1. Creating “Choose Your Own e-Adventures” with Google Slides Jeff Hughes 9-12 Language Arts A.Investigate B. Remain on path

2. iClipart for Schools item # 434970 Embarking on e-Adventures: An Overview ●Common Core Writing Standards: CCSS ELA Literacy W 11-12.3 ●Creating Closer Reading with Deictic GIFs ●Collaborative Narratives ●Formative Assessment with Storyboarding ●Summative Assessment with Pastiches ●Workshop: Applying what you’ve learned ●Meeting the SAMR model challenge ●A TPACK Rationale for Interactive e- Books ●Online Toolkit ●Print Literacy vs. Film, Gaming & Music Video Literacy ●Non-linear Storytelling & the English Language Arts Classroom ●Creating Mystery and Ambiguity in e-Books ●It’s ALIVE!: GIFs, Ghosts, Morphs, & Transitions

3. A Platonic View of Education [Plato’s] only aim is to open the eye of the soul, to bring into activity the hidden power of spiritual vision which lies dormant in every one of us...” So how do we awaken “spiritual vision” in our students?

4. Why e-Adventure Books? Milo123. “Warrior.” TinkerCad Gallery. https://www.tinkercad.com/things/3vkOEOYUm7a-warrior Hadridboy. “Castle.” TinkerCad Gallery. https://www.tinkercad.com/things/6X8YBef3zr7-castle 1.e-Adventures provide visual metaphors for students who are learning to use deictic shifts in narratives to provide multiple points-of-view as well as spatial and temporal transitions. Research shows that deictic ambiguity and second person point-of-view (POV) increase emotional activation in the brain. 2. e-Adventure books help to bridge the digital divide between instructors who were predominantly trained with printed text and students who come to class with alternative literacies from their experiences with iStory, music videos, movies, and online digital content. Herman, David. “Textual "you" and Double Deixis in Edna O'brien's "A Pagan Place"”. Style 28.3 (1994): 378–410. Web…http://www.jstor.org/stable/42946258#?seq=1#page_scan_tab_contents Jackson, Philip L., et al. "Empathy Examined Through the Neural Mechanisms Involved In Imagining How I Feel Versus How You Feel Pain." Neuropsychologia44.5 (2006): 752-761. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.333.2783&rep=rep1&type=pdf

5. RATIONALE: Cognitive Poetics can help increase reader empathy and engagement. TPACK Technological Knowledge Instructor has a working knowledge of obtaining and manipulating images to create storyboards, GIFs and animated GIFs. Pedagogical Knowledge Instructor provides opportunities for planning, collaboration, formative assessment, feedback and summative assessment. Content Knowledge Instructor provides writerly literature which includes changes in time, location, spatial references, point of view or agent of action. Koehler, Matthew, and Punya Mishra. "What is technological pedagogical content knowledge (TPACK)?." Contemporary Issues in Technology and Teacher Education 9.1 (2009): 60-70. Print. http://www.editlib.org/p/29544/article_29544.pdf

6. Online Toolkit (1 of 2) 3d WarehouseGoogle Sketchup 3D image gallery 3dwarehouse.sketchup.com Blender.orgCreate programmable 3D art (Python) https://www.blender.org/ GickrCreate animated GIFhttp://gickr.com/ Google Sketchup3D drawing app (requires download). Free / Enhanced version Free to educators for first year. http://www.sketchup.com/ iClipart for SchoolsFree clipart, photos, photo objects and sounds through area education agencies. http://schools.iclipart.com/iowa/ ImgflipCreate animated GIFS from images or video https://imgflip.com/

7. Online Toolkit (2 of 2) Morphing 3DCreate morphing animated GIFs 3dthis.com/morph.htm Photos for ClassFree clipart images for educational purposes http://www.photosforclass.com/ Photos for WorkFree clipart images for work environments http://www.photosforwork.com/ Pixlr EditorFree online photo editing app. Adjust opacity to create phantom image overlays. https://pixlr.com/editor/ Storyboard ThatStoryboarding Tool for formative assessment and collaboration. http://www.storyboardthat.com/ TinkercadFree 3D drawing app with editable image gallery https://www.tinkercad.com/

8. Print Literacy vs. Film, Gaming & Music Video Literacy Films, games and music encode perspectives, tone, moods, and plot differently than many print texts. DISCUSS: How might you relate the following cinematographic techniques to literary texts?http://www.lavideofilmmaker.com/filmmaking/film-techniques.html Film & Digital Storytelling TechniquesPrinted Page Storytelling Ken Burns Effect - Camera pans left to right?? Juxtaposition of contrasting images (i.e. the wedding scene in The Godfather) “ It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way” (A Tale of Two Cities by Charles Dickens) Camera fades in Over the shoulder shot

