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Vina Phong

Professional Development Plan

Literacy Development Through Storytelling and Stop Motion Video Creation

Educator Professional Development (PD) Session

Purpose: Participants will learn how to combine literacy and storytelling through a multi-media
platform in order to understand how to better support new literacies in their classrooms.

Target Population: Educators (Special Education and General Education) for Grades 5-9

Session Length: 5 hours

Instructors: Diosa Doane and Vina Phong

Objectives:
By the end of this PD session participants will be able to:

● Support student literacy by incorporating digital resources

● Support student literacy through script/storytelling development
● Understand and independently record digital Stop Motion videos
● Add audio to a Stop Motion video
● Upload Stop Motion video to Google Drive, Google Classroom, and any other desired
media platform
● Give peers meaningful feedback regarding video production

Pre-reading/Pre-videos

Stop Motion Tutorial Videos

How to use Google Drive

How to Create a Google Classroom

How to make a Stop Motion video

Literacy as TARDIS: Stories in Time and Space

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PD Materials Needed
● Script Writing Rubric
● Projector/Apple TV
● Laptop/Computer for PD participants
● Internet access for PD participants
● Personal Phones with downloaded Stop Motion Studio app (iPhone & Android)
● Peer Evaluation Rubric for Stop Motion Video

● All PD materials/ handouts can be found in the attached Appendix A

Professional Development Lesson Plan

SECTION 1: SCRIPT CREATION

As participants arrive they will be asked to group themselves into similar grade-levels and
content areas. These participants will be asked to sit together at tables in groups of 3-4
(depending on the amount of people in that area).

Each table will have a stack of children’s books. Participants will be asked to choose a single
book (group must agree on a single book for the entire group) from the table that they feel will
be relevant to their age/grade-level and content area. Participants will then be asked to use the
story they read as a foundation, but told to change something from the story to make it their own
unique spin-off of the story (i.e., change human characters to animals, have characters speak
another language, etc.). Participants will then be given a script writing rubric and asked to create
a script that will flesh out the details of their newly developed story.

Why is script writing important? This encourages students to address important aspects listed in
the standards. For example in upper elementary school, you can encourage students to use
quotation marks to indicate dialogue. In middle and high school, script writing is an effective
way to teach students narrative writing, descriptive writing, persuasive writing, informative
writing/nonfiction style of writing, and cross content such as science or social studies. It is a
great alternative to traditional writing and a fun way to capture students’ attention.

Differentiation:
● Front-load/Pre-teach student what a script is ahead of time
○ Informing students: Letting the student know ahead of time that they will be doing
scriptwriting and what that will entail.
○ Front loading: Showing the student a possible example of a script and the rubric they will
be graded on.
○ Pre-teach: Educator and student will make a short script before the class gets the
assignment, so that the student feels prepared to do the activity.
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● When doing this in the classroom educators can allow their students to create their stories
from scratch or mirror a well known story until they feel more comfortable with the format.
● Educators can give students comic strips in which to base their scripts upon.
● Students who may have difficulty with writing can use a speech-to-text technology to
flesh out their scripts without having to write.
● Students can use “word prediction” to help them type or draft ideas.
● Students with specific learning disabilities (SLD) who may have difficulty writing out a
script will be allowed to do storyboards (Appendix A, Figure 1) instead.

Step 1: Deconstructing Grade-Level Standards

PD instructors will show participants how to deconstruct grade level standards and apply them
to Stop Motion Video creation.

Standard 5.W.3 Write narratives to develop real or imagined experiences or events using
effective technique. descriptive details, and clear event sequences.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally.

b. Use narrative techniques, such as dialogue. description, and pacing. to develop experiences
and events or show the responses of characters to situations.

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

d. Use concrete words and phrases and sensory details to convey experiences and events
precisely.

e. Provide a conclusion that follows from the narrated experiences or events.

Standard 5.W.4 Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)

Step 2: Creating Goals Based on Grade-Level Standards

Examples of Possible Grade-Level Based Goals:
Goal: Students will choose a specific event from American Revolution to capture the main idea
and why that event is important.
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Goal: When given an Act and specific scene from Romeo and Juliet, students will be expected
to rewrite the scene in Pidgin English or “slang language”. This will support depth of
understanding of that specific scene and may lend itself to other parts of the story.

