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Everybody’s Gotta Story
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Authors Jeff Bryant, Shelley Davis-Forman, Jen Deyenberg, Darlene Hubber, Doug Pharis
Students will:
Explore the use of oral and visual media to tell a story.
Develop empathy and respect for individual differences as a result of
comparing personal challenges and situations they encounter with those
experienced by others.
Goals
Microsoft MARVIN, Moodle (Open Source Learning Management System)Software
Description Our project has students using MARVIN software to celebrate their life stories. We believe that avatar based animation will
allow the students to share their stories in a unique and very personal way.
Learning Areas English Language Arts, Health
Levels Ages 9 -12
digital story telling, animation, MARVIN, MoodleKeywords
Project Overview
Curriculum Outcomes
Everybody’s Gotta Story
Teacher Planning and Management
Our project was developed by teachers in three communities within the boundaries of Palliser Regional
Schools. This Canadian school division in southern Alberta extends over an area of more than 200 km.
Over 100 students from three small communities participated. In order to facilitate sharing, both for the
teachers collaborating on the project and the students participating, a learning management system
called Moodle was used to build the project.
A project journal was used by teachers to discuss ideas, share reflections and issues. Project
documents were kept in a shared file that everyone could access.
A number of activities were designed to lead students through the process of sharing their life stories.
Activities were grouped by topic in a course module called “Everybody’s Gotta Story”. The pages that
follow will outline each of the topics and the activities that were set up for students.
Documents
Project Proposal
Everybody’s Gotta Story
Topic 1: My Birth Day
We introduced our project to students with the Amanda Marshall song, “Everybody’s Gotta Story”. This
provided a platform for discussing with students the foundation of our project.
Then students were asked to research the day of their birth. They collected information from home and
explored a number of posted web links. Students discovered how many months, days or hours old they
were. They found out what day of the week they were born and what phase the moon was in. They
were even able to research the prices of everyday items in the year of their birth. Each student then
posted his/her birth story to a forum where it could be read by other students in the project. Students
replied to the birth day posts of others, beginning the process of getting to know each other and
developing a sense of their diversity.
DocumentsBirth Day Data
SheetBirth Day Home
Sheet
Everybody’s Gotta Story
Topic 2: What’s in a Name?
Students asked their families for information about how they got their names and then did some research
using web links like “Behind the Name” to find out the origin, meaning and historical popularity of their
names. Students then chose what information they would share in our Moodle course module in a
glossary. The end result was a glossary with the names of all 100+ participants. Students read each
others entries and made comments, learning even more about each other in the process.
Everybody’s Gotta Story
Topic 3: My Roots
In the “My Roots” section of our project, students explored their ancestry. They gathered
information from home about their cultural and ethnic backgrounds. They researched the national
anthems, traditions and flags of their countries of origin. This information was shared using a web
based tool called Glogster .
Documents
My Roots Data Sheet
Students created interactive online “glogs” telling
about their roots. Students were encouraged to
include images, information, links and sound
clips. Each student then posted a link to their
glog in our Moodle course so that it could be
viewed and commented on by others. Slowly,
students were revealing elements of their life
stories both to themselves and to others.
Everybody’s Gotta Story
Topic 4: Memories
Sharing memories was the focus of our next group of activities. Students used a Learning Essentials Timeline
template to create timelines of their lives. This was an opportunity to teach students how to use text boxes, insert
images and use other design features in Microsoft Word.
We created a simple MARVIN script to both introduce students to the software and to review how to effectively tell an
anecdote about their lives. Students drafted and then created pages in a variety of wikis with the memories they
chose to share. Anecdotes were shared in six wikis: Laugh out Loud, Happy Days, Grey Skies, Baby Steps, Life
Lessons and Red in the Face.
Documents
Timeline Template
Everybody’s Gotta Story
Topic 5: Words to Live By
Our next topic exposed students to life lesson messages in many forms. Each class listened to
inspirational songs and read poems and stories that had been posted in forums. Students then shared
their reflections about the messages in the forum. Students also used a web based application called
“Wall Wisher” to create life lessons quotation and advice walls.
Next students were asked to think about all the words to live by they had discussed and write six word
memoirs. They used a web based application called “Wordle” to share these memoirs, again posting
links in forums so other could read and comment.
Everybody’s Gotta Story
Topic 6: If I Were in Charge of the World
This topic asked students to examine their beliefs, values, dreams and goals. Students participated in a
live sharing event using OneNote, posting comments on pages on a variety of topics.
The Judith Viorst poem, “If I Were in Charge of the World” was used to get students to think about the
kind of world they want for themselves. Students read and discussed the poem and then used a web
based application called “Voice Thread” to share what they would do if they were in charge. Students
posted written, audio and video comments about what they would cancel, what there would be more or
less of and even re-defined healthy eating by outlining what foods they would reclassify as vegetables if
they were in charge.
Documents If I Were in Charge Poem
OneNote Live Share Template
Everybody’s Gotta Story
Topic 7: Life Stories
All this exploration culminated in the part of the project where students were asked to tell their own life
stories. Students completed a reflection sheet that asked them to consider what others would need to
know about them in order to understand their story. Classes discussed what information they had
collected as they worked through the project activities would make for a powerful, moving and interesting
life story. Some of the classrooms had been reading published biographies and autobiographies as they
worked through the project so that students had exposure to the genre. They were now ready to write
their own stories.
Documents
Life Story Data Sheet
Everybody’s Gotta Story
Topic 8: MARVIN
This topic provided access to MARVIN samples and tutorials. A story board template was created and
student planned how they would use their avatars to tell their life stories. They worked on their scripts,
sharing tips and tricks learned along the way in a forum.
Completed MARVIN movies were shared at each school and then posted and reviewed by all the
students in the project. Students nominated movies for “MARVIN” awards in a variety of categories using
a survey created in “Google Forms”.
MARVIN award winners were then premiered on the silver screen at a local movie theatre that graciously
offered to allow us to use their facility for our celebration. Students met in person for the first time!
Documents MARVIN Storyboard
Everybody’s Gotta Story
Topic 9: Reflections
Students reflected in a forum on their participation in the project. They were encouraged to provide
feedback to their teachers on specific activities and to make suggestions for how the project might be
improved. Classes listened to the song “The Rest is Still Unwritten” by Natasha Beddingfield and were
reminded that the rest of their lives represent blank pages upon which they have yet to write. In both a
forum and a video conference, students shared how learning the stories of others in the project had
changed their perceptions, reminding them of the importance of always remembering that each of us has
a story that is a different as our fingerprints.
Documents
Everybody’s Gotta Story
Teaching Resources
Most of the resources used for this project were web based can be accessed via the hyperlinked images on the left
of each slide or the delicious link below. Other hard copy resources are in the second document and were used to
supplement activities and encourage student discussion and reflection.
Documents
Hard Copy Resource LIst
Everybody’s Gotta Story
Assessment and Standards
A number of rubrics were co-created with students and used throughout the project for assessment. These are
posted below. Most of the rubrics were also used in self-evaluation form, with students assessing their own product
or participation.
Documents
Forum Posts Student
Timeline Project Teacher
Timeline Project Student
My Roots Glogs Teacher
My Roots Glogs Student
Liveshare Self-Evaluation
Forum Posts Teacher
TAG Sheet
Wiki Pages Student
Wiki Pages Teacher
Life Story Teacher
Everybody’s Gotta Story
Teacher and School Information
Shelley Davis-Forman
Grade 5/6
Arrowwood School
Jen Deyenberg
Grade 5, 6
Dorothy Dalgliesh School
Darlene Hubber, Doug Pharis, Jeff Bryant
Grade 5/6
Coalhurst Elementary School
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