Lesson: Second Draft
In this lesson, students return to one of the stop-motion animations they made, then draw on peer feedback and personal reflection to develop a second draft.
Grade range: 2-3
Teacher Material: https://textbook.mediasmarts.ca/blocks-teachertext/chapter/reflecting-on-feedback/
Student Material: https://textbook.mediasmarts.ca/buildingblocks/chapter/toy-story-black-friday/
Time Frame
| One class period (45-60 minutes) | Two or three class periods (90-120 minutes) | Extended Unit |
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| Activities |
Reflecting on Feedback Sharing and Peer Fedback
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Reflecting on Feedback Sharing and Peer Fedback Second Draft
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Reflecting on Feedback
Sharing and Peer Fedback Second Draft Sharing and Reflection |
Preparation:
- Review the technical requirements from the Introduction to Stop-Motion Animation lesson.
Learning Outcomes
Big ideas/key concepts: Students will understand that…
Media are constructions:
- Media works are crafted through deliberate choices that shape the final product
Each medium has a unique aesthetic form:
- Different media employ specific techniques (“rules of notice”) to guide attention and convey meaning
Key questions:
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How can we apply feedback and new knowledge to enhance our animations?
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How can we effectively leverage the unique aspects of stop-motion animation to communicate our ideas?
Essential knowledge: Students will know…
- Reading media: Specific techniques and conventions of stop-motion animation, such as framing, backgrounds, colour, special effects, sound effects
- Making and remixing:The importance of revision in the writing process; strategies for incorporating feedback to improve their work
Performance tasks: Students will be able to…
- Analyze teacher feedback and identify areas for improvement in their animations.
- Apply their understanding of game design techniques to revise their animations, enhancing their clarity, impact, and effectiveness.
- Justify their revisions based on the feedback received and their expanded knowledge of animation and film.
Curriculum Connections
Strand A: Literacy Connections and Applications
A1. Transferable Skills
A1.1 Receptive and Expressive Communication
analyze and explain how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms
A1.2 Student Agency and Engagement
evaluate and explain how transferable skills help them to express their voice, be engaged in their learning, and implement a plan to develop their capabilities and potential
A2. Digital Media Literacy
A2.4 Forms, Conventions and Techniques
demonstrate an understanding of the forms, conventions, and techniques of digital and media texts, and apply this understanding when analyzing texts
A2.5 Media, Audience, and Production
demonstrate an understanding of the interrelationships between the form, message, and context of a text, the audience, and the creator
Strand D: Composition (Expressing Ideas and Creating Texts)
D1.1 Purpose and Audience
Grade 2: identify the topic, purpose, and audience for various texts they plan to create
Grade 3: identify the topic, purpose, and audience for various texts they plan to create, and describe how the chosen text form and genre will help communicate their intended meaning
D1.2 Developing Ideas
Grade 2: generate and develop ideas about given and chosen topics, using simple strategies, and drawing on various resources, including their own lived experiences, and learning from other subject areas
Grade 3: generate and develop ideas about given and chosen topics, using various strategies, and drawing on various resources, including their own lived experiences, and learning from other subject areas
D1.4 Organizing Content
Grades 1-2: sort and sequence ideas and information, taking into account the text form and genre to be used
Grade 3: sort and sequence ideas and information, using appropriate strategies and tools, taking into account the text form and genre
D1.5 Reflecting on Learning
Grade 2: identify the strategies that helped them develop ideas for texts
Grade 3: identify the strategies that helped them develop ideas for texts and organize content
D2 Creating Texts
D2.1 Producing Drafts
Grade 2: draft short texts of various forms and genres, including personal narratives, persuasive texts, and procedural texts, using a variety of media, tools, and strategies
Grade 3: draft short texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies
D2.5 Revision
Grade 2: make revisions to texts using feedback from others, such as adding or deleting sentences
Grade 3: make simple revisions to draft texts, including replacing words and adding sentences, to improve content and clarity, using feedback from others
D3 Publishing, Presenting and Reflecting
D3.1 Producing Final Texts
produce final texts, using simple techniques, to achieve the intended effect
D3.2 Publishing and Presenting Texts
present the texts they have created using appropriate strategies, including by reading aloud with expression
D3.3 Reflecting on Learning
Grade 2: identify a few strategies they found helpful when presenting texts
Grade 3: identify the strategies that helped them present and communicate their message, and explain how they helped them improve