ALEX Learning Activity

  

Using Voki To Create A Unique Book Trailer

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Gina Scruggs
System:Jasper City
School:Jasper City Board Of Education
  General Activity Information  
Activity ID: 139
Title:
Using Voki To Create A Unique Book Trailer
Digital Tool/Resource:
Voki
Web Address – URL:
Overview:

Voki is an online learning resource that allows the user to create a customizable avatar that will star in a short video clip.  The avatar can be placed in a variety of settings, and students can record the script for the avatar to say.  There is also a text to speech component of the program where students can choose a voice style and then type the script for the avatar to perform.

  Associated Standards and Objectives  
Content Standard(s):
Technology Education
TC2 (2009)
Grade: 6-8
2 ) Publish digital products that communicate curriculum concepts.

Examples: Web pages, videos, podcasts, multimedia presentations

Technology Education
TC2 (2009)
Grade: 6-8
5 ) Use basic features of word processing, spreadsheets, databases, and presentation software.

Examples: word processing—reports, letters, brochures

-  spreadsheets—discovering patterns, tracking spending, creating budgets

-  databases—contact list of addresses and telephone numbers

-  presentation software—slideshow

English Language Arts
ELA2015 (2015)
Grade: 6
10 ) By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.6.10]

English Language Arts
ELA2015 (2015)
Grade: 6
19 ) Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person). [RI.6.9]

Digital Literacy and Computer Science
DLIT (2018)
Grade: 6
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce a multimedia artifact.
  • review artifacts created by others.
  • revise an artifact based on peer or teacher feedback.
Knowledge:
Students know:
  • feedback is important in a design process.
Skills:
Students are able to:
  • create a multimedia artifact.
  • critique the work of others.
  • revise their work based on feedback received.
Understanding:
Students understand that:
  • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 6
16) Communicate and/or publish collaboratively to inform others from a variety of backgrounds and cultures about issues and problems.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • publish or communicate information about issues or problems in their community with groups of various cultures and backgrounds while working in groups or with partners.
Knowledge:
Students know:
  • how to use a platform to share and inform others of a variety of backgrounds about issues or problems important to them.
Skills:
Students are able to:
  • publish and communicate as creators of content and information, instead of only consumers of the same.
Understanding:
Students understand that:
  • being able to communicate effectively and disseminate that information to reach a broader audience is an important part of being a global collaborator.
Learning Objectives:

The student will create a short video that will be shown to classmates for the purpose of giving a brief description of the latest book they have read.  The presentation should include a short synopsis of the plot and a a simple introduction to the main characters in the novel.

These videos will be helpful as students are selecting books in the library for their personal reading and will give students a fun technology tool to use in the place of a traditional book report.

  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

Students will use summarizing tools to re-tell the main ideas of the plot of a recent novel selection.

Students may create an avatar that represents themselves and give a description of a favorite novel, or they may create an avatar that represents a character in the novel and allow the character to offer a 'teaser' about the book.

Students will be encouraged to end the avatar presentation with a persuasive sentence that will entice the viewer to select that book for their next reading selection.

 

Assessment Strategies:

The teacher will require the following components in the Voki presentation:

  • Book Title
  • Author
  • Main Characters
  • Plot Summary
  • Persuasive closing

 


Advanced Preparation:

Students will need to have a log in for Voki.  You can share a class log in and the students can save their presentations to a central Voki account. 

Variation Tips (optional):

Remember, that there are many avatar customization choices within Voki, and students may get easily distracted from the main point of the lesson.  For a more complex presentation, it is suggested that you have students create their scripts in a Word document, complete revisions, and then use copy and paste to place the text in Voki.  Having them create the script before entering the Voki website will prevent the students from spending the majority of the time choosing the avatar characteristics, and minimal time on the content of the presentation.

Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: