- Digital storytelling

- Digital photography

- Image quality

- Photo Story 3

Katy Benton

Paige Hill

April 6, 2011

SPED 6402

Differentiated Curriculum for the Gifted

 Documentaries: Capturing the Moment

Did you see Justin Bieber’s “Never Say Never”? How about the “Planet Earth” series on the Discovery
Channel? Did you know that was a documentary? In our class, you will discover how to create a
documentary just like this! You will get the chance to use digital technology to produce a documentary
video capturing our week at AIG camp. Come make movie magic with us!

Elementary Students
 Content Outline

I. Documentaries
A. A documentary is factual a movie or TV program presenting facts and
information, especially about a political, historical, or social issue.

B. Documentaries capture the essence of real-life situations, and allow people to

experience it without having to actually be there

C. Documentaries have been around since 1877.

1. Documentaries have been used for entertainment purposes and to
inform viewers of important events.
2. Over the years we have used them to capture everything from John F.
Kennedy‟s assassination, to the daily lives of those who live on the Jersey Shore.

D. Digital storytelling is one type of documentary that incorporates digital

photography and computers.
1. There are seven elements of digital storytelling.
a. Point of View
i. This element considers the main point of the story.
ii. It also wants states that you need to consider your
audience.
b. Dramatic Structure
i. Grab the audience with important points, depth, and
descriptive language.
ii. Reflect your true voice.
c. Emotional Content
i. Share the reality with your audience.
ii. Capture the moment.
d. The Gift of Your Voice
 i. One of the most effective tools you have available to you
for storytelling is “the gift of your voice.”
ii. Be sure to strive for natural conversational tones and
patterns. Include room to stop, pause, and think
while you are telling your story.
e. The Power of the Soundtrack
i. Music can set the mood for the documentary, establish a
rhythm, and change the way we perceive visual
information.
ii. Used appropriately, music and sound effects can add
depth to your visual images.
f. Economy
i. To illustrate your documentary effectively, use carefully
selected images.
ii. You will use a storyboard and look at every possible way
to edit your words and then choose your images
wisely.
g. Pacing
i. The rhythm of your script and images will determine
what sustains the audience‟s interest.
ii. You should include pauses, starts, stops, and stretches of
conversation.

II. Digital Photography

A. Digital cameras are the main source of input for a documentary in the form of
digital storytelling.

B. There are many important parts of a camera to know in order to insure proper
usage.
1. Shutter button: Press this button all the way to take a picture.
2. Optical viewfinder: To frame and compose your picture.

3. Zoom lens and control: Magnifies or reduces the size of the

image.
 4. Docking port: Can be used to transfer photos, recharge the
batteries, make prints, or perform other functions

5. Power switch: Turn the camera on or off.

6. LCD (liquid crystal display) panel: The camera‟s display.

7. Picture review: Press this button to review the pictures you‟ve

already taken.
8. Electronic flash: Provides addition light to your scene.

C. Choosing quality photographs will enhance your documentary.

1. Pictures should be in focus.
2. They should be cropped appropriately.
3. Use correct lighting so the object in the picture is still visible.
4. Make sure there is something in the picture worth photographing.

III. Use a program to create your documentary.

A. There are many types of programs out there that you can use to create
a documentary.

B. PhotoStory 3 is the program we are using in our unit.

1. It allows you to upload pictures and videos to create a
documentary.
2. It adds text, music and voiceovers to be added to enhance the
documentary.
IV. Storyboards

A. A storyboard is a visual display of the script divided into segments, where each
segment is represented by an appropriate image (slides, video clips, etc.) for that
segment.
 Content Paper

Documentaries capture the essence of real-life situations, and allow people to experience

them without having to actually be there. The Encarta World English Dictionary defines the

word documentary as a “factual movie or TV program: a movie or TV program presenting facts

and information, especially about a political, historical, or social issue” (Encarta Online

Dictionary, 2009). There are seven elements that producers use to make a documentary film

(Robin, 2008). Knowledge of the parts and functions of a digital camera is essential to create a

successful documentary.

Documentaries first became available for public viewing in 1877 (UC Berkley).

Eadweard Muybridge developed photographs of horses running. Two years later, Muybridge

invented the zoöpraxiscope, a device for projecting and "animating" his pictures (UC Berkley).

Documentaries have been used over the years as a way to entertain viewers and as a source of

information. Over the years we have used them to inform viewers of the events of September 11,

2001, to entertain by revealing the daily lives of those who live of the Jersey Shore.

There is more to making documentaries than just pointing a camera at someone. In fact,

there are seven elements that make up a documentary: point of view, dramatic structure,

emotional content, the gift of your voice, the power of the soundtrack, economy and pacing

(University of Houston, 2010).

The first element is point of view. Documentaries are made to make a point and share

knowledge from the author‟s point of view. When creating a documentary, the author should

consider his or her audience and what he or she wants the audience to gain from their story.
 Dramatic structure is the second element in making a documentary. The author should

grab the audience with important points, depth, and descriptive language. The author should

reflect his true voice while keeping the writing from becoming too complicated (University of

Houston, 2010).

The third element is emotional content. In this element, the author should ask himself,

„why is this story important‟? The author shares his reality with the audience, and captures the

moment.

The fourth element is the gift of your voice. One of the most effective tools an author has

for storytelling is his or her voice. The author‟s voice should be strong and sure. One can

accomplish this by practicing recording their voice several times while reading a script. While

speaking, be sure to strive for natural conversational tones and patterns.

The power of the soundtrack is the fifth element. Music can set the tone for the

documentary, establish rhythm, and change the way the audience perceives visual information.

When used appropriately, music and sound can add depth to the documentary, and it can help the

audience understand the mood of the story. Music can also make the story seem more real to the

audience.

Economy is the sixth element of documentaries. This element emphasizes the importance

of carefully selected footage. The film should truly relate to the narration. Often, authors use

storyboards to help map out the documentary. A storyboard is a written plan for a movie using a

series of panels. It includes music and narration along with the film. The final element is pacing.

The rhythm of the script and images will determine what sustains the audience‟s interest.

Changing the pace of the film can also be a very good way to capture the audience. Pauses,
starts, stops and stretches are very important in the narrator‟s voice (University of Houston,

2010).

One form of documentaries is called digital storytelling. In this form, digital cameras are

used to capture the documentary instead of a video camera and film. In North America, most

people under the age of 25 have grown up with either a remote control or a computer mouse in

their hand (Carpenter & Taylor, 2007). Digital storytelling is a way of blending the old way of

doing things with our new technology (Wyatt, 1999). There is an important part to creating

digital storytelling- choosing good quality digital images. In the documentary, the picture should

be in focus, correctly cropped, shown with accurate lighting, and actually be a picture of

something important (Robin, 2008).

When creating a documentary, there are various forms of technology that the creator

could choose from. One type is digital photography. Digital cameras are readily available and

affordable these days. However, there is more to taking a picture than just point and shoot. In

order to properly operate a digital camera, knowledge of the parts and accessories is essential.

The lens focuses on an object and captures the final picture. There are many types of lenses

based on zoom and quality. A viewfinder is a small window that allows the photographer to view

what is about to be captured. The flash is an optional device which sits above the lens, usually on

the top of a camera. It gives off a burst of light when the image is taken that will brighten up a

picture. Located on the top of any camera, the shutter button is pressed to take a photo. All

digital cameras will have some degree of menu controls. These buttons allow users to control

functions on the digital camera such as flash, shutter speeds, custom settings and other functions.

Most digital cameras have an LCD screen to navigate menu screens and view pictures that were

previously taken. Once an image has been captured, it will be stored on the memory card. This is
the storage device of a camera that allows users to view images, upload them to a computer, and

print the pictures. Finally, a USB cable connects the camera to a computer so users can upload

and edit pictures (eHow 1999-2011).

Documentaries are not just for history class any more. There are many variations in the

world of documentaries. One type is digital storytelling, which has seven elements to creating a

successful documentary. Technology is an essential part of documentaries. One type is the digital

camera, which with proper knowledge of parts and functions can be very easily operated.

Finally, there are many programs available to create a documentary.. With these tools, anyone

can become a professional in the world of documentaries.

 Resources

Carpenter, B., & Taylor, P. (2007). Mediating art education: Digital kids, art, and
technology. Visual Arts Research, 33, (2) 84-95.

eHow (1999-2011). eHow Computers and Technology. Retrieved from

http://www.ehow.com/list_6934294_list-parts-digital-camera.html

Encarta® Online Dictionary [North American Edition] (2009). Documentary-

definition. Retrieved from http://www.bing.com/Dictionary/search?q=define+
documentary&FORM=DTPDIA&qpvt=definition+of+documentary

Robin, B. (2008). Digital storytelling: A powerful technology tool for the 21st century
classroom. Theory into Practice 47 (3), 220-228.

UC Berkley- Media Resources Center. Chronology of documentary history. Retrieved

from http://www.lib.berkeley.edu/MRC/docexhibit/docuchron.htm

University of Houston. (2010). The 7 elements of storytelling. Retrieved from

http://digitalstorytelling.coe.uh.edu/7elements.html

Wyatt, R. (1999). The emergence of a digital cinema. Computers and the Humanities,
33 (4) 365-381.
 Technology-Infused Paper

Documentaries provide an insight into the lives of various people and events. They

present the facts in a way that is interesting and pleasing to the audience. Throughout the week

at AIG camp, students will be exposed to various documentaries that have impacted our society.

They will learn about the elements that go into making a documentary and how they can best

present information in an appealing way. Campers will become familiar with digital

photography and how to capture a moment in time. They will also learn how to use digital

software to produce their own documentary.

In today‟s education system, there are few opportunities for gifted students seeking

enriching activities. They must search for extra-curricular activities and camps during the

summer months. This documentary will provide a marketing tool for the AIG camp held in

Greenville, NC each summer. It will target students in grades four through seven and their

parents. The documentary will be shown to various schools throughout Pitt County and

surrounding counties. Even though the documentary will be used as a recruitment tool, it will

also be a celebration of a great week at camp. Students will be able to share their week with

their parents and others who are interested in looking for similar opportunities.

Each day, students will be taught about the elements of documentaries and digital

photography. Our challenge to the students will be to make a documentary that serves two

purposes: a recruitment video for AIG camp and a celebration of the week. Using last year‟s

camp video as inspiration, students will be able to show their creative side in developing this

video. We would like to inspire students to think outside of the box and make this documentary
their own. Through our guidance, they should be able to create and edit a video that will make

them proud.

Throughout the week, campers will be exposed to different documentaries that have

impacted our society. We will be studying the elements that are present in these documentaries.

We will discuss what makes the documentaries successful and how producers portray the stories

to their audience. Campers will then get a chance to create their own documentary highlighting

their week at AIG camp. In order to accurately portray the week, students will learn how to

correctly use a digital camera. We will teach students about the parts of a camera and how to use

the view finder to create a picture. They will use these skills to capture various events

throughout the week to use in their documentary. We will be using an online program from the

website Animoto to create our documentary. It will allow us to use digital images and music to

create an eye-catching video to present to parents and students. Campers will first be exposed to

the Animoto technology through a short video presentation introducing them to the features that

are used in Animoto. Students will have a chance to experiment with the Animoto software

before starting their documentaries. We will assist them in showing how to use the different

features of the program throughout the project.

The camp documentary will be approximately five minutes long. It will combine digital

images, written text, voice threads, and music to present their week at camp. Both groups will

work together to produce one video for the week. The documentary will be based around the

camp‟s theme of Odyssey. Campers will determine how they would like to portray the theme in

the video. Both groups will need to communicate daily to make sure we are making one product

that is cohesive. They will use the website edu.glogster.com to communicate daily with each
other. Students will post ideas, storyboards and comments to the site in order to make a cohesive

documentary.
 Odyssey Paper

An odyssey is an extended journey filled with adventure, twists and turns. When one

embarks on an odyssey, he or she may experience hardships and challenges. The expedition

could be literal or within oneself. We plan to take our students on an odyssey that will challenge

their minds and open their eyes to a new and exciting world. They will learn about

documentaries and all of the elements that are necessary to put together, edit and produce their

own documentary. They may experience difficulties. This is a new concept to them and that

should be expected. Through our guidance, we hope to lead them on this journey and show them

how to complete the task of making a documentary of our camp experience.

During our unit, we would like to show the students and parents what an odyssey is

through our own eyes. Campers will be completing a documentary showing the journey of their

week at AIG camp. The documentary will include the odyssey that many groups had to go

through in order to complete their final product. They will follow certain groups and capture

moments in their journey to the last day of camp. The documentary will showcase these groups

and show the campers and parents what they have learned during the course of the week.

Through this activity, students will learn about the overall theme of the camp and how to portray

it through the documentary.

It is essential that we come up with a definition of odyssey and how it relates to our final

project. Our students must be familiar with the ideas that we are trying to portray. We will

complete various activities with students to make sure they understand what an odyssey is, how

it relates to them, and how it relates to our final project. We feel certain that students will walk

away from the week with a thorough understanding of the overall camp theme. They are
learning about this journey, but also they are given the chance to teach other‟s about what they

have learned.
 DAY 1: “READY, SET, ACTION”

I. DEFINE THE CONTENT

LESSON OBJECTIVE:
THE STUDENT WILL UNDERSTAND THE ELEMENTS OF POINT OF VIEW AND DRAMATIC STRUCTURE IN DOCUMENTARIES.

LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING AND DEBATE. THIS IS
NOT A QUESTION.)

Documentaries accurately portray the human experience.

II. PREPLANNING: BEGIN WITH THE END IN MIND

AFTER THE LESSON,

STUDENTS WILL KNOW THAT A DOCUMENTARY IS A FACTUAL MOVIE OR TV PROGRAM
A. WHAT 3 ITEMS ARE WORTH PRESENTING FACTS AND INFORMATION, ESPECIALLY ABOUT A POLITICAL, HISTORICAL, OR SOCIAL

KNOWING? ISSUE.

(THINK ABOUT THE CONTENT YOU

HAVE SELECTED. WHAT IS IMPORTANT STUDENTS WILL KNOW THAT DOCUMENTARIES HAVE IMPACTED LIVES FOR MANY YEARS.
FOR STUDENTS TO KNOW?)

STUDENTS WILL KNOW THAT DIGITAL CAMERAS ARE THE MAIN SOURCE OF INPUT FOR A
DOCUMENTARY IN THE FORM OF DIGITAL STORYTELLING.

AFTER THE LESSON,

STUDENTS SHOULD BE ABLE TO IDENTIFY THE ELEMENTS OF POINT OF VIEW AND DRAMATIC
B. WHAT 3 ITEMS ARE IMPORTANT STRUCTURE IN DIGITAL STORYTELLING.
FOR STUDENTS TO BE ABLE TO DO?
(DEFINE WHAT STUDENTS SHOULD BE
STUDENTS SHOULD BE ABLE TO TAKE A PICTURE USING A DIGITAL CAMERA.
ABLE TO DO AS A RESULT OF YOUR
LESSON.)
STUDENTS SHOULD BE ABLE TO RELATE TO OTHERS THE FOCUS/THEME OF THE CAMP
DOCUMENTARY THROUGH DISCUSSION.

C. WHAT ARE THE ENDURING

UNDERSTANDINGS THAT STUDENTS AFTER THE LESSON,
SHOULD TAKE AWAY FROM THE STUDENTS WILL UNDERSTAND THAT DOCUMENTARIES ARE USED TO CAPTURE THE ESSENCE OF
LESSON? (DEFINE THE BIG IDEAS.) REAL-LIFE SITUATIONS, AND ALLOW PEOPLE TO EXPERIENCE IT WITHOUT HAVING TO ACTUALLY BE
 THERE.

STUDENTS WILL UNDERSTAND THAT DIGITAL STORYTELLING IS A TYPE OF DOCUMENTARY THAT

INCORPORATES DIGITAL PHOTOGRAPHY AND COMPUTERS.

STUDENTS WILL UNDERSTAND THAT MAKING A DOCUMENTARY TAKES TIME AND INVOLVES
PLANNING A FOCUS/THEME, STORYBOARD, AND DIGITAL ELEMENTS.

III. PLANNING
D. ESSENTIAL QUESTION: HOW DO DOCUMENTARIES REFLECT THE HUMAN EXPERIENCE?
(ONE OVERARCHING LESSON
QUESTION )
E. ASSESSMENT: STUDENTS WILL COMPLETE THE LEARNED COLUMN ON THE KWL CHART.
(PERFORMANCE TASK) WHAT WILL
THE STUDENTS DO TO SHOW YOU THAT
THEY MASTERED THE CONTENT?

I. Documentaries

A. A documentary is factual a movie or TV program presenting

facts and information, especially about a political, historical, or social
issue.

B. Documentaries capture the essence of real-life situations,

and allow people to experience it without having to actually be there.
F. CONTENT
LIST THE CONTENT FOR THIS LESSON
ONLY.
C. Documentaries have been around since 1877.
(OUTLINE THE CONTENT YOU WILL
TEACH TODAY-THIS MAY COME FROM 1. Documentaries have been used for entertainment
YOUR CONTENT OUTLINE) purposes and to inform viewers of important events.

2. Over the years we have used them to capture

everything from John F. Kennedy’s assassination, to the daily lives of
those who live on the Jersey Shore.

D. Digital storytelling is one type of documentary that

incorporates digital photography and computers.
 1. There are seven elements of digital

storytelling.

a. Point of View

i. This element considers the main

point of the story.

ii. It also wants states that you

need to consider your audience.

b. Dramatic Structure

i. Grab the audience with

important points, depth, and

descriptive language.

ii. Reflect your true voice.

II. Digital Photography

A. Digital cameras are the main source of input for a

documentary in the form of digital storytelling.

B. There are many important parts of a camera to know in order

to insure proper usage.

1. Shutter button: Press this button all the way to take a

picture.

2. Optical viewfinder: To frame and compose

your picture.

III. Use a program to create your documentary.

A. There are many types of programs out there that you can use
to create a documentary.
 B. PhotoStory 3 is the program we are using in our unit

1. It allows you to upload pictures and videos to create

a documentary.

2. It adds text, music and voiceovers to be added to

enhance the documentary.
STUDENTS WILL BE SHOWN THE MOVIE TRAILER FOR JUSTIN BIEBER’S MOVIE NEVER
SAY NEVER.
(HTTP://WWW.JUSTINBIEBERNEVERSAYNEVER.COM/VIDEOS)

G. HOOK:
 AFTER WATCHING THE MOVIE TRAILER, STUDENTS WILL BE ASKED ABOUT
THE TYPE OF MEDIA THAT THEY HAVE JUST SEEN.
(DESCRIBE HOW YOU WILL GRAB
 THIS WILL START A DISCUSSION ABOUT DOCUMENTARIES. STUDENTS WILL
STUDENTS’ ATTENTION AT THE
BE ASKED QUESTIONS:
BEGINNING OF THE LESSON. BE
o HOW DO YOU KNOW IT IS A DOCUMENTARY?
CREATIVE.)
o WHAT MAKES THIS FILM A DOCUMENTARY?
o WHAT DO YOU KNOW ABOUT DOCUMENTARIES?
 THE ANSWERS TO THEIR QUESTIONS WILL BEGIN OUR KWL CHART.

1. HOOK: SHOW JUSTIN BIEBER VIDEO

a. DISCUSS WITH STUDENTS THAT THIS TYPE OF VIDEO IS CALLED A
DOCUMENTARY.
b. DOCUMENTARIES CAPTURE THE ESSENCE OF REAL-LIFE
SITUATIONS, AND ALLOW PEOPLE TO EXPERIENCE IT WITHOUT
ACTUALLY HAVING TO BE THERE.
2. START KWL CHART ON DOCUMENTARIES
a. HAVE STUDENTS TAKE TURNS COMING UP WITH IDEAS ABOUT
WHAT THEY KNOW ABOUT DOCUMENTARIES.
b. HAVE STUDENTS TAKE TURNS COMING UP WITH IDEAS ABOUT
H. INSTRUCTION: WHAT THEY WANT TO LEARN ABOUT DOCUMENTARIES.

(TELL, STEP-BY-STEP, WHAT YOU WILL 3. GIVE A BRIEF HISTORY OF DOCUMENTARIES

DO.) a. PROFOUND DOCUMENTARIES INCLUDE AL GORE’S AN
INCONVENIENT TRUTH (A DOCUMENTARY ABOUT GLOBAL
WARMING) AND 102 MINUTES THAT CHANGED AMERICA (A
DOCUMENTARY ABOUT 9/11)
b. WE WILL BE USING THESE DOCUMENTARIES THROUGHOUT THE
WEEK TO SHOW STUDENTS ELEMENTS OF DIGITAL STORYTELLING.
4. INTRODUCE DIGITAL STORYTELLING (USE PHOTOSTORY 3 PRESENTATION)
a. VIDEO CAN BE SEEN AT
(HTTP://WWW.YOUTUBE.COM/WATCH?V=1X1DUHJSG10) STILL
WORKING ON HOW TO SHOW IT AT CAMP. WILL EMAIL WHEN WE
HAVE FIGURED OUT SOLUTION.
b. DIGITAL STORYTELLING WAS “INVENTED” IN BERKELEY IN THE
 EARLY 90’S WHEN A GROUP OF WRITERS, ARTISTS AND COMPUTER
PEOPLE WERE TRYING TO FIND A WAY TO INCORPORATE NEW
COMPUTER TECHNOLOGY WITH STORYTELLING.
c. THEY SET UP THE CENTER FOR DIGITAL STORYTELLING IN BERKELEY
AND THE DIGITAL CLUBHOUSE IN NEW YORK CITY, WHERE THEY
HELD COURSES AND INVITED PEOPLE FOR SCREENINGS. THEY ALSO
WROTE A MANUAL FOR HOW TO MAKE DIGITAL STORIES: THE
DIGITAL COOKBOOK.
d. THEY WANTED TO FIND AN ALTERNATIVE TO MAINSTREAM MEDIA,
AND ALSO TO LET GROUPS WHO USUALLY WEREN’T HEARD (ETHNIC
MINORITIES IN THE US ARMY, WOMAN WITH BREAST CANCER) BE
HEARD.
e. DIGITAL STORYTELLING IS ONE TYPE OF DOCUMENTARY THAT
INCORPORATES DIGITAL PHOTOGRAPHY AND COMPUTERS.
f. THERE ARE SEVEN ELEMENTS OF DIGITAL STORYTELLING.
i. POINT OF VIEW
ii. DRAMATIC STRUCTURE
iii. EMOTIONAL CONTENT
iv. PACING
v. THE GIFT OF YOUR VOICE
vi. THE POWER OF THE SOUNDTRACK
vii. ECONOMY
5. DISCUSS WITH STUDENTS THE FIRST ELEMENT OF DIGITAL STORYTELLING:
POINT OF VIEW
a. THIS ELEMENT CONSIDERS THE MAIN POINT OF THE STORY.
b. IT ALSO STATES THAT YOU NEED TO CONSIDER YOU AUDIENCE.
c. ASK STUDENTS, WHAT DOES THIS MEAN?
d. LET’S TAKE A LOOK AT THIS SHORT CLIP (2 MINUTES) OF “AN
INCONVENIENT TRUTH” TO SEE IF WE CAN TELL WHAT THE MAIN
POINT OF THIS DOCUMENTARY IS.
(HTTP://TOPDOCUMENTARYFILMS.COM/AN-INCONVENIENT-
TRUTH/#) (SHOW CLIP 0:00-2:00)
e. WHILE WE WATCH, USE YOUR JOURNALS TO JOT DOWN IDEAS
ABOUT THE DOCUMENTARY’S POINT OF VIEW.
f. DISCUSS WITH STUDENTS THE POINT OF THE VIEW OF THE
DOCUMENTARY.
g. ASK GUIDING QUESTIONS: HOW DID YOU KNOW? DID THE
NARRATOR SAY THIS? WAS IT IMPLIED?
6. DISCUSS THE SECOND ELEMENT OF DIGITAL STORYTELLING: DRAMATIC
STRUCTURE
a. GRAB THE AUDIENCE WITH IMPORTANT POINTS, DEPTH, AND
DESCRIPTIVE LANGUAGE
b. GIVE EXAMPLES: OPEN WITH A FUN FACT, USE YOUR VOICE TO
GRAB THE AUDIENCE
 c. LET’S WATCH ANOTHER SHORT CLIP (4:05-6:00) FROM “AN
INCONVENIENT TRUTH” TO DETERMINE THE DRAMATIC STRUCTURE
OF THIS DOCUMENTARY
d. AGAIN, HAVE STUDENTS JOT DOWN IDEAS IN THEIR JOURNALS
WHILE THEY ARE WATCHING.
e. DISCUSS HOW THE NARRATOR GRABS THE AUDIENCE.
f. WHAT KIND OF LANGUAGE IS USED? DOES THE PRODUCER USE
MUSIC TO HELP ADD TO THE DRAMATIC STRUCTURE OF THE FILM?
WHY IS IT IMPORTANT TO USE DRAMATIC STRUCTURE?
7. INTRODUCE THE PROJECT/SHOW 2010 AIG CAMP VIDEO
a. THIS WEEK, STUDENTS WILL BE WORKING TOGETHER TO CREATE A
CAMP VIDEO THAT REFLECTS THEIR WEEK AT AIG CAMP.
b. THE VIDEO WILL BE SHOWN ON THE LAST DAY OF CAMP TO
PARENTS AND FELLOW CAMPERS.
c. SHOW 2010 AIG CAMP VIDEO: TELL STUDENTS TO LOOK
CAREFULLY AT THE VIDEO AND THINK ABOUT WHAT WENT IN TO
MAKING THE FILM.
d. TELL STUDENTS THAT THE CAMP VIDEO THAT THEY WILL BE
MAKING WILL REFLECT THE DOCUMENTARY STYLE, USING MUSIC,
VOICE, AND TELLING A STORY.
e. WE WILL GO BEYOND SIMPLE PICTURES AND MUSIC.
8. PLAN FOCUS/THEME OF DOCUMENTARY AND HOW IT WILL RELATE TO THE
CAMP THEME: ODYSSEY
a. POSE QUESTION: GIVEN OUR PROJECT, HOW ARE WE GOING TO
MAKE THIS DOCUMENTARY RELATE TO THE CAMP THEME OF
ODYSSEY?
b. DISCUSS PURPOSE OF VIDEO (AS A RECRUITMENT TOOL AND A
CELEBRATION OF OUR WEEK)
c. ASK QUESTIONS: WHAT DO WE WANT OUR DOCUMENTARY TO
LOOK LIKE? HOW ARE WE GOING TO GRAB THE AUDIENCE’S
ATTENTION? HOW ARE WE GOING TO ACCOMPLISH OUR GOAL IN
FOUR DAYS?
d. GIVE STUDENTS TIME TO BRAINSTORM IDEAS
e. POST IDEAS TO “IDEA WALL” (STUDENTS WILL USE POST IT NOTES
TO ADD IDEAS TO THE IDEA WALL. THIS WILL BE EASILY ACCESSIBLE
TO ALL STUDENTS AND IDEAS CAN BE CHANGED, ADDED, OR
DELETED THROUGHOUT THE WEEK.
9. INTRODUCE DIGITAL PHOTOGRAPHY
a. DIGITAL CAMERAS ARE THE MAIN SOURCE OF INPUT FOR A
DOCUMENTARY IN THE FORM OF DIGITAL STORYTELLING.
b. DISCUSS THE PROPER CARE OF THE CAMERA
i. THE STRAP SHOULD STAY AROUND NECK OR HAND
(DEPENDING ON THE CAMERA) AT ALL TIMES
ii. USE BOTH HANDS WHEN CARRYING AND TAKING A
PICTURE
 iii. WHEN THE CAMERA IS NOT IN USE, PUT THE CAMERA IN
THE CASE
c. THERE ARE MANY IMPORTANT PARTS OF A CAMERA TO KNOW IN
ORDER TO INSURE PROPER USAGE.
i. SHUTTER BUTTON: PRESS THIS BUTTON ALL THE WAY TO
TAKE A PICTURE
ii. OPTICAL VIEWFINDER: TO FRAME AND COMPOSE YOUR
PICTURE
d. GIVE STUDENTS A CHALLENGE TO USE THE OPTICAL VIEWFINDER TO
“FILL THE FRAME” WITH AN ITEM
i. TELL STUDENTS THAT THEY HAVE ONE MINUTE TO
CHOOSE AN OBJECT IN THE ROOM AND TAKE A PICTURE
OF IT.
ii. STUDENTS WILL TAKE ONE PICTURE OF THE OBJECT AND
SHARE WITH A CLASSMATE.
iii. THEY WILL SHOW THE PICTURE USING THE OPTICAL
VIEWFINDER.
iv. STUDENTS WILL CRITIQUE EACH OTHER’S PICTURE AND
TELL WHAT THEY THOUGHT WAS INTERESTING AND WHAT
THEY THOUGHT WAS CONFUSING/NEEDED
IMPROVEMENT
v. STUDENTS WILL SWITCH PARTNERS AND CRITIQUE
ANOTHER PHOTO
e. DISCUSS WITH STUDENTS THEIR TASK
i. STUDENTS WILL WALK AROUND CAMP AREA TO TAKE
PICTURES OF DIFFERENT LESSONS BEING TAUGHT
THROUGHOUT THE WEEK
ii. STUDENTS MUST RESPECT THE CLASSROOMS THAT THEY
ARE ENTERING, THEY MUST STAY QUIET AND NOT
DISRUPT LESSONS
iii. MAKE SURE NOT TO GO TO THE SAME ROOMS DAY AFTER
DAY, WE NEED PICTURES OF EVERY GROUP
iv. DEPENDING ON OUR PLAN FOR THE DOCUMENTARY, WE
MAY NEED TO TALK WITH STUDENTS ABOUT THEIR
PROJECTS, MAKE SURE TO SET UP A TIME WITH THE
LEADER SO AS NOT TO DISRUPT INSTRUCTION (TEACHERS
WILL ASSIST WITH THIS)
v. REMEMBER WE NEED QUALITY PICTURES (MAKE THINGS
INTERESTING)
10. GIVE STUDENTS 15-20 MINUTES (OR AS MUCH TIME AS ALLOWS) TO GO
OUT AND TAKE PICTURES
11. (LAST 5 MINUTES) CONTINUE KWL CHART
a. GIVE STUDENTS TIME TO PROCESS WHAT THEY HAVE LEARNED
ABOUT DOCUMENTARIES TODAY
b. SHARE THOUGHTS WITH EACH OTHER AND WRITE THEM UNDER
“LEARNED” COLUMN ON THE CHART

LESSON OBJECTIVE:
THE STUDENT WILL UNDERSTAND THE ELEMENTS OF PACING AND EMOTIONAL CONTENT IN DOCUMENTARIES AND THE IMPORTANCE OF
PLANNING.
LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING AND DEBATE. THIS IS
NOT A QUESTION.)
STORYBOARDS ARE A NECESSARY STEP IN PLANNING A DOCUMENTARY.
A. WHAT 3 ITEMS ARE WORTH
KNOWING?
(THINK ABOUT THE CONTENT
YOU HAVE SELECTED. WHAT IS
IMPORTANT FOR STUDENTS TO
KNOW?)
B. WHAT 3 ITEMS ARE
IMPORTANT FOR STUDENTS TO
BE ABLE TO DO?
(DEFINE WHAT STUDENTS
SHOULD BE ABLE TO DO AS A
RESULT OF YOUR LESSON.)
C. WHAT ARE THE ENDURING
UNDERSTANDINGS THAT
STUDENTS SHOULD TAKE AWAY
FROM THE LESSON? (DEFINE THE
BIG IDEAS.)
DAY 2: “SAY CHEESE”
I. DEFINE THE CONTENT
II. PREPLANNING: BEGIN WITH THE END IN MIND
AFTER THE LESSON,
STUDENTS WILL KNOW THAT SHARING THE REALITY WITH YOUR AUDIENCE IS THE ELEMENT OF
EMOTIONAL CONTENT.
STUDENTS WILL KNOW THAT PACING REFERS TO THE RHYTHM OF YOUR SCRIPT AND IMAGES AND
DETERMINES WHAT WILL HOLD THE AUDIENCE’S ATTENTION.
STUDENTS WILL KNOW THAT THE ZOOM LENS MAGNIFIES OR REDUCES THE SIZE OF THE IMAGE.
AFTER THE LESSON,
STUDENTS SHOULD BE ABLE TO TAKE A PICTURE SHOWING DIFFERENT PERSPECTIVES.
STUDENTS SHOULD BE ABLE TO PROPERLY OPERATE THE ZOOM FEATURE ON A DIGITAL CAMERA.
STUDENTS SHOULD BE ABLE TO CREATE A STORYBOARD.
AFTER THE LESSON,
STUDENTS WILL UNDERSTAND THAT DOCUMENTARY MAKERS NEED A CLEAR FOCUS BEFORE STARTING
A DOCUMENTARY.
STUDENTS WILL UNDERSTAND THAT PACING AND PERSPECTIVE CONTRIBUTES TO THE EXCITEMENT OF
DOCUMENTARIES.

D. ESSENTIAL QUESTION:
(ONE OVERARCHING LESSON
QUESTION )
E. ASSESSMENT:
(PERFORMANCE TASK) WHAT
WILL THE STUDENTS DO TO
SHOW YOU THAT THEY
MASTERED THE CONTENT?
F. CONTENT
LIST THE CONTENT FOR THIS
LESSON ONLY.
(OUTLINE THE CONTENT YOU
WILL TEACH TODAY-THIS MAY
COME FROM YOUR CONTENT
OUTLINE)
G. HOOK:
(DESCRIBE HOW YOU WILL GRAB
STUDENTS’ ATTENTION AT THE
STUDENTS WILL UNDERSTAND THAT STORYBOARDS HELP DOCUMENTARY MAKERS IN THEIR PLANNING.
III. PLANNING
HOW DOES A STORYBOARD HELP DOCUMENTARY FILMMAKERS KEEP A CLEAR FOCUS?
THE STUDENTS WILL CREATE STORYBOARDS FOR THE DOCUMENTARY. THEY WILL BE GIVEN
A RUBRIC TO FOLLOW TO HELP IN THEIR CREATION. (ATTACHED)
1. Emotional Content
i. Share the reality with your audience.
ii. Capture the moment.
2. Pacing
i. The rhythm of your script and images will determine
what sustains the audience’s interest.
ii. You should include pauses, starts, stops, and stretches
of conversation.
i. Helps create mood of film
ii. Creates suspense, excitement
3. Zoom lens and control: Magnifies or reduces the size of the image.
4. Picture review: Press this button to review the pictures you’ve
already taken.
5. Storyboards
“Camera Challenge”
 Students will be shown several pictures taken from different
BEGINNING OF THE LESSON. BE perspectives (http://mysteryphoto-sir.blogspot.com/)
CREATIVE.)  They will take turns guessing what the picture is
 We will discuss how the perspective of the picture makes it
interesting and different
 What will perspective add to our documentary?
1. HOOK: CAMERA CHALLENGE
2. INTRODUCE ZOOM LENS AND CONTROL, PICTURE REVIEW
a. DISCUSS WITH STUDENTS THAT USING THE ZOOM LENS (SHOW THEM
WHERE IT IS LOCATED) CAN HELP THEM CREATE INTERESTING
PHOTOGRAPHS FROM DIFFERENT PERSPECTIVES
b. HAVE STUDENTS USE THEIR CAMERAS TO FOCUS ON AN OBJECT AND
PRACTICE ZOOMING IN AND OUT
c. TELL STUDENTS THAT SOMETIMES IT IS BEST TO GET CLOSER TO THE
OBJECT INSTEAD OF USING THE ZOOM BUT WHEN IT IS NECESSARY, THEN
IT SHOULD BE USED PROPERLY
d. HAVE STUDENTS TAKE A PICTURE OF SOMETHING IN THE CLASSROOM
WHILE SITTING AT THEIR DESKS
e. GUIDE STUDENTS THROUGH REVIEWING THE PICTURE USING THE
PLAYBACK BUTTON
f. SHOW STUDENTS HOW TO SCROLL THROUGH PICTURES TO LOOK AT
WHAT THEY HAVE TAKEN
g. ALSO, SHOW THEM THE DELETE BUTTON AND MAKE SURE STUDENTS
UNDERSTAND HOW TO DELETE PHOTOGRAPHS THAT ARE MISTAKES OR
H. INSTRUCTION: NOT NEEDED
(TELL, STEP-BY-STEP, WHAT YOU h. DISCUSS THE IMPORTANCE OF DELETING THE BAD PICTURES BECAUSE
WILL DO.) THEN WE WON’T HAVE AS MANY TO SIFT THROUGH WHEN CHOOSING
WHICH PICTURES WILL MAKE IT TO THE DOCUMENTARY.
3. DISCUSS TWO NEW ELEMENTS: PACING AND EMOTIONAL CONTENT
a. EMOTIONAL CONTENT REFERS TO CAPTURING THE MOMENT
b. PACING IS THE RHYTHM OF THE SCRIPT AND IMAGES AND HOW IT
SUSTAINS THE AUDIENCE’S INTEREST
c. SHOW 2 MINUTE CLIP OF SEVEN WONDERS OF THE WORLD.
(HTTP://TOPDOCUMENTARYFILMS.COM/SEVEN-WONDERS-OF-THE-
WORLD/#) (SHOW CLIP 0:00-2:30)
d. HAVE STUDENTS JOT DOWN WAYS THEY SEE EMOTIONAL CONTENT AND
PACING THROUGHOUT THE DOCUMENTARY.
e. DISCUSS WITH STUDENTS WHAT THEY HAVE WATCHED
f. ASK QUESTIONS: WHAT DOES EMOTIONAL CONTENT LOOK LIKE IN THIS
DOCUMENTARY? HOW DOES THE PACING CHANGE THE OVERALL FEEL
OF THE FILM? HOW DOES THE NARRATOR ADD TO THE DOCUMENTARY?
4. INTRODUCE STORYBOARD
a. A STORYBOARD IS A VISUAL DISPLAY OF THE SCRIPT DIVIDED INTO
SEGMENTS, WHERE EACH SEGMENT IS REPRESENTED BY AN
APPROPRIATE IMAGE (SLIDES, VIDEO CLIPS, ETC.) FOR THAT SEGMENT.
 b. IT IS AN IMPORTANT PART OF THE DOCUMENTARY PROCESS.
c. IT IS USED TO HELP YOU DECIDE WHICH PICTURES, GRAPHS AND SOUND
WILL BEST SUIT THE NARRATIVE SCRIPT.
d. THE STORYBOARD WE WILL BE USING HAS A PLACE FOR NOTES, VISUAL
AND AUDIO.
e. SHOW STUDENTS THE STORYBOARD WE MADE FOR OUR DOCUMENTARY
ABOUT DIGITAL STORYTELLING (USING PHOTOSTORY 3)
f. TALK THEM THROUGH SOME OF THE QUESTIONS WE ASKED OURSELVES
WHILE CREATING OUR STORYBOARD
g. QUESTIONS: WHAT PICTURES WILL CONVEY OUR MESSAGE? DO WE
HAVE AN INTRODUCTION THAT WILL CATCH THEIR ATTENTION? HOW
ARE WE GOING TO CONCLUDE OUR PRESENTATION? WHAT TYPE OF
MOOD WOULD WE LIKE TO SET? HOW ARE WE GOING TO USE PICTURES
AND VOICE? ARE WE GOING TO USE MUSIC? IF SO, WHAT TYPE OF
MUSIC?
h. HAVE THEM START THINKING THROUGH WHAT THEIR STORYBOARD WILL
LOOK LIKE.
5. START MAKING STORYBOARD
a. HAVE STUDENTS WORK WITH THEIR GROUP TO BEGIN STORYBOARD
(THIS WILL GET THEM THINKING ABOUT WHAT PICTURES THEY NEED TO
TAKE)
b. THE STORYBOARD WILL BE DRAWN ON BULLETIN BOARD PAPER. IT WILL
USE THE SAME LAYOUT BY FRAMES. THERE WILL BE A SECTION FOR
NOTES, VISUAL, AND AUDIO.
c. WE WILL HAVE SMALL PRINTOUTS OF PICTURES THAT HAVE ALREADY
BEEN TAKEN (WE WILL CONTINUE TO PRINT PICTURES THROUGHOUT
THE WEEK)
d. STUDENTS CAN MOVE AROUND THESE CUTOUTS TO DECIDE WHAT
ORDER THEY WOULD LIKE TO HAVE PICTURES IN (THIS WILL ALSO HELP
THEM DECIDE WHAT TYPES OF PICTURES THEY NEED TO BE TAKING)
e. STUDENTS WILL USE POST IT NOTES TO WRITE SCRIPT TEXT AND NOTES
TO THEMSELVES ABOUT EACH FRAME
f. THE STORYBOARD WILL BE LEFT FOR BOTH GROUPS TO WORK ON AND
THE PICTURES AND POST ITS CAN BE MOVED AROUND EASILY
g. ALLOW STUDENTS TIME TO WORK ON STORYBOARD (MAKE SURE THEY
ARE GIVEN TIME TO GET OUT AND TAKE PICTURES AS WELL)
6. GIVE STUDENTS 15-20 MINUTES TO GO OUT AND TAKE PICTURES FOR
DOCUMENTARY
7. TAKE A FEW MINUTES TO WRITE DOWN ANY LAST IDEAS OR NOTES FOR NEXT
GROUP TO THINK ABOUT. POST ON “IDEA WALL”
 Documentary Storyboard

Producers: ____Katy Benton and Paige Hill_________________

Notes Visual Audio

Start music at A documentary is a

beginning, play softly in factual movie or TV
background program presenting
facts and information,
especially about a
Paige speaks. political, historical, or
social issue.
Transition between two Documentaries capture
photos during audio. the essence of real-life
situations, and allow
people to experience it
Katy speaks. without having to
actually be there.

Paige speaks. Documentaries have

been around since
1877. They have been
used for entertainment
purposes and to inform
viewers of important
events.
Katy speaks. Over the years we have
used them to capture
everything from John F.
Kennedy’s
assassination, to the
daily lives of those who
live on the Jersey Shore.
Paige speaks. Digital storytelling is
one type of
documentary that
incorporates digital
photography and
computers.

Katy speaks. There are seven

elements of digital
storytelling.

Point of View

This element
considers the main
point of the story.
It also states that
you need to
consider your
audience.
Paige speaks. Dramatic Structure

Grab the audience

with important
points, depth, and
descriptive
language. Reflect
your true voice.

Katy speaks. Emotional Content

Share the reality

with your audience.
Capture the
moment.
Paige speaks. The Gift of Your Voice

One of the most

effective tools you
have available to
you for storytelling
is “the gift of your
voice.” Be sure to
strive for natural
conversational
tones and patterns.
Include room to
stop, pause, and
think while you are
telling your story.

Katy speaks. The Power of the

Soundtrack

Music can set the

mood for the
documentary,
establish a rhythm,
and change the way
we perceive visual
information. Used
appropriately,
music and sound
effects can add
depth to your visual
images.
Paige speaks. Economy

To illustrate your
documentary
effectively, use carefully
selected images. You
will use a storyboard
and look at every
possible way to edit
your words and then
choose your images
wisely.

Katy speaks. Pacing

The rhythm of your

script and images will
determine what
sustains the audience’s
interest. You should
include pauses, starts,
stops, and stretches of
conversation.

Paige speaks. All of these elements

together will help you
create an unforgettable
documentary.
Names ______________________________________________

Storyboard Rubric

Category 5 3 1 0 Score

Concept Team has a clear Team has a Team has Team has spent
picture of what fairly clear brainstormed little effort on
they are trying picture of what their concept, brainstorming
to achieve. they are trying but no clear and refining a
to achieve. focus has concept.
emerged.

Storyboard Storyboard is Storyboard is Storyboard has Storyboard is

complete with relatively omissions in not complete.
appropriate complete with planning.
pictures, text, pictures and
and notes. text.

Clarity and Storyboard is Storyboard is Storyboard is Storyboard is

easy to read and somewhat easy hard to read not legible.
Neatness all elements are to read and with little clarity
clearly written. most elements in writing.
are clearly
written.

Spelling No spelling or 1-2 spelling or 3-5 spelling or More than 5

grammatical grammatical grammatical spelling or
and mistakes on errors in text. errors in text. grammatical
Grammar storyboard. errors.

Theme Storyboard Storyboard Storyboard has Storyboard has

clearly relates to somewhat little relation to no relation to
the theme of relates to the the theme of the theme of
Odyssey. theme of Odyssey. Odyssey.
Odyssey.

Required Storyboard Storyboard Storyboard One or more

included all included all included most required
Elements required required elements. elements were
elements
 (introduction, elements. missing.
ending) as well
as a few
additional
elements.

Script Script is Script is Script is There is no

complete, well complete and it incomplete and script.
thought out and is clear what it is unclear who
it is clear what each narrator will say what.
each narrator will say.
will say.

Rubric modified from: http://rubistar.4teachers.org

 DAY 3: A PICTURE IS WORTH A THOUSAND WORDS

I. DEFINE THE CONTENT

LESSON OBJECTIVE:
STUDENTS WILL CONTINUE TO BUILD SKILLS IN DIGITAL PHOTOGRAPHY AND IDENTIFY GOOD AND BAD QUALITY PHOTOS.

LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING AND DEBATE.
THIS IS NOT A QUESTION.)
Good quality images should be the shining star of a documentary as opposed to the soundtrack
or voiceovers.

II. PREPLANNING: BEGIN WITH THE END IN MIND

A. WHAT 3 ITEMS AFTER THE LESSON,

ARE WORTH
STUDENTS WILL KNOW THAT…
KNOWING?
THE GIFT OF YOUR VOICE AND ECONOMY (THE MEANING OF IMAGES) ARE TWO MORE ELEMENTS OF
(THINK ABOUT THE
DIGITAL PHOTOGRAPHY.
CONTENT YOU HAVE
STUDENTS WILL KNOW THAT…
SELECTED. WHAT IS
WHEN EXAMINING PICTURES, ONE SHOULD TAKE INTO CONSIDERATION: CROPPING, LIGHTING, FOCUS,
IMPORTANT FOR
AND ZOOM.
STUDENTS TO
KNOW?) STUDENTS WILL KNOW THAT…
THE FLASH ON A CAMERA ADDS LIGHT TO A PHOTO AND CAN ENHANCE IMAGES IN CERTAIN SITUATIONS.
B. WHAT 3 ITEMS
ARE IMPORTANT AFTER THE LESSON,
FOR STUDENTS TO STUDENTS SHOULD BE ABLE TO…
BE ABLE TO DO?
ADD VOICEOVERS TO THE DOCUMENTARY VIA PHOTOSTORY 3.
(DEFINE WHAT
STUDENTS SHOULD BE ABLE TO…
STUDENTS SHOULD
DISTINGUISH BETWEEN GOOD AND BAD QUALITY IMAGES.
BE ABLE TO DO AS A
RESULT OF YOUR STUDENTS SHOULD BE ABLE TO…
LESSON.) CORRECTLY OPERATE THE FLASH ON A DIGITAL CAMERA.

C. WHAT ARE THE

ENDURING AFTER THE LESSON,
UNDERSTANDINGS STUDENTS WILL UNDERSTAND THAT…
THAT STUDENTS
VOICEOVERS SHOULD COMPLIMENT A DOCUMENTARY.
SHOULD TAKE
STUDENTS WILL UNDERSTAND THAT…
AWAY FROM THE
THERE IS A BIG DIFFERENCE BETWEEN GOOD AND BAD IMAGES.
LESSON? (DEFINE
THE BIG IDEAS.) STUDENTS WILL UNDERSTAND THAT…
A FLASH CAN IMPROVE A PICTURE WHEN USED PROPERLY.

III. PLANNING
D. ESSENTIAL WHAT ELEMENTS CAN BE USED TO MAKE DOCUMENTARIES MORE APPEALING TO THE
QUESTION: AUDIENCE?
(ONE
OVERARCHING
LESSON QUESTION )

E. ASSESSMENT: STUDENTS WILL UPLOAD IMAGES THEY HAVE TAKEN AND CORRECTLY SORT OUT GOOD
(PERFORMANCE QUALITY PICTURES FROM POOR QUALITY BASED ON FOCUS, ZOOM, CROPPING AND LIGHTING.
TASK) WHAT WILL WE WILL ASSESS THIS BY CRITIQUING THE PHOTOS THEY CHOOSE TO UPLOAD BASED ON
THE STUDENTS DO PERCENTAGE ACCURACY. (EX: IF THE UPLOAD 20 PICTURES AND 10 OF THEM ARE OF GOOD
TO SHOW YOU THAT
QUALITY.)
THEY MASTERED
THE CONTENT?

a. The Gift of Your Voice

i. One of the most effective tools you have available to you

for storytelling is “the gift of your voice.”

ii. Be sure to strive for natural conversational tones and

patterns. Include room to stop, pause, and think
F. CONTENT
LIST THE CONTENT while you are telling your story.
FOR THIS LESSON
b. Economy
ONLY.
(OUTLINE THE i. To illustrate your documentary effectively, use
CONTENT YOU WILL
TEACH TODAY-THIS carefully selected images.
MAY COME FROM
YOUR CONTENT c. Electronic flash: Provides added light to your
OUTLINE)
scene.

d. Choosing quality photographs will enhance your

documentary.

i. Pictures should be in focus.

ii. They should be cropped appropriately, meaning

 the object of the picture is whole and in the

center.

iii. Use correct lighting so the object in the picture

is still visible.

iv. Make sure there is something in the picture

worth photographing and not just an empty

space.

G. HOOK:
(DESCRIBE HOW GOOD VS. BAD PICTURE GAME- STUDENTS WILL BE SHOWN TWO PICTURES ON THE SMART
YOU WILL GRAB BOARD. THEN THEY WILL VOTE FOR THE GOOD PICTURE BY GIVING IT A THUMBS UP WHEN I
STUDENTS’ POINT TO IT, AND FOR THE BAD PICTURE BY GIVING IT A THUMBS DOWN. HOWEVER, NO
ATTENTION AT THE FEEDBACK (RIGHT OR WRONG) WILL BE GIVEN AT THIS TIME. IT IS SIMPLY FOR STUDENTS TO
BEGINNING OF THE THINK ABOUT WHAT THEY ALREADY KNOW. WE WILL DISCUSS WRITE AND WRONG ANSWERS
LESSON. BE LATER.
CREATIVE.)

1. WE WILL SHOW PICTURES ON THE BOARDS AND STUDENTS WILL VOTE (WITH A THUMBS UP
OR DOWN) WHETHER EACH IS A GOOD PICTURE OR A BAD PICTURE.
2. WE WILL DISCUSS WITH STUDENTS WHAT IS WRONG OR RIGHT ABOUT THE PICTURES FROM
THE HOOK AND WHAT A GOOD QUALITY PICTURE IS. BY DOING THIS WE WILL TEACH THEM
ABOUT THE IMPORTANCE OF GOOD QUALITY PICTURES.
A. USING THE PICTURES FROM THE GAME AS EXAMPLES, WE WILL DISCUSS THE
H. INSTRUCTION: QUALITIES OF GOOD PICTURES:
(TELL, STEP-BY-
1. CROPPING- IMAGES SHOULD NOT BE CUT OFF.
STEP, WHAT YOU
WILL DO.)
2. LIGHTING- IMAGES SHOULD NOT BE TOO DARK OR TOO LIGHT. THE FLASH IS WHAT
CONTROLS THIS.
3. FOCUS- MAKE SURE THE IMAGE IS NOT BLURRY. IT SHOULD BE CLEAR AND CRISP
4. THERE IS A POINT- MAKE SURE THERE IS A POINT TO YOUR PICTURE. DO NOT TAKE
A PICTURE OF NOTHING. YOU SHOULD BE ABLE TO EXPLAIN ANY PICTURE THAT YOU TAKE.
B. WE WILL GUIDE STUDENTS THROUGH THE PROCESS OF UPLOADING IMAGES FROM
THE DIGITAL CAMERA.
- WE WILL MODEL AND THEN STUDENTS WILL FOLLOW WITH
 THEIR CAMERA:
1. PLUG IN THE CAMERA TO THE COMPUTER USING THE
CORRECT CORD AND PLACEMENT
2. USING WINDOWS PHOTO GALLERY, WE WILL HAVE THEM
PULL UP THUMBNAILS FOR THE IMAGES AND TEACH THEM
HOW TO PREVIEW THE IMAGE (MAKE IT BIGGER)
3. HOW TO DELETE IMAGES THAT ARE OF POOR QUALITY
AND MAKE SURE THEY ARE KEEPING THE CORRECT
IMAGES (PERCENTAGE ACCURACY)
C. WE WILL GUIDE STUDENTS ON UPLOADING IMAGES TO PHOTO STORY 3. WE WILL
FIRST SHOW THEM HOW TO DO IT ON THE SCREEN, THEN THEY WILL UPLOAD THE IMAGES TO
PHOTOSTORY 3 AND SAVE THE FILE TO THE DROPBOX. THEN STUDENTS CAN WORK ON THE
PROJECT FROM SEPARATE LAPTOPS.

- To import and arrange your pictures

1. On the Import and arrange your pictures page, click Import

Pictures.

2. In the File Browser dialog box, do one of the following:

 On the All Files tab, click the folder in which your pictures are
located. Select one or more pictures, and then click OK.
 Your pictures appear in the film strip at the bottom of the
page. If you import more pictures, Photo Story adds them at
the end of the film strip.
 If you want Photo Story to remove black borders from your
pictures by automatically cropping them, click the Remove
black borders button

3. WE WILL DISCUSS 2 MORE ELEMENTS: ECONOMY, AND THE GIFT OF YOUR VOICE.
-ECONOMY-MEANS TO TRULY CONSIDER YOUR IMAGES AND THEIR WORTH. ALSO THINK
ABOUT NARRATION OR WHAT THE AUDIENCE WILL HEAR WHILE THEY ARE VIEWING THIS
IMAGE.
-GIFT OF YOUR VOICE- OF THE MOST EFFECTIVE TOOLS YOU HAVE AVAILABLE TO YOU FOR
STORYTELLING IS “THE GIFT OF YOUR VOICE.” YOUR VOICE IN YOUR DOCUMENTARY SHOULD
BE STRONG AND SURE. PRACTICE YOUR RECORDING VOICE BY READING YOUR SCRIPT SEVERAL
TIMES. BE SURE TO STRIVE FOR NATURAL CONVERSATIONAL TONES AND PATTERNS. INCLUDE
ROOM TO STOP, PAUSE, AND THINK WHILE YOU ARE TELLING YOUR STORY.
A. WE WILL WATCH A CLIP OF “PLANET EARTH”
(HTTP://DSC.DISCOVERY.COM/VIDEOS/PLANET-EARTH-DEEP-OCEANS/)
 B. WE WILL POINT OUT GOOD QUALITIES OF THE VOICEOVER- TIMING, INFORMATIVE
VOICE, COMPLIMENTS THE FILM
C. WE WILL DISCUSS THE MOOD AND PURPOSE OF OUR DOCUMENTARY AND DISCUSS
WHAT QUALITIES WOULD BE IDEAL FOR OUR VOICEOVERS- HAPPY, SALESMAN-LIKE, TIMING,
GOES WITH THE PICTURES.
D. DISCUSS HOW WE CAN INCORPORATE AND SHOW ODYSSEY WITH VOICEOVERS.
4. STUDENTS WILL CONTINUE TO WORK ON AND BUILD THE STORYBOARD THEY CAME UP
WITH ON DAY 2 BY ADDING SCRIPTS TO IT. MOST PICTURES SHOULD NOW HAVE TEXT OR
SCRIPT THAT COMPLIMENTS IT.
5. GIVE EACH PAIR OF STUDENTS THEIR CAMERA. SHOW STUDENTS HOW TO TURN FLASH ON,
OFF, AND PUT IT ON AUTOMATIC. REMIND THEM THAT THE FLASH CONTROLS THE LIGHTING.
YOU WANT TO USE THE FLASH IN A DARK ROOM TO ADD LIGHTING, AND TURN IT OFF WHEN
YOU HAVE A LOT OF LIGHT LIKE OUTSIDE. IF YOU ARE UNSURE, PUT IT ON AUTOMATIC. HAVE
STUDENTS TAKE IN THE CLASSROOM USING ALL THREE SETTINGS SO THEY CAN SEE THE
DIFFERENCE.
6. STUDENTS WILL BREAK UP INTO TWO GROUPS. HALF OF THEM WILL GO AROUND CAMP
AND TAKE PICTURES WHILE THE OTHER GROUP WORKS ON THE STORYBOARD. AFTER A SET
AMOUNT OF TIME, THE GROUPS WILL SWITCH.
7. STUDENTS WILL POST IDEAS ON THE IDEA BOARD WITH POST IT NOTES TO REMEMBER FOR
NEXT TIME OR TO TELL THE OTHER CLASS.
8. TIME PERMITTING, WE WILL BEGIN RECORDING VOICEOVERS. STUDENTS WILL PRACTICE
SAYING THE SCRIPT SEVERAL TIMES. WE WILL TEACH THEM HOW TO USE THE RECORD AND
STOP BUTTONS. WE WILL ALSO SHOW THEM HOW TO STRETCH ONE RECORDING OVER
SEVERAL PICTURES BY CLICKING ON THE PICTURES AS YOU WANT THEM TO CHANGE.
 Rubric for Selecting Good Quality Images

1. The student selected images that were correctly cropped.

1) never 2) sometimes 3) frequently 4) always

2. The student selected images that were in focus and not blurry.

1) never 2) sometimes 3) frequently 4) always

3. The student selected images that utilized proper lighting (not too dark or too bright).

1) never 2) sometimes 3) frequently 4) always

4. The student selected images that had a clear object of the focus. The picture was of something
substantial.

1) never 2) sometimes 3) frequently 4) always

Good vs. Bad
Picture Game

Good Quality Pictures

• In focus
• Correct cropping
• Proper lighting
• Has an object of focus
 DAY 4: THAT’S A WRAP!

I. DEFINE THE CONTENT

LESSON OBJECTIVE:
STUDENTS WILL ADD A SOUNDTRACK TO THE DOCUMENTARY AND FINISH THE FINAL PRODUCT THAT IS READY TO SHOW AT THE CLOSING
CEREMONY.

LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING AND DEBATE. THIS IS
NOT A QUESTION.) A SOUNDTRACK CAN TRANSLATE THE LANGUAGE OF THE FILM SO ANYONE COULD UNDERSTAND IT.

II. PREPLANNING: BEGIN WITH THE END IN MIND

A. WHAT 3
ITEMS ARE AFTER THE LESSON,
WORTH STUDENTS WILL KNOW THAT…
KNOWING?
A SOUNDTRACK IS MUSIC THAT COMPLIMENTS A DOCUMENTARY.
(THINK ABOUT
STUDENTS WILL KNOW THAT…
THE CONTENT
ADDING MUSIC TO A DOCUMENTARY WILL ENHANCE IT.
YOU HAVE
SELECTED. STUDENTS WILL KNOW THAT…
WHAT IS THEY CAN CREATE A PROFESSIONAL DOCUMENTARY USING PHOTOSTORY 3.

IMPORTANT
FOR STUDENTS
TO KNOW?)

B. WHAT 3
ITEMS ARE AFTER THE LESSON,
IMPORTANT STUDENTS SHOULD BE ABLE TO…
FOR STUDENTS
SUCCESSFULLY CHOOSE A SOUNDTRACK FOR THEIR DOCUMENTARY.
TO BE ABLE TO
STUDENTS SHOULD BE ABLE TO…
DO?
ADD MUSIC TO THE DOCUMENTARY.
(DEFINE WHAT
STUDENTS STUDENTS SHOULD BE ABLE TO…
SHOULD BE CREATE A PROFESSIONAL-LOOKING DOCUMENTARY.

ABLE TO DO AS
A RESULT OF
YOUR LESSON.)

C. WHAT ARE
THE ENDURING AFTER THE LESSON,
UNDERSTANDI STUDENTS WILL UNDERSTAND THAT…
NGS THAT
A SOUNDTRACK SHOULD GO WITH THE FILM.
STUDENTS
SHOULD TAKE STUDENTS WILL UNDERSTAND THAT…
AWAY FROM MUSIC WILL ENHANCE A DOCUMENTARY.
THE LESSON? STUDENTS WILL UNDERSTAND THAT…
(DEFINE THE
ANYONE CAN CREATE A PROFESSIONAL-LOOKING DOCUMENTARY USING PHOTOSTORY 3.
BIG IDEAS.)

III. PLANNING
D. ESSENTIAL IS MUSIC AN ESSENTIAL PIECE OF THE DOCUMENTARY?
QUESTION:
(ONE
OVERARCHING
LESSON
QUESTION )
E. STUDENTS WILL SUCCESSFULLY CHOOSE A SOUNDTRACK FOR THEIR DOCUMENTARY. THEY WILL CONSIDER
ASSESSMENT: THE TONE, PURPOSE AND AUDIENCE OF THE DOCUMENTARY AND CHOOSE A SOUNDTRACK THAT IS
(PERFORMANC APPROPRIATE. WE WILL GUIDE THE DISCUSSION AND MAKE OBSERVATIONS.
E TASK)
STUDENTS WILL SUCCESSFULLY ADD MUSIC TO THE DOCUMENTARY THROUGH PHOTOSTORY 3.
WHAT WILL
THE STUDENTS
STUDENTS WILL FINALIZE THE DOCUMENTARY. WE WILL WATCH THE FINAL PRODUCT AND MAKE NOTES
DO TO SHOW
ABOUT HOW WELL THE DOCUMENTARY WAS PUT TOGETHER. SCORES WILL BE BASED ON THE QUALITY OF

YOU THAT THE DOCUMENTARY.

THEY
MASTERED THE
CONTENT?

A. The Power of the Soundtrack

F. CONTENT
 Music can set the mood for the documentary, establish a rhythm, and change the
LIST THE way we perceive visual information.
CONTENT FOR  Used appropriately, music and sound effects can add depth to your visual images.
THIS LESSON
ONLY.
(OUTLINE THE B. Narrating your pictures and customizing motion using
CONTENT YOU
WILL TEACH
Photostory 3
TODAY-THIS
On the Narrate your pictures and customize motion page, you can do
MAY COME
one or more of the following:
 Record up to five minutes of narration for each picture in your video story. You
FROM YOUR
can narrate the pictures in any order you want. If you do not like the narration for
CONTENT
a picture, you can delete the narration and record it again. Deleting the narration
OUTLINE)
does not delete any of the other enhancements made to your story, such as
changing a transition.
 Type notes for each picture to aid your memory as you narrate.
 If you do not want Photo Story to determine the panning and zooming effects
 automatically for pictures in your story, click Customize Motion to do the
following tasks manually:
 Specify the starting and ending areas for panning and zooming effects.
 Specify the number of seconds that a picture without narration is
displayed.
 Select the transition between pictures.
 Specify the number of seconds to display the transition.
For more information about customizing motion, see Customizing motion
and selecting transitions.
 Configure your microphone to ensure that your sound card can record sounds and
that your microphone and speaker volumes are set the way you want them.
 Preview your story so you can review the narration and the panning and zooming
effects.
To narrate your pictures
1. To begin recording narration for a picture, click the picture, click the Record
Narration button, and then begin speaking into your microphone.
Photo Story captures the narration individually for each picture and displays
the length of the narration for the picture on the right side of the Delete
Narration button. You can record up to five minutes of narration for each
picture.
If you want more control over the areas where panning and zooming effects
start and end for the selected picture, click Customize Motion at the bottom
of the picture preview area. For more information about customizing
motion, see Customizing motion and selecting transitions.
2. When you finish the narration for a picture, you can do any of the following:
 To narrate the next picture in the film strip, click the Next Picture button
and then begin speaking again.
 To narrate a picture that is not the next picture in order in the film strip,
click that picture, and then begin speaking.
 To specify the number of seconds that a picture without narration will
appear in the clip, click that picture in the film strip, and then click
Customize Motion. For more information about the options in the
Customize Motion dialog box, see Customizing motion and selecting
transitions.
 To delete the narration, click that picture in the film strip, and then click
the Delete Narration button. You can then record the narration again.
 To change the motion, duration, or transition for a picture, click that
picture, and then click Customize Motion. Change the options that you
want.
 To stop narrating a picture, click the Stop Recording button. If you do not
select a different picture, you can press the Record Narration button
again to continue the narration for that picture.
3. To preview your story, click Preview.
You can preview a story at any time as you record narration for your pictures.
Pictures for which you have not recorded a narration or specified options in the
Customize Motion dialog box will be displayed for the default number of seconds
and be displayed using default panning and zooming effects during the story
 preview. To preview other pictures in your story, in the Photo Story Preview
window, click the Previous Picture button or the Next Picture button Click Next.

C. Adding background music to your story using Photostory 3.

 You can add background music that plays during your story. A different
piece of music can play for each picture or for a group of pictures. You can
add as many pieces of music to a story as there are pictures in the story.
 You can use music from your computer and the Photo Story custom music
in your story. The Select Music option lets you choose a piece of music
from your computer, a network folder, or the Internet. The Create Music
option lets you customize prerecorded pieces and styles of music by
selecting the genre, style, bands, mood, tempo, and intensity of the music.
 To select the music for your story, select a picture. Then select a piece of
music to start playing when the picture is displayed in your story.
 The picture you select is the anchor image, and indicates where you want
the music to start playing. The anchor image is indicated by a musical note
displayed beneath the picture in the film strip.
 The music you select plays until one of the following events occurs:
 The music ends.
 An anchor image that specifies a new piece of music be played is
 encountered.
 The story ends.
 You can replace a piece of music for an anchor image by selecting a
different piece of music or by dragging a music file onto the anchor image
in the film strip.
 If the anchor image is deleted from the story, the music and any other
customizations associated with the anchor image are also deleted from the
story.
 When you add background music to your story, a music strip appears above
the film strip. The music strip displays the name of each piece of music that
is added to your video story. The music strip is color-coded for each piece
of music in the story.
 Photo story automatically adjusts the amount of time a piece of music will
play in your story when any of the following occurs:
 A picture is added to a group of pictures.
 A picture is deleted from a group of pictures.
 A picture is moved to a different place in the story.
 Another piece of music is added to the story.
 The story ends.
 For example, suppose that a piece of music is long enough to play while
four pictures are displayed in your story. If you select another piece of
music to play starting at the third picture in the original group of pictures,
the first piece of music will automatically stop playing when the third
picture is displayed in your story.
 If you select a piece of music that is shorter than the picture duration in your
story, the music will end before the picture is completely displayed. If you
 want background music to play for the entire picture duration, you can do
one of the following:
 Reduce the picture duration.
 Reduce the amount of narration.
 Select a longer piece of music.
 If you select a piece of music that is shorter than the duration of a group of
pictures in your story, the music will end before the group of pictures is
completely displayed. If you want background music to play while all the
pictures in the group are displayed, you can do the following:
 If you specified duration for the pictures, reduce the amount of time each
picture in the group is displayed.
 If you narrated some or all of the pictures, reduce the amount of
narration for the group of pictures.
 Loop the piece of music by adding it to the picture in the group where it
ended
 Select a longer piece of music.

G. HOOK: PARTNERS WILL PLAY A MEMORY CARD MATCHING GAME ON THEIR LAPTOP THAT IS PREMADE USING THE
(DESCRIBE ELEMENTS WE HAVE DISCUSSED (HTTP://WWW.QUIA.COM) (THERE IS A 30 DAY FREE TRIAL THAT I WILL
HOW YOU WILL SIGN UP FOR JUST BEFORE CAMP) I WILL SEND YOU THE LINK TO IT ONCE I HAVE CREATED IT. EACH OF US
GRAB WILL BE SITTING WITH ONE GROUP. ONCE THE STUDENTS MATCH UP A PAIR OF CARDS (A PAIR BEING AN
STUDENTS’
ELEMENT AND DEFINITION) THEN THEY MUST TELL US AN EXAMPLE OF THAT ELEMENT OR HOW THEY
ATTENTION AT
WOULD USE IT.
THE
BEGINNING OF
THE LESSON.
BE CREATIVE.)
1. PLAY THE MEMORY CARD GAME (FROM THE HOOK) ONLINE AS A CLASS.
2. WE WILL TEACH THE LAST ELEMENT: THE POWER OF THE SOUNDTRACK.
A. MUSIC CAN SET THE MOOD FOR THE DOCUMENTARY, ESTABLISH A RHYTHM, AND CHANGE THE WAY
WE PERCEIVE VISUAL INFORMATION. USED APPROPRIATELY, MUSIC AND SOUND EFFECTS CAN ADD DEPTH
TO YOUR VISUAL IMAGES. IT CAN HELP YOU UNDERSTAND THE MOOD OF THE STORY IT CAN MAKE THE

H. STORY SEEM MORE REAL.

INSTRUCTION: B. TEACH WHAT A SOUNDTRACK IS.
(TELL, STEP- C. SHOW THE ASPCA COMMERCIAL
BY-STEP, WHAT (HTTPS://DONATE.ASPCA.ORG/SITECORE/CONTENT/HOME/DONATE/DONATIONS/DRTV/SARAH_MCLA
YOU WILL DO.)
CHLAN_MYASPCA)- WATCH THE FIRST HALF OF THE VIDEO ON MUTE. THEN, TURN ON THE VOLUME FOR
THE SECOND HALF. DISCUSS WHICH ONE HAD MORE OF AN IMPACT AND WHY. DISCUSS WHAT OTHER
SOUNDTRACKS WOULD HAVE BEEN APPROPRIATE AND INAPPROPRIATE.
3. DISCUSS THE THEME (ODYSSEY) AND TONE OF OUR VIDEO. DECIDE WHAT KIND OF SONG WE SHOULD
USE FOR THE SOUNDTRACK.
4. WE WILL PLAY SEVERAL PRE-DOWNLOADED SONGS FROM THE LAPTOP AND STUDENTS WILL VOTE ON 2
SONGS TO USE IN THE DOCUMENTARY.
5. WE WILL DEMONSTRATE HOW TO ADD MUSIC ON PHOTOSTORY 3 TO THE DOCUMENTARY BY SHOWING
THEM ON THE SCREEN. THEN STUDENTS WILL WORK TOGETHER (WITH OUR ASSISTANCE) TO ADD THE
SECOND SONG.

A. Adding background music to your story

You can add background music that plays during your story. A different piece of music can
play for each picture or for a group of pictures. You can add as many pieces of music to a
story as there are pictures in the story.

You can use music from your computer and the Photo Story custom music in your story.
The Select Music option lets you choose a piece of music from your computer, a network
folder, or the Internet. The Create Music option lets you customize prerecorded pieces
and styles of music by selecting the genre, style, bands, mood, tempo, and intensity of the
music.

To select the music for your story, select a picture. Then select a piece of music to start
playing when the picture is displayed in your story.

The picture you select is the anchor image, and indicates where you
want the music to start playing. The anchor image is indicated by a
musical note displayed beneath the picture in the film strip. The music
you select plays until one of the following events occurs:

 The music ends.

 An anchor image that specifies a new piece of music be played is encountered.
 The story ends.

You can replace a piece of music for an anchor image by selecting a different piece of
music or by dragging a music file onto the anchor image in the film strip.

If the anchor image is deleted from the story, the music and any other customizations
associated with the anchor image are also deleted from the story.

When you add background music to your story, a music strip appears above the film strip.
The music strip displays the name of each piece of music that is added to your video story.
The music strip is color-coded for each piece of music in the story.

Photo story automatically adjusts the amount of time a piece of music will play in your
story when any of the following occurs:

 A picture is added to a group of pictures.

 A picture is deleted from a group of pictures.
  A picture is moved to a different place in the story.
 Another piece of music is added to the story.
 The story ends.

For example, suppose that a piece of music is long enough to play while four pictures are
displayed in your story. If you select another piece of music to play starting at the third
picture in the original group of pictures, the first piece of music will automatically stop
playing when the third picture is displayed in your story.

If you select a piece of music that is shorter than the picture duration in your story, the
music will end before the picture is completely displayed. If you want background music
to play for the entire picture duration, you can do one of the following:

 Reduce the picture duration.

 Reduce the amount of narration.
 Select a longer piece of music.

If you select a piece of music that is shorter than the duration of a group of pictures in
your story, the music will end before the group of pictures is completely displayed. If you
want background music to play while all the pictures in the group are displayed, you can
do the following:

 If you specified duration for the pictures, reduce the amount of time each picture
in the group is displayed.
 If you narrated some or all of the pictures, reduce the amount of narration for the
group of pictures.
 Loop the piece of music by adding it to the picture in the group where it ended
 Select a longer piece of music.

6. STUDENTS WILL FINISH VOICEOVERS FROM DAY 3 USING THE SCRIPT FROM THE STORYBOARD.
7. FINALIZE THE PRODUCT- STORYBOARDS, PICTURES, VOICEOVERS, TEXT AND SOUNDTRACK.
8. WE WILL SHOW STUDENTS HOW TO ACCESS THE VIDEO FROM ECUGIFTED.COM ONCE IT IS UPLOADED TO
THE WEBSITE. TIME PERMITTING WE WILL PRACTICE HOW STUDENTS ARE GOING TO INTRODUCE THE VIDEO
IN THE VIEWING SESSIONS.
9. WE WILL WATCH THE FINAL PRODUCT AND DISCUSS HOW IT REFLECTS THE CAMP THEME OF ODYSSEY.
10. IF THERE IS ANY TIME LEFT OVER, STUDENTS CAN TAKE MORE PICTURES AROUND CAMP.
 Rubric for Selecting a Soundtrack

1. The students selected a soundtrack that is appropriate for the purpose and theme of the
documentary.

1) no 2) somewhat 3) yes

2. The students selected a soundtrack that is appropriate for the audience.

1) no 2) somewhat 3) yes

3. The students selected a soundtrack that compliments the images.

1) no 2) somewhat 3) yes

**We will look into Shutterfly Share sites for the photos. Thanks for the tip.