Goal: When given a scenario and background knowledge of the relationship between Captain
Cook and the Ancient Hawaiians, students will be asked to create a “possible” dialogue based on
how they feel the initial interaction (or subsequent interactions) may have occurred.

Goal: After watching “Schoolhouse Rock”, students will be asked to create a parody script, in
which they describe/explain the 3 branches of government and their purposes.

Step 3: Start Writing Script

Participants will be given 45 minutes to create a script (based on a grade-level standard) for their
Stop Motion video. PD instructors will walk around the room and give support to participants as
needed. After the 45 minute script writing section has ended, participants will be allotted a 5
minute movement break.

Example of Grade-Level Standard Based mini-script:

“The Comedy of Secession”

Caroline: Well, madam, I have come to say goodbye.

Madam Columbia: Really! Where do you think are you going?
Caroline: I am leaving the Union Girls’ School. It’s none of your business where I am going.
Madam Columbia: Yes, it is, Miss Caroline. And the Union Girls’ School has the power to
make you follow the rules.
Caroline: I don’t care about the Union Girls’ School! In fact, I don’t like this place at all!

Movement Break: Participants will be given a chance to use the bathroom and get a snack.
During this time the instructor will play music. Participants will be directed to break into groups
based on content areas and ask people in the group one of the questions on the PowerPoint
(questions will be posted on the screen prior to and during the activity). Every minute the music
will stop, and they will be directed to move to another group. This will repeat 5 times. Their first
group should be their original (like content areas) group.

● Possible Questions for PowerPoint Movement Break:

○ Why did you become a teacher?
○ What is the weirdest thing a student has asked you during class?
○ What is one of the areas you want to improve in your teaching this year?
○ Why did you take this PD?
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○ What was your favorite book as a child?

During the Movement Break, participants that have difficulty downloading the Stop Motion
Studio app will be directed to another area to download the Stop Motion Studio app with the
support of one of the instructors.

● If this takes longer than the allotted five minutes, then the movement break will be
extended until all groups have downloaded the app. This should not take more than ten minutes
at most (total).

SECTION 2: VIDEO PRODUCTION

Step 1: Setting up the Video and Supports
PD instructors will explain what a Stop Motion video is and show an example of one. PD
instructors will then share how professional animation films are made using the Stop Motion
technique. They will continue to share how many claymation videos used Stop Motion
technology from the 1900’s until present day. In fact, some of the most recent examples of this
technology were seen in Kubo, Coraline and the Missing Link.

PD instructors will share how participants can use Stop Motion videos to support literacy in their
classrooms. They will then show a quick tutorial video on how to create a Stop Motion video.
Participants will then be instructed to review tutorial videos to better understand how to create a
Stop Motion video.

A video link with instructions and tips will be provided to support participants throughout the
video creation portion of the class.
Why is Stop Motion video important?
● Students need an alternative way to show their understanding.
○ Students with reading or writing disabilities may face challenges when writing a
traditional response that reflects their true growth and learning.
● It provides students opportunities to practice and be an effective technology user.
● It addresses multiple standards at once.
○ Reading, writing, collaboration, and speaking standards.

Benefits: Enables students to share their understanding in multiple ways and allows for deeper
level thinking. Doing an activity like Stop Motion can also increase student motivation.
Students’ intrinsic motivation may become higher, which may in turn decrease behavioral issues.

Differentiation:
● Model and scaffolded process
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○ Release model/I do, you do, we do

● Extended time
● Written/Printed directions and steps
○ Possibly posted around the classroom or given individually as needed.
● Scaffolded instructions with video links
● Planned pairings/groupings
○ Heterogeneous Groupings
■ Higher functioning students paired with lower functioning students
● Increase font size, provide colored lenses/filters
○ For students with vision needs
● Checks for understanding
○ Ask students to repeat directions
○ Ask students questions that require them to explain what they are doing
● Redirection to refocus/maintain on-task behaviors
● Checklist
○ For students who need attention supports or need help remembering what to do, a
checklist is very effective. Please view the sample below. Teachers may adjust it to their liking.
Task Completed ✔

Determine story

Gather materials needed

Set up work space

Decide on team roles

Student name:_________________ is the director
Student name:_________________ moves the objects
Student name:_________________ in charge of the
computer

Record video

Step 2: Video Creation

Participants will create a 5-10 minute stop-motion videos using their phones, iPads, or video-
recording devices. Participants will be directed to move throughout the classroom/facilities and
utilize any space they deem useful for creating their video.
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Instructors will direct participants to watch tutorial videos and review resources provided to
support their video creation. Instructors will be available to participants as needed and will
monitor groups throughout the 90 minute time frame.

After 90 minutes instructors will announce a 10 minute break and share that the whole group
will reconvene in 10 minutes after a brief break.

Step 3: Audio Recording

Instructors will demonstrate how to read the script aloud and record audio. Participants will be
provided an audio instruction file on how this is to be done.
● Instructors will model how to read a part of the script and record it in order to add audio
to the video.
● Instructors will demonstrate how to manipulate audio files within Stop Motion video.

Participants will learn how to voice their scripts and will practice adding them onto their videos.
Once they understand how to add their audio files, participants will be excused to record audio at
separate locations.
● This will be done to prevent background noise and interruptions.
● Each group will be given 45 minutes to record and input their audio files.

After 45 minutes instructors will announce a 10 minute break and share that the whole group
will reconvene in 10 minutes after a brief break.

Movement break: Participants will be asked to partner up with someone that is not in their
group. Participants will move around and share one thing they found that went well or was
challenging. Before parting ways, participants will complete a yoga move (extended stretch)
together to help them destress. They will then be allowed to grab snacks and use the restroom at
this time as well.

SECTION 3: UPLOADING VIDEOS TO GOOGLE CLASSROOM

Instructors will show participants how to take the video files (w/ newly added audio files) and
upload them onto Google Classroom. In their groups, participants will upload their video files
into Google Classroom.

Movement Break: Others will participate in the following activity during the upload time. There
will be large post-its (poster sized) around the room. Above each poster will be a title, labeled as
follows: Stuck points; Ways I can use this activity in my classroom; Ways this activity can be
improved; and Activities this reminds me of that might work in conjunction. Participants will
take post-it’s from their desks and write the answers (in reference to one of the posters) on that
post-it poster.
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Once we return from break, instructors will pass out rubrics to assess videos. We will then watch
each group's video as an entire class. Once each video is done, we will clap as a group, complete
the associated rubric, and then turn the rubric in to the instructors.

Instructors will collect each set of rubrics and put them together in packets for their intended
groups. Groups can then take them back and discuss some of the constructive criticisms.

Why is uploading the Stop Motion video to Google Classroom important?

● To share finished products!
● Allow discussion time (encourage students to explain what they did and share their
learning).
● Opportunities to practice being an effective technology user.
● Students will learn how to collaborate and receive feedback.
● Students will become more familiar with Google Classroom and uploading videos.

Differentiation:
● Extended time (Students will receive more time to respond, complete assignments, and
take in instructions).
● Check for understanding.
● Multiple opportunities to practice presenting before presenting in front of peers.
● Recording their explanation and learning how to present that video to the class.
● Allow students to watch the pre-recordings of their own presentations and add narration
so that they don’t have to present in front of their classmate's live.
● Have an index card with main speaking points.
● After playing the video, they could listen to peers’ questions and comments. They may
respond to these questions and comments at a later date. (For students with disabilities it may
require additional time to process information and provide a response.)
● Provide students the links so they can watch them at home and comment on said videos
during their own time.
● Students will have an iPad or be permitted to use their mobile devices to watch links
(videos with explicit directions) in class.

SECTION 4: CLOSE OF PROFESSIONAL DEVELOPMENT

Participants will fill out a PD evaluation form and turn it and leave them on their desks before
leaving for the day.
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Instructors will thank participants for their time and tell them if they have any further questions
regarding the PD to email them at the following email address:
Storybuilding_Stopmotion@k12.hi.us