Virtual Day of Story - Head Mentor Handbook 2020-21 by Young Storytellers

Table of Contents Young Storytellers Mission & Values………………………….……………………….………..…….……..pg. 2 Program Overview & YS Anchor Standards……………………………………………..…….………..pg. 2 Common Core ELA Alignment…………………………………………………………………….……………...pg. 3 SEA & LAUSD SEL Alignment………………………………….………………………………………….……...pg. 4 Social Justice Alignment………………………………….………………………………………………..………...pg. 5 Session Start Tips……………………………………………………………………………………...…………………pg. 6 Session Breakdown……………………………………………………….……………………………….……..……..pg. 7 Mentor Meetup Agenda……………………………………………………….…………………….….……..……..pg. 8 How to Work with a School Liaison / Teacher Virtually.……………………….…..…..……....pg. 9 Pre-Program Logistics…….....………………………………………….……………………………………...….pg. 10 Session 1 - What’s Your Story?………………………..…………...………………………………………...pg. 11 Session 2 - Visual Story Elements………………….………...……………………………………………..pg. 16 Session 3 - Genre & Tone……..………………….…………………………………………….……..……….….pg. 24 Session 4 - Presentations……...…………………….……………………………….……………………….….pg. 31 Tech Appendix..…………………………………...……………...….…….…………………………….…….….…...pg. 38 Alternative Warm Ups..……………………...……………...….…….…………………………….…….….…...pg. 41

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Our Mission Young Storytellers sparks creative self-discovery through storytelling. Our programs highlight young people as the center of their own narratives, emphasize that their stories matter, and celebrate their unique voices as the ones telling them. Young Storytellers works towards a future where young people experience the impact that their thoughts, feelings, and words can have on the world in which they live.

Our Values We Connect Genuine connection between people requires empathy and sensitivity. The respect and honesty needed to connect is a fundamental element of everything that we do.

We Play Play with a purpose allows participants to engage with wonder and investigate their world. This is how we remove roadblocks to creativity and build a more whole collective.

We Explore Being vulnerable and inventive requires a supportive environment. Young Storytellers fosters exploration of the self and the world in which we live, while empowering our community to tell their stories.

You Belong Originality and individuality are things to be celebrated. We serve young people and adults by cultivating an open community where everyone gives of themselves and speaks fully from their unique perspectives.

Program Overview Through creative writing exercises and gameplay, writers will learn basic story structure and elements, how to write a logline (one sentence summary of a movie idea), how to decide the tone and genre of a story, and how to make a movie poster that visually represents their movie idea. Each student will be paired with a one-on-one mentor who will guide them through our process and help them realize their creative ideas, and work in pair groups with one other writer and mentor. At the end of the workshop, students will present their movie idea and poster.

YS Anchor Standards Through the design of each piece of our programs, we aim to enhance the ability of our writers to: ● Have confidence in their ability to create stories/scripts and share their creative ideas with others. ● Collaborate with their peers and mentors through the creation of agreements, learning feedback models, and collaborative exercises and writing. ● Bring their creative ideas to fruition by teaching them planning and outlining processes and the value of planning/outlining. ● Reflect on personal experiences through storytelling, script writing, mentorship, and community-building exercises. ● Understand perspectives different than their own through the creation of characters, writing about challenges, and collaboration. ● Explore their feelings, views, goals, and challenges in life. ● Express themselves around themes, subjects, and issues that are important to them. ● Feel and think that what they have to say is of value to others. ● Connect with others through creative writing, sharing, and interactive exercises. 2 © Young Storytellers 2021 // www.youngstorytellers.com

Common Core English Language Arts Alignment

English Language Arts Standards » Reading: Literature » Grade 5 Key Ideas and Details: CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CCSS.ELA-LITERACY.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

English Language Arts Standards » Writing » Grade 5 Text Types and Purposes: CCSS.ELA-LITERACY.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Production and Distribution of Writing: CCSS.ELA-LITERACY.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

English Language Arts Standards » Speaking & Listening » Grade 5 Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles. CCSS.ELA-LITERACY.SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. CCSS.ELA-LITERACY.SL.5.1.D Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

English Language Arts Standards » Language » Grade 5 Knowledge of Language: CCSS.ELA-LITERACY.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. 3 © Young Storytellers 2021 // www.youngstorytellers.com

Social Emotional Learning Alignment Social Emotional Arts Learning Objectives from the UCLArts and Healing, and Organizational Member of the UCLA Collaborative Centers for Integrative Medicine Social: Recognizing Feelings Turn Taking Listening / Sharing Problem Solving Connecting through Shared Experience Cooperation / Teamwork Communication Skills Emotional: Identifying and Labeling Feelings Self-Awareness Self-Esteem Cognitive: Decision-Making Planning Organizing Understanding New Concepts

LAUSD SEL Core Competencies Growth Mindset: The belief that one’s abilities can grow with effort. Self Efficacy: The belief in one’s own ability to succeed in achieving an outcome or reaching a goal. Social Awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.

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Social Justice Alignment Social Justice Anchor Standards and Domains, from Teaching Tolerance (a project of the Southern Poverty Law Center) Identity: Students know who they are and express pride in themselves. ID.1 Students will develop positive social identities based on their membership in multiple groups in society. ID.4 Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people. Diversity: Students are curious and respectful about learning about others. DI.8 Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way. Action: Students have the tools and skills to respond to unfairness. AC.18 Students will speak up with courage and respect when they or someone else has been hurt or wronged by bias

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Session Start Tips

Five or more students are missing from your session? If you need help getting students logged onto your session, call or text this number - 323.760.5423. An intern or staff member will contact parents for the first 15 minutes of the session. Please keep in mind, other schools may have a session at the same time as yours that may need the same assistance. At the end of the session, the intern will check the list of Zoom attendees and make a list of missing students. - If a student(s) does not show up for the first two sessions, the School Partners Specialist will contact the liaison and discuss next steps (dropping the student, liaison contacting family, maybe adding another student, etc.) Stalling for students to arrive? Delegate some questions or activities to your mentors that they can lead at the top of a session while you and the liaison work on getting students online. Some suggestions: ● Mentor Talent Show - Give your mentors a chance to shine! Have each mentor prepare a special skill they can do on camera (serious or silly). Randomly pair them up and have them compete to impress the students more. You could even create a bracket and have the winners compete against each other the following week. ● Wacky Titles - Give your mentors and students a wacky film title and have them make up what that story could be about. Get them warmed up to expressing their creativity and see what wild story ideas the group can come up with. ● Simon Says - Pick a mentor to be Simon and have them play Simon Says with the group. (NOTE: This works best if all students can use video.) ● Discussion Questions - Have your students and mentors discuss “controversial” topics: Does pineapple belong on pizza? Should toilet paper fold over or under? Marvel or DC heroes? Candy or chocolate? Get students used to using chat Audio and video can be tricky and connectivity issues can make those elements even more complicated. Get the students used to using the chat to communicate early in the sessions. This can help with classroom management, AV issues, and shy students who would rather not speak out loud. Many of the activities above could be used to engage the students via chat and get them used to sharing ideas and feedback through the chat function. Incentivize the students to get online on time Do something fun at the beginning to get the students excited about the top of the session. It might be a fun activity, a silly costume / hat that you or a mentor wears at the top of a session, a 6 © Young Storytellers 2021 // www.youngstorytellers.com

chance to show off everyone’s pets...anything that will get the students excited for the start of the sessions. Do what you do best: make the YS classroom different from other classrooms. Make it fun, engaging, exciting, and something to look forward to each week.

The Breakdown This handbook will guide you through the steps involved in leading each session. Sessions consist of the following main components: Session Prep: We want you to feel prepared for each Session. Make sure you’ve read over the lesson plans for the day and check off any tasks and delegation you need to do for each session. Intro: W e want our students and mentors to know what’s going on during the session. This helps relieve anxiety and gives students an idea of everything we’re accomplishing each day. Play: W e highly value meaningful Play as a method to engage our students and mentors and to create a fun sense of community. Play also enables us to develop/practice skills (in a fun and engaging way) that our students will utilize during the create section of the day.

Learn: W hat you will be teaching and the way you teach it will support our values of Connection and Exploration. Create: T he task t hey are to complete by the end of the day is directly related to our values of Connection and Exploration. Share: Time set aside for students to express their ideas aloud to the rest of the group. This practice also enforces our sense of Belonging. Reflect: It’s not listed for most sessions in this handbook, but make sure to check in with your mentors after each session to see how they and the students are doing.

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Pre-Session Meet Up with Mentors (30-40 min) A Pre-session meet up with all your mentors is helpful to foster a sense of community and belonging, especially with first time mentors! This space can also be helpful to alleviate any concerns, since Collaborative Stories is a new program. Your mentors can get familiar with the new materials and see what their expectations will look like in a virtual space. Example of Agenda for this Meet-Up: 1. Ice Breakers with mentors “Describe in 5 words or less your quarantine experience.” “If someone were to play you in a movie, who would it be?” 2. Practice Zoom technicalities Share your screen to practice hosting slides for the group Break your mentors out into rooms and give them a question to chat about: What are you most excited about for virtual programming? What are you nervous about? Tip: Practice having a mentor screenshare and run slides, since this can be helpful during sessions and especially the Big Show! 3. All mentors should be trained by this point, but take a moment to reiterate best student engagement group practices 4. Set mentor/HM communication expectations/preferences Create “agreements” around how mentors can support classroom management. 5. Address any questions and concerns - be sure to carve out time at the end for this!

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How to Work with your School Liaison / Teacher in a Virtual Classroom Having a great working relationship with your school liaison can make your semester go smoothly! Before your session starts, schedule a zoom meeting with your liaison at least a week prior to the first session. This meeting is an opportunity to: 1. Introduce Yourself ● Establish a personal, warm relationship. Find out their preferred mode of communication (i.e., Email, call, text) ● State your commitment to this program and the students you look forward to meeting and working with 2. Discuss Program Logistics ● Review the schedule to make any necessary adjustments. Let the School Partners Specialist know about any schedule changes. ● Receive a complete list of students (legal & nicknames if applicable) from the liaison if you have not received one by then. ● Discuss how and why writers were chosen (Are there any students with special needs? Is there anything you need to know about certain students?) 3. Discuss Tech Logistics ● Make sure the recurring Zoom link is set up (either by the school or yourself) and that your mentors/ students have the link ○ If a school needs to create the recurring zoom link, make sure they make you a Co- Host. ● If a credentialed teacher needs to be present at every session, please make sure to clarify who that person is. Sometimes it’s the liaison, sometimes it’s other school admin. Whoever it may be, make sure to get their contact information and clarify their preferred mode of communication.

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Pre-Program Logistics What do I need to do before my first Session? 1. Read this Handbook: let us know if you have any questions or concerns. 2. Ensure your mentors are signed up for a Training: All mentors are required to attend a training to prepare them for the virtual sessions. We will send you dates and times. Please make sure your mentors are signed up to attend one! 3. Send your mentors the Day of Story Digital Workbook: s ee below for more information. 4. Plan a ‘Test Run’ with your mentors: g ather your mentors before your First Session to start forming a community. 5. Draft up your Day of Story Slideshow: make a copy of the resource and personalize it!

What materials am I getting? 1. Day of Story HM Training Slides ○ This has everything we covered at the HM training, including all of the Curriculum changes, and a brief overview of the Social Justice Standards. 2. Day of Story Session Slideshow Template ○ This has all of the exercises and guidance for all 4 sessions. Make it your own!

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Session 1 - What’s Your Story? What to do Before the Session: ❏ Make a copy of the Day of Story slideshow and personalize it for your group. ❏ Review the Session 1 lesson plan in this Handbook. ❏ Email your mentors the plan for the session and the Zoom link for the session meeting. ❏ Pair up your mentors with their writers and assign them to breakout rooms in Zoom. (If you’re short on mentors, a mentor can work with 2 writers.) What to do After the Session: ❏ Check in with mentors to discuss any challenges or changes to be made for the following session. ❏ Complete Head Mentor check-in form Learning Objectives for Session 1 ● Sharing their personal connections to their favorite movies and characters. ● Learn the basic definitions and purpose of the main elements in a story (character, setting, goal, obstacle, climax, and lesson). ● Learn specifically how the lesson is the main purpose of the story and how other story elements support it. ● Learn what brainstorming is and a technique for brainstorming story ideas (Divide a Story). ● Learn how to write a one-sentence story summary (logline) centered around a lesson that is personally significant to them.

LET’S BEGIN! [Begin Screen Sharing] T his is an opportunity for a mentor to help run tech! Establish your checkpoints and stall with activities ( see Session Start Tips).

GOAL: For every writer to create an original one-sentence movie idea (logline).

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INTRODUCTIONS & PLAY ( 20 MIN) What we’re doing today Ask the writers if they know what we're doing in this program.

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Each writer will come up with their own movie idea and poster. At the last session, the group will present their movie idea and poster for the group. Mentors are here to help guide all the writers through this process. We’re also going to play some games and get to know each other better over the course of the program!

Warm-Up Game of your choice ( See Session Start Tips)

LEARN (10 MIN)

Agreements Start off by praising the creativity of your writers. Let them know that since they are so creative, we expect 3 things from them: 1. To listen and refrain from distracting themselves and others on Zoom. 2. To come up with original movie ideas (not a retelling of their favorite movie/book) 3. To keep the stories PG (non-violent ideas) If the group needs more explanation, let them know that we have this agreement because we already see a lot of violence in TV and movies. It’s an easy way to show that someone is a mean character or to introduce or “solve” a problem in a story. We can do better! 4. To BE PRESENT - engage with the material and explore their creativity with their mentors 12

Ask the group if they can agree to those things. You can ask for a verbal response, written response in the chat, or have everyone give you a thumbs up via the reaction function in Zoom if they agree.