9. Print Literacy vs. Film, Gaming & Music Video Literacy DISCUSS: How might you relate the following cinematographic techniques to literary texts? Film & Digital Storytelling TechniquesPrinted Page Storytelling “Shaky camera” technique“... he found himself running down a wood road in the midst of men who were panting from the first effects of speed. His canteen banged rythmically upon his thigh, and his haversack bobbed softly. His musket bounced a trifle from his shoulder at each stride and made his cap feel uncertain upon his head. He could hear the men whisper jerky sentences: "Say--what's all this--about?" "What th' thunder--we--skedaddlin' this way fer?" "Billie--keep off m' feet. Yeh run--like a cow." And the loud soldier's shrill voice could be heard: "What th'devil they in sich a hurry for?" (Ch. 3, Red Badge of Courage, Stephen Crane). Out-of-Focus Crane Shot Tracking Shot

10. Non-linear Storytelling & the English Language Arts Classroom Writerly Texts are Texts with Metafictive Elements. Writerly Texts: “Texts that engage readers creatively as writers” (Kidd & Castrano 377). Metafiction: Writing which is non-linear, irreversible, self-reflective and or self- organized. (Hayles 85). This is typically post-war literature, but may also occur in older, non-Western texts such as Arabian Nights. Kidd, David Comer, and Emanuele Castano. "Reading Literary Fiction Improves Theory of Mind." Science 342.6156 (2013): 377-380. Print. Stoicheff, Peter. "The chaos of metafiction." Chaos and Order: Complex Dynamics in Literature and Science. Ed. N. Katherine Hayle. (1991): 85-99. Take-Away: We can coach students who feel uncomfortable with metafictive / writerly print literature by helping them to connect the techniques to those they are already familiar with in digital media.

11. Fabula and Syuzhet Narrative Approaches. Fabula: “the order of events referred to by the narrative.” Syuzhet: “order of events presented in the narrative discourse.” (Richardson 130). Example: Oskar Schell is an unreliable narrator with cognitive and emotional traits similar to Asperger Syndrome. He tells the 9-11 events out of order. The true time order is the Fabula. Oskar’s telling of the story is the Syuzhet (according to Russian Formalism). Richardson, Brian. Narrative Dynamics: Essays on Time, Plot, Closure, and Frames. Ohio State University Press, 2002. Print. Foer, Jonathan Safran. Extremely Loud and Incredibly Close. Houghton Mifflin CO: New York, 2005. Print.

12. Creating Mystery and Ambiguity in e-Books 1.Use a mixture of in-focus and out-focus objects. 2.Use over-the-shoulder shots. 3.Include silhouettes and partially-obscured people / objects / locations. 4.Include elemental obstructions such as rain, snow, sunlight, etc. 5.Include physical barriers such as traffic noise in sound clips. http://www.wikihow.com/Add-Sound-to-a-Google-Presentation 6. Use multi-lingual texts (for example, store signs in Spanish or Morse Code audio clues). 7. Use “red herring” characters to create distractions. 8. Use visual overlays / “ghosting” or morphing to create uncertainty for reader 9. Focus on hands rather than the character’s face 10. Use a MacGuffin technique object, such as a briefcase as the central focus http://www.elementsofcinema.com/screenwriting/macguffin.html

13. It’s ALIVE! GIFs, Ghosts, Morphs, & Transitions Have students create a digital animation plan by using storyboarding through Storyboard That, Google Slides, PowerPoint, or Keynote. Include at least three boxes with captions including: A.Starting image B.Description of the image transition steps C.Concluding Image

14. It’s ALIVE! GIFs, Ghosts, Morphs, & Transitions Select images from iClipart for Schools or Photos for Class. If necessary replace the white background with a transparent one using this Youtube tutorial: https://youtu.be/U0WFQg95Ir0https://youtu.be/U0WFQg95Ir0 For ghost image overlays, use layers and the opacity drawbar on Pixlr to manipulate the top image’s transparency. https://youtu.be/S8w0agOHFWk Ghosts work best with sepia tones or washed out colors. Play with the Adjustment and Filter tabs to create glows and other cool effects. Save the beginning, intermediate and ending images as numbered files in a dedicated image folder. Upload images to Gickr, imgflip, or a similar web app. Sort the images and create the animated GIF.

15. Tutorials for Choose-Your-Own Adventures Here are some resources to help you set up your "Choose-you-own-adventure" hyperlinks: Hyperlink Google Presentations- Using Links to other slides: https://youtu.be/S7T0W-fCHPA How to make your own Jeopardy Template in PowerPoint - Easy: https://youtu.be/y0cZnKFMtnQ How to make a picture a link: "When the picture is being inserted go to "more image options" and select "clicking this image links to original image file" and when the image is inserted click on it and change the url for the image and put in the url you'd like to link it to and TADAH!!!" https://productforums.google.com/forum/#!topic/docs/sjfR2b3oDIU https://productforums.google.com/forum/#!topic/docs/sjfR2b3oDIU Common Core Writing Standards: CCSS ELA Literacy W 11-12.3 “Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.” http://www.corestandards.org/ELA-Literacy/W/11-12/#CCSS.ELA-Literacy.W.11-12.3

