Lesson Plans
Students will need five to eight lessons (one hour per lesson) to finish the project. They need to (1) review elements of story plot; (2) create rubrics for this project in the whole class, and show students different examples for different marks; (3) plan the story and write the story in groups; (4) build the diorama, take pictures of the diorama and the characters, record their narrations afterwards to make the story into stop-motion movies; (5) learn how to give proper feedbacks to peers; and finally (6) share their movies and then provide feedback between groups.
The whole project plan is consisting of two parts – the story writing lesson plan and the movie making lesson plan. Please click the links below to view:
Stop Motion – Story Writing Lesson Plan
Stop Motion – Movie Making Lesson Plan
The teacher can play some of the Youtube videos below to show students the tips and tricks of making Stop Motion movies:
Stop Motion with plasticine
Stop Motion with Lego
Stop Motion with dolls
Stop Motion can be made with anything you have
L1 is Allowed
In considering my teaching context that students only learn Mandarin a few hours a week and rarely speak Mandarin with families and friends, using Mandarin in the whole process of collaborative work is not realistic. The use of L1 in the process of discovery and creation can facilitates L2 learning. It also allows more interactions between teachers and students rather than struggling through L2, which may facilitate students' success, especially lower level students (Nhan & Lai, 2012).
Learner Assessment
In this project, students will generate rubrics together, and the teacher and students will use the same rubric to evaluate each group’s work.
Self-assessment and Peer Review
Self-assessment and peer review help students to gain a deeper understanding of the subject matter and requirements of the task, resulting in better academic outcomes. This helps the development of soft and transformable skills including higher-order thinking, critical thinking, negotiation skills and self-awareness, which are critical for lifelong learning and future workplace demands Furthermore, self-assessment and peer review can help teachers to provide detailed and timely feedback to students (Mulder, Baik, Naylor and Pearce, 2014; Adachi, Tai and Dawson, 2018 ). Additionally, peer review facilitates student self-assessment, and creates a more collaborative and participatory learning environment for students. In this movie making project, students will develop rubrics for the both story writing and movie making parts, and conduct both peer review and self-assessment according to these two rubrics, including Two Starts and A Wish.
Teacher Formative assessment
Teacher Formative assessment such as the use of a student-created rubric and classroom observation will be used in this project. It will help me to check on the progress of students in learning, identifying what students have mastered and what knowledge should be strengthened. These diagnoses will help me to adjust my future teaching plan (Hughes, 2003; Box, Skoog & Dabbs, 2015).
Click here to view the rubrics: Stop Motion Story Writing and Movie Making Rubrics & Two Stars and A Wish
Students will need five to eight lessons (one hour per lesson) to finish the project. They need to (1) review elements of story plot; (2) create rubrics for this project in the whole class, and show students different examples for different marks; (3) plan the story and write the story in groups; (4) build the diorama, take pictures of the diorama and the characters, record their narrations afterwards to make the story into stop-motion movies; (5) learn how to give proper feedbacks to peers; and finally (6) share their movies and then provide feedback between groups.
The whole project plan is consisting of two parts – the story writing lesson plan and the movie making lesson plan. Please click the links below to view:
Stop Motion – Story Writing Lesson Plan
Stop Motion – Movie Making Lesson Plan
The teacher can play some of the Youtube videos below to show students the tips and tricks of making Stop Motion movies:
Stop Motion with plasticine
Stop Motion with Lego
Stop Motion with dolls
Stop Motion can be made with anything you have
L1 is Allowed
In considering my teaching context that students only learn Mandarin a few hours a week and rarely speak Mandarin with families and friends, using Mandarin in the whole process of collaborative work is not realistic. The use of L1 in the process of discovery and creation can facilitates L2 learning. It also allows more interactions between teachers and students rather than struggling through L2, which may facilitate students' success, especially lower level students (Nhan & Lai, 2012).
Learner Assessment
In this project, students will generate rubrics together, and the teacher and students will use the same rubric to evaluate each group’s work.
Self-assessment and Peer Review
Self-assessment and peer review help students to gain a deeper understanding of the subject matter and requirements of the task, resulting in better academic outcomes. This helps the development of soft and transformable skills including higher-order thinking, critical thinking, negotiation skills and self-awareness, which are critical for lifelong learning and future workplace demands Furthermore, self-assessment and peer review can help teachers to provide detailed and timely feedback to students (Mulder, Baik, Naylor and Pearce, 2014; Adachi, Tai and Dawson, 2018 ). Additionally, peer review facilitates student self-assessment, and creates a more collaborative and participatory learning environment for students. In this movie making project, students will develop rubrics for the both story writing and movie making parts, and conduct both peer review and self-assessment according to these two rubrics, including Two Starts and A Wish.
Teacher Formative assessment
Teacher Formative assessment such as the use of a student-created rubric and classroom observation will be used in this project. It will help me to check on the progress of students in learning, identifying what students have mastered and what knowledge should be strengthened. These diagnoses will help me to adjust my future teaching plan (Hughes, 2003; Box, Skoog & Dabbs, 2015).
Click here to view the rubrics: Stop Motion Story Writing and Movie Making Rubrics & Two Stars and A Wish