CREATE (25 MIN)

Divide a Story Let them know that this activity is all about brainstorming. Explain that brainstorming is when you try to come up with a bunch of ideas before settling on one idea. Before deciding on their movie idea, we want to give them time to brainstorm a bunch of ideas they can put in their movie idea. Point to each story element in the breakdown below and ask the group to tell you what those words mean. Explain as needed. Ask the group for one suggestion for each “box”. Have the group come up with detailed ideas. You set the tone for what they will come up with with their mentors. LESSON: explain the significance of the Lesson in a story and the importance of writing with a purpose. The story they write is intended to be framed around a Lesson that is important to them. CHARACTER: ask the students what communities or units the character is a part of and how the character’s upbringing and community affects the way they act. How to create a classroom ‘whiteboard’ Option 1: Take your slideshow out of ‘Present’ mode and type into your slideshow while continuing to share your screen. Option 2: Use the whiteboard function on Zoom to write in answers. (See Tech Appendix for instructions) 13

Create a one logline as a group by filling in the blanks. You can use suggestions from their divide a story.

Mentor/Mentee Match Up Let the group know that you are going to pair mentors up with their writers via the breakout rooms shortly. Each student has a mentor, and the two mentor-writer pairs in each breakout room is a pair group. They should use this time to get to know each other!

Come up with your Young Storytellers name. NOTE: On the Security tab, make sure you Allow Participants to Rename themselves. Come up with words you like to use to describe yourself, until you find a word that starts with the same letter/sound as your first name. Change the name on your Zoom “name tag”. ● Click on the 3 dots to the right of your zoom screen ○ On a tablet, iPhone, or iPad, click on the Participants button, then click on your own name, and select Rename to do this. ● Click change name ● Put in your Young Storytellers name (no last names)

Discuss: ● What is your favorite movie and why? ● What is the main character like? ● How are you and that character alike? ● Are there other people in your life who you are similar to? How so?

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Mentor/Mentee Divide a Story and Logline Let the group know that they writers will also work with their mentors to create their own Divide a Story, and at least 2 loglines in breakout rooms. ● Make sure pairs know they can play around with their Divide a Story to create up to 4 loglines if needed. ● Like in the Large Group, they should be starting their Divide a Story by brainstorming the Lesson they want to teach with their story. Make sure that the logline they want to make a poster for is written down. Remind groups to give writers equal time and give them time reminders by popping in and out of breakout rooms or sending a broadcast to all the rooms. TIP: Send the Divide a Story and Logline Worksheet to all of your mentors and have them make a copy to their Google Drive. M ake sure they send it to you after the session. [Start Breakout Rooms] This is an opportunity for a mentor to help run tech! S ee Tech Appendix for more detailed steps. At this point, feel free to visit various breakout rooms to check in on mentors.

SHARE (5 MIN)

Using the virtual circle, ask everyone to share the l esson of the logline they want to make a poster for. Remind the group before they go: 1. Students will be planning out the posters of their movie ideas in the next session. They can make their poster with a simple paper and pen, crayons, markers, and colored pencils, or if they know how to do it on a computer, they can also do that. 2. Remind them of the next session day and time!

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Session 2 - Visual Story Elements What to do Before the Session: ❏ Look over the Session 2 slideshow, make a copy and make any needed adjustments for your group. ❏ Review the Session 2 Lesson. ❏ Email mentors the plan for the session and the Zoom link for the session meeting. ❏ Assign mentors and writers into their breakout rooms in Zoom. [See the Tech Appendix for step by step instructions] What to do After the Session: ❏ Check in with mentors to discuss any challenges or changes to be made for the following session. WRITER LEARNING OBJECTIVES ● Analyze how movie posters visually represent the story elements in a movie. ● Learn what a title and tagline is and their purpose. ● Create a title and tagline that reflects their movie idea. ● Take turns listening and sharing in order to engage in group conversations. ● Start to create posters that visually represent the setting and characters in their story ideas.

Let’s Begin!

GOAL For writers to decide the Title and Tagline of their film, as well as plan posters that represent their one-sentence movie idea (logline).

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INTRO & PLAY (10 MIN)

Review last session & Introduce today ● Ask the class what they remember doing in the last session. ○ Wrote one-sentence movie stories called loglines. ● Let the group know that today, they are going to learn about what goes into a movie poster and then start planning their movie poster and presentation. Quick Sketch: Draw what makes you happy Take 2 minutes to draw something that makes you happy, something or someone you love, something you like to do, a place you like to go, or anything you want. They can use their workbooks (page 10) or whatever they have access to (pen/pencil, paper, mark up on their phone/tablet). Let the group know that you are going to divide them up in a minute into their groups via breakout rooms. In their rooms, they will share what they drew and why they drew it. ● If your group is small or if you have time, you can have the whole group share together via a virtual circle/cold calling.

TEACH (20 MIN) Show & Discