PPLI digital Story Telling A4 Poster - Page 4



Using digital storytelling in the MFL classroom
Before starting, let’s consider;
What do I want my students to know, understand, and be able to do?
The creation of a digital story in a foreign language will help students develop many of the learning
outcomes in the junior cycle MFL specication.
What makes a good digital story? At this stage of learning, a good digital story has the following
characteristics:
• a clear purpose and a clear focus
• gives simple but relevant information
• can be easily understood due to accurate pronunciation and intonation when spoken and clarity of message when spoken
or written
• has images and music that are relevant to the narration and support it by creating an atmosphere and/or an emotional tone
• communicates a clear and comprehensible message through the appropriate use of the target language.
Let’s get started!
1. SCRIPT-WRITING
2. STORYBOARDING
This is the most important phase of the whole process.
The story is the core of a digital story; technology is just a
medium to enhance and enrich the telling of a story.
Storyboarding is essential to plan the digital story.
Things to consider
It is the process through which students, by using a comic
strip format (the storyboard), illustrate how the words of
the script are matched with specic multimedia items.
What type of text will students produce? Consider the
purpose and the audience.
It is an effective way to help students pre-visualise their
entire video and decide:
• Descriptive/Informative text: e.g. an autobiographical
presentation (tell me who you are), a biography
(present a celebrity that you admire)?
• what visual (images, text, video) and audio (music,
sounds) elements they want to include in their digital
story;
• Narrative text: e.g. a fairy tale, a personal story?
• in what order they want those elements to appear in
their video
• Instructional text: e.g. a recipe?
Deciding what type of text you want to focus on will help
you establish what language needs to be developed in
order to write the script, for example:
• which verb mood (indicative, imperative etc.)
and verb tense (present, past, future)?
• which person? (rst, second, third)
• which vocabulary (descriptive adjectives, sequencing
adverbs, subject-specic vocabulary)?
• which connectives (adding, sequencing, emphasizing
etc.)?
Creating the storyboard helps students reect on what
they want to achieve with their digital story and
encourages them to be more thoughtful when choosing
the media elements that best support their story.

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