________________________
picture_________________________________________________
storyboard______________________________________________
video_____________________________________________________
wish______________________________________________________
other________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Send Home?_________________________________________
Class Time?__________________________________________

Assessment will be based on
the inclusion of these items in the students time capsule
and
the students sharing of the contents in a group presentation*
*student has right to withhold certain contents from group for privacy without penalty
other________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
__________________________________________________________
Class Time?__________________________________________

MY BIOGRAPHY
BY
__________________________________

The date today is ___________________
The day today is ____________________

I was born in the Month of ____________,
on the _________________ day,
in the year ______________.

I was born in the town or city of ________________
The town or city is in the country of _______________

My Name was given to me by ____________________
It was picked for me because ____________________
______________________________________________
______________________________________________
_____________________________________________

There are ___________________ people in my family.

Their names are ________________________________
______________________________________________
______________________________________________
______________________________________________

I live in the town or city of _______________________
My Family lives in this town because ______________
______________________________________________
______________________________________________
______________________________________________
______________________________________________

The school I attend is ___________________________
I am in Grade __________________________________
My teacher’s name is ___________________________
My favorite school activity is _____________________
because_______________________________________
______________________________________________

Someday, in the future, I think, I am going to be ...
(think hard...what do you think you will be doing in the future? Will you have a job? What will it
be? Will you still be in school? Where in the world will you be living?...hmmm? THINK!)
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________

OUR STORY TIME CAPSULES

date__________________
Dear Class,
We are going to working on a project for the next
_______________(periods, days, weeks). We are going to make our very
own story time capsules. The time capsules will tell us our stories, from this
school year, in the future, when we find them, and open them!
These are the things we are going to put into our story.
You are the Character of your story so to illustrate character you will
need________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
___________________________________________________________
Our setting is Now! This year! To show you setting you need to
create_______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

A good story always has action. Your story action is going to be all the
things you do, say, collect and think are the most favorite in the world. In
your Story Time Capsule you
need________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Finally, Your story needs a “Happily ever after”! Your wish for the future will
be put into your story
by___________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

We will share our Story Time Capsules
on__________________________________________________________

Please make sure the whole story is complete! You can tell, your story,
once before you bring this time capsule home to hide it away for the future.
When you bring the time capsule home, make sure you put it somewhere
safe. Some good places might be...
under your bed, on the top self of your closet, maybe your Mom or Dad
might keep it for you...or maybe in a drawer you don’t use much....

The idea is, maybe, in 2 or 5 or 10 years from now, when you are in high
school or college or just moving into you first apartment or house you will
find this story time capsule and get to remember what you life story was like
long ago!

I hope, you have fun with this project.
Sincerely,
Your teacher,

OUR STORY TIME CAPSULES

date__________________
Dear Parents and Guardians,

We are going to working on a special project for the next
_______________(periods, days, weeks).
We are going to make our very own story time capsules. The time capsules
will remind us of our life stories, from this school year, in the future, when we
rediscover and open them!

You can help us with this project. Most of this project will be completed in
school however, there are parts of this project that will have to be done at
home. Your child will be asking you a few questions about themselves.
One question will be who named them? Most children don’t know, but, it is
an important part of their life story. They will be using personal interviews,
television, commercials advertisements, shows, the Internet, newspapers
and magazines for information about themselves.

Each student needs a shoe box, the bigger the better! Would your please
send in one or two, as soon as possible, if you have them available.
Do you have any current newspapers or magazines that we could use for
this project? If you would help us, please send in a little bag whenever you
can. We need lots of choices to search though, to cut and paste!

We thank you in advance for your cooperation and willingness to help with
this project.

With warm regards,

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Unit created in July 1999 for Dr. Lesley Johnson, Babson College, Media Literacy Project

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last updated November 1, 1999
all comments and questions to albertin@harwich.edu