Voice Threads Best Practices Demo Packet

Voice Threads Each semester, I do an Independent Reading Assignment where students have about a month to select and read a book of their choice then write ten hypothetical diary entries from their character’s point of view. This project is done mostly outside of class and requires the students to organize their time, work towards a deadline, and demonstrate knowledge of their story’s character and plot. Wanting to incorporate more technology into my classroom, and eager for ideas of engaging and challenging all students, I explored the idea of having students create Voice Threads.

An Alternative to the Average Book Report

Amanda Graham amandagraham@usd475.org 8th Grade Language Arts Fort Riley Middle School Fort Riley, KS 66442

This is a Flint Hills Writing Project presentation. For more information, please contact: Dr. F. Todd Goodson, Director 349 Bluemont Hall 1100 Mid-Campus Drive Kansas State University Manhattan, KS 66506

Standards Kansas Writing Standards K.8.1.1.1-2, 10-12 The student writes narrative text using the writing process.

Kansas Reading Standards K.8.1.4.9 The student comprehends a variety of texts.

K.8.2.1.1-3 The student uses literary concepts to interpret and respond to text.

2007 NETS Technology Standards 2, a-b Communication and Collaboration 3, a-c Research and Information Fluency

Research Adam, Anna, and Helen Mowers. "Book Reports, 21st Century Style." School Library Journal 53.5 (2007): 24. Education Full Text. Web. 8 July 2010.

Kniffel, Leonard. "The Specious Choice: Books or Technology." American Libraries 38.5 (2007): 3. Education Full Text. Web. 8 July 2010.

Mitchell, Diana. "Fifty alternatives to the book report." English Journal 87 (1998): 92-5.

Education Full Text. Web. 8 July 2010.

White, George P., and Scott C. Greenwood. "Book report policies and practices: implications for middle-level teachers." The Clearing House 68 (1995): 181-4. Education Full Text. Web. 8 July 2010.

Web-based Resources  Ten Technology Enhanced Alternatives to Book Reports o http://theapple.monster.com/benefits/articles/8529-10-technology-enhancedalternatives-to-book-reports  Voice Thread Homepage o http://voicethread.com/  Plot at a Glance o http://www.curriculumcompanion.org/public/lite/mcdougalLittell/ml09/pdf/ml0 9_u1p1_ll_fiction.pdf  Transitional Words and Phrases o http://virtualworldsedu.info/wweb/trans1.html Supplies Voice Thread Handout Web-based resources (Plot at a Glance & Transitional Words and Phrases) Computer labs, student laptops with Internet access Projector and speakers

Project Outline for Classroom Implementation Although the overarching assignment (the Independent Reading Assignment) extends beyond this final project, I will begin this outline with the assumption that all students have completed their novels and are ready to begin their Voice Thread. *This outline is based on 50 minute class periods.

Day 1    

Introduce the final project, explain expectations, and read through directions Review plot map and summarization skills Show students example Voice Thread to help them envision finished product Students begin identifying plot elements and brainstorming pictures

Day 2  Students finish identifying plot elements and brainstorming pictures  Begin writing fluent commentary Day 3  Review of writing skills (transitions, sentence variety, etc.)  Students continue writing commentary  Revise commentary Day 4  Create “Voice Thread” folders on computers  Begin Internet search for parallel pictures Day 5    

Register student accounts on website View Voice Thread 1 minute Tutorial and view example again Students begin uploading photos and arranging in chronological order May begin adding text

Days 6-7  Add voice commentary (record/rerecord) Day 8  Final revisions  Grade using student rubrics

Elements of Best Practices  By using this easy-to-manipulate online program, the teacher spends time on content rather than technology.  Students have choice and ownership in their assignment.  The use of technology is prominent.  Making the classroom a supportive setting for shared learning—students are laughing and having fun with each other and with the literature.  Teacher models writing by sharing example first—students can see that it is a learning process.  Constructive and informative evaluation—students are working with each other and the student rubric allows students to evaluate themselves and their peers.  Students can collaborate with each other.  The expectations are clear—students know what they are expected to do.  Can teach grammar in context (students can discuss adapting language to audience or time period of literature)  Graphic organizer allows for pre-writing, editing, revision, drafting, and scripting.

Extensions and Adaptations  A Voice Thread assignment could easily be adapted to other curriculum areas - timeline in a historical era, discuss steps to solving a math problem, connect visuals to government concepts, document plant growth  Some teachers might add to the rubric to get more in-depth projects from students  Could combine to use as a lesson on photojournalism/telling stories through pictures  Loved that you could do multiple examples of the story—the real story and the students’ idea of an alternative ending.  A Voice Thread could be made to show visual interpretations for poetry.  Teachers could “write” a letter home each week to parents where the students are narrating the letter.

Frequently Asked Questions 1. How do you deal with the noise around the room?

The background noise on the recordings can be a problem, but reminding students to hold the mic close to their mouths along with dividing the room into groups recording and groups still planning and minimize the sounds.

2. How do you deal with schools or classrooms that do not have this kind of technology available?

The assignment can be adapted by having the students draw comics or cutting images from magazines onto the storyboard page.