16. Creating Closer Reading with Deictic GIFs “A deictic expression (or deixis) is a word or phrase (such as this, that, these, those, now, then) that points to the time, place, or situation in which a speaker is speaking.” http://grammar.about.com/od/d/g/deicticterm.htmhttp://grammar.about.com/od/d/g/deicticterm.htm Animated GIFs and multiple-thread storylines (including Choose-Your-Own Adventures) can be used to help students learn to design deictic shifts. Deictic ShiftCreate a Writerly GIF AnimationLiterary Examples Time (temporal)Depict changing seasonal foliage through “ I shall be telling this with a sigh | Somewhere ages and ages hence” (Frost, “The Road Not Taken”) Summer was dead, but autumn had not yet been born when the ibis came to the bleeding tree. It's strange that all this is so clear to me, now that time has had its way. But sometimes (like right now) I sit in the cool green parlor, and I remember Doodle. (Hurst, “The Scarlet Ibis”)

17. Creating Closer Reading with Deictic GIFs Animated GIFs and multiple-thread storylines (including Choose-Your-Own Adventures) can be used to help students learn to design deictic shifts. Deictic ShiftCreate a Writerly GIF AnimationLiterary Examples Time (temporal)Depict changing seasonal foliage through morphing animated GIFs. (Frost, “The Road Not Taken”) (Hurst, “The Scarlet Ibis”) Place (spatial)Use Google Sketch Up or Tinkercad to create shifting perspectives of location(s) There were a king with a large jaw and a queen with a plain face, on the throne of England; there were a king with a large jaw and a queen with a fair face, on the throne of France. In both countries it was clearer than crystal to the lords of the State preserves of loaves and fishes, that things in general were settled for ever. (Dickens, A Tale of Two Cities). Narrative Point-of-View (POV) Use 3dthis morphing tool contrast Walter Mitty with heroic alter ego. Thurber’s “The Secret Life of Walter Mitty” Hemingway’s “Hills Like White Elephants”

18. Creating Closer Reading with Deictic GIFs Animated GIFs and multiple-thread storylines (including Choose-Your-Own Adventures) can be used to help students learn to design deictic shifts. Deictic ShiftCreate a Writerly GIF AnimationLiterary Examples Time (temporal)Depict changing seasonal foliage through morphing animated GIFs. (Frost, “The Road Not Taken”) (Hurst, “The Scarlet Ibis”) Place (spatial)Use Google Sketch Up or Tinkercad to create shifting perspectives of location(s) There were a king with a large jaw and a queen with a plain face, on the throne of England; there were a king with a large jaw and a queen with a fair face, on the throne of France. In both countries it was clearer than crystal to the lords of the State preserves of loaves and fishes, that things in general were settled for ever. (Dickens, A Tale of Two Cities). SituationUse 3dthis.com morphing tool to show two story lines: The soldier hanging vs the soldier escaping but being caught in the river’s vortex. “ Suddenly he felt himself whirled round and round -- spinning like a top. The water, the banks, the forests, the now distant bridge, fort and men, all were commingled and blurred. Objects were represented by their colors only; circular horizontal streaks of color -- that was all he saw. He had been caught in a vortex and was being whirled on with a velocity of advance and gyration that made him giddy and sick.” Ambrose Bierce, “An Occurrence at Owl Creek Bridge”

19. Collaborative Narratives Sample student collaborative assignment (created using Haiku Learning LMS - www.myhaikuclass.com):www.myhaikuclass.com

20. Formative Assessment with Storyboarding By creating storyboard drafts on Google Slides or Storyboard That and sharing them with their teacher, students can receive formative feedback on their projects while they are still in the early stages of development.

21. Summative Assessment with Pastiches Merriam-Webster defines Pastiche as “ a literary, artistic, musical, or architectural work that imitates the style of previous work; also: such stylistic imitation.” Students can create Choose-Your-Own adventure stories in the style of Poe, Hemingway, Dickens, Twain or other writers. They can also model the digital storytelling techniques after specific film-makers like Hitchcock.

22. Workshop: Apply What You’ve Learned: A.Create an animated GIF using online tools to help readers visualize Frost’s “Nothing Gold Can Stay” poem. http://www.poemhunter.com/poem/nothing- gold-can-stay/ http://www.poemhunter.com/poem/nothing- gold-can-stay/ B.Create an animated GIF using Pixlr’s opacity drawbar and images from “Photos for Class” to create an ambiguous animated GIF for de le Mare’s “Listeners” poem: http://www.poetryfoundation.org/poem/177007

23. Closing Thoughts: SAMR Model REDEFINITIONCollaborative e-Adventure writing projects re-define this teaching task because they allows students to work together in online platforms like Storyboard That, Haiku Learning, and shared Google Slides projects. The addition of deictic GIFs allows teachers to help students visualize and create deictic shifts in their writing (and better understood those used by writerly authors). MODIFICATION AUGMENTATIO N SUBSTITUTION