Feedback From Users:<\/h1>\n

Educators who have used these materials have provided the following feedback and suggestions based on their experiences with students. If you would like to provide feedback, send your name and comments to: pls_feedback@ithaca.edu<\/a><\/p>\n

Jennifer Goodmark & Julie Wells<\/span>, Second Grade Teachers<\/h2>

Book Cover lesson:\r\n\r\n*Give students time to think-pair-share their ideas.\r\n\r\n*Ask: \u00e2\u20ac\u0153What do you notice? What do you wonder?\u00e2\u20ac\u009d\r\n\r\nScript Writing Lessons:\r\n\r\n*Remind students that a movie is like a story. There\u00e2\u20ac\u2122s a beginning, a middle and an end. The beginning should explain who you are and hook viewers in to what you are going to tell them about. The middle should provide the key information (e.g., lay out the problem that needs to be solved). The end should show people what they can do now after seeing the video.\r\n\r\n*You may need a storyboard format to help students think about the order of their ideas and what they want their scenes to look like. \r\n\r\n*Having students working in partnerships helps them think about and practice what they want to say, giving feedback to each other.\r\n\r\nVideo Lessons\/Work: \r\n\r\n*Gather lots of extra footage and still photos of related hand-on science inquiry and activities.\r\n\r\n**Organizing all the footage, pictures and audio can be a bear. Get your Google files set up prior to production. Think about if students will shoot and edit the video (with help), or will the teacher do most of it with the students involved in making the decisions about what to include and what order to show content? Use of multiple devices for several groups of students to work at the same time will require extra set-up.\r\n\r\n* Extra adult support when videoing is recommended (making it possible for teachers to work with small groups of students or giving students another related, independent task to work on while others are working on the videos.)\r\n\r\n**Another way to manage filming is to have kids make the B-reel and an adult select the final cuts to put on one device, which will make uploading the files easier.\r\n\r\n* Have students practice their scripts and scenes multiple times before videoing begins. Practice holding iPads, speaking clearly and audibly, zooming in and out for effects. \r\n\r\n* Learn a movie-making application such as iMovie or WeVideo before production begins. If possible, ask tech people in your school (or skilled family members) to help out with this (and editing!).\r\n\r\n* For voiceovers, use something like Twisted Wave. \u00c2\u00a0\r\n\r\n*The first time you do this, plan for about one-two hours of editing time for one minute of video. The next time it will go more quickly.\r\n\r\n*Plan a \u00e2\u20ac\u0153red-carpet movie premier,\u00e2\u20ac\u009d inviting families, other classes, and members of the community to view the finished videos. Students could be interviewed about what they learned and what they would like people to do after seeing the videos. \r\n\r\n<\/p><\/div>"}