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Class 3-206 video planning and notes: reading and sequencing

October 2, 2007

The Great Sebastian Book CoverClass 3-206 is going to incorporate iMovie into a reading lesson on sequencing and main idea utilizing a flow chart as a graphic organizer. We will record the main idea of two pages in each box of the flow chart. Students will turn each box, or main idea, into a drawing. The flow chart of drawings is known, in film production, as a story board. We will then take photos of the students posing to match their drawings . These photos will be incorporated into iMovie giving students video editing basics. If everything goes smoothly, we will add video effects, transitions, music, and titles to the finished product.

The final video will be posted by Mr. Rhys on and will be linked from the school blogs.


  • 1 class period reading The Great Sebastian and making a shared flow chart (Tues, 10.2)
  • 1 class period drawing storyboards (Wed, 10.3) (with support from Mr. Rhys)
  • 1 class periods taking photos (Thurs, 10.4)
  • (10 mins) Ms. Abodeely will import the photos from the camera into iPhoto
  • 2 class periods assembling the iMovie (Fri, 10.5, Mon, 10.8)
  • (10 mins) Ms. Abodeely will export the video into a Quicktime movie (one push-button step in iMovie) which she can burn on a CD/DVD.
  • (15 mins) Ms. Abodeely will print the sequence of images (students can label them by hand) for her bulletin board
  • (10 mins) Ms. Abodeely will write a final blog post that will point to the video on The Media Spot, and print the blog post to show on her bulletin board.

Ms. Abodeely and Mr. Rhys will post their notes as comments to this blog post to archive the technical steps to this process as we go.

15 Comments leave one →
  1. Ms. Abodeely, 3-206 permalink
    October 3, 2007 3:45 pm

    So we have completed the first few lessons in this process. It has gone very well. The kids have a good sense of sequence and main idea. We practiced these skills as we created our flow chart.

    We talked about turning the flow charts into storyboards. The kids started to understand when we explained that each one would become a photograph. We looked through our fingers as frames to help visualize our photographs and to decide what would be in the frame and what should not.

    By using turn and talk as well as examples from our Sebastian text, the kids were able to figure out the definitions and purposes of the different types of shots (wide shot — “to show a lot of people or a setting, mid-shot — to see a couple of people, to show their relationship to each other, and close up — to show feelings on faces, or details”). We, then, drew some together on an overhead.

    We were even able to take a couple of photographs and upload them to the computer.

    Next up is independent storyboarding and photography using the storyboards as guides.

  2. ps124teacher permalink
    October 3, 2007 6:17 pm

    Cool beans!

  3. October 3, 2007 6:57 pm

    For a nice photo of what it looks like to frame a shot with your fingers, check out Julie’s post on the 3rd grade blog: Finger Framing.

    I also want to note how the kids connected to the idea that “mid-shots” are good to show “body language”.

  4. Julie permalink
    October 4, 2007 2:08 pm

    Today we had a good review of the types of shots and students created their own storyboards deciding what type of shot and what would be included in each frame. Next up is the photographs which I am a bit weary of. I am not exactly sure if I should do one set of 4 students for all the pictures or if I should use different sets. This might be a challenge.

    Rhys: Any ideas?

  5. msalmontaser permalink
    October 5, 2007 12:58 am

    Looking forward to watch the video.

  6. October 9, 2007 1:26 pm

    If you have the time to shoot different sets, that might get more of the students engaged in the editing process. Next time it would be good to tell them that they’ll all be involved before they draw — that could get them more invested in the storyboarding.

    The flow charts, storyboards and photos look great so far. And I LOVE that you are taking photos during the process. Great idea!

    The plan is to do a group edit using the projector cart and laptop, modeling the editing process. Here are the steps:

    * import the photos from the camera into iPhoto on a laptop
    * hook up the laptop to the projector in front of class and model the process of logging in and opening iMovie
    * show them how to Save the project (File/Save As, Type a title)
    * demonstrate dragging photos from the ‘Photo’ panel to the timeline and playing back the movie
    * demonstrate changing the sequence of the shots
    * save the movie

    After this, we’ll import the photos onto your class desktop computers and let the kids take turns editing their own versions.

  7. October 10, 2007 2:09 pm


    Yesterday we got through a group edit using the laptop and projector. We worked through opening iMovie, saving a project, finding the iPhoto library in the “Photo” panel and putting the photos in sequence on the timeline.

    Today the kids worked in pairs on the desktops and 2 laptops and were able to duplicate the process to the same point in about 15 minutes. Groups that finished early wound up adding titles as well.

    We brought the class back to their seats connected the projector to a laptop 2 students were using, and brought students up to record narration. We watched the final video together, then you recapped the process with the students on the board (nice touch ;):
    1. Read the book
    2. Made flow chart
    3. Drew storyboards
    4. Took photographs
    5. Imported to iPhoto/iMovie
    6. Put the photos in sequence
    7. Added titles
    8. Recorded narration
    9. Published to the blog

    We saved (compressed) the movie for web streaming and emailing. I’ll add it to and you can link it to the 3rd grade blog.

    Ms. Abodeely — you said the pace of the narration recording was a little frustrating. Working on the finer points of iMovie with a group can be challenging. I think you had the right instinct to keep this project as simple as possible (no music, no transitions, simple titles).

    What would you do differently next time? It would have helped if we had the cue cards written before the lesson started. Anything else?

    This pace of this production overall has been pretty quick in my opinion.

  8. Ms. Abodeely, 3-206 permalink
    October 10, 2007 2:24 pm

    I don’t know — perhaps breaking the group up into two sections and do narration with one group while the other group works on the iMovie. Or perhaps make a few kids experts and let them help teach others.

    Generally, I am very impressed with how quickly we were able to incorporate iMovie into our class. Also, it was a wonderful integration of reading, test-prep, and technology. I think it is a very effective way to get kids excited about their learning…

    Thanks for all of your support Mr. Rhys.

  9. October 10, 2007 2:32 pm

    Ms. A — what do you mean when you say this process is relevant to test prep?

  10. Ms. Abodeely, 3-206 permalink
    October 10, 2007 2:33 pm

    On the ELA test, kids have to use graphic organizers to demonstrate an understanding of sequence.

  11. gloria truppi permalink*
    October 18, 2007 3:45 pm

    I would love to see the storyboarding. How are you planning on doing that? gloria

  12. October 31, 2007 4:05 pm

    We are waiting for kids to bring back their release forms so we can post the video on the blog. We’ll link to it from a comment here, a new post on the staff blog, and the community blog.

  13. December 13, 2007 4:21 pm

    The video is up on the 3rd grade blog. It will be password protected until we get all of the release forms back from students involved. See Ms. Abodeely for the password. Teachers, the password is the same one we use for the ps124student blog account.

    watch the video: Sebastian the Great

  14. February 22, 2008 3:29 pm

    National Educational Technology Standards we supported during this project:

    Grade 3-5 Performance Enhancers
    4. Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3)
    5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
    8. Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6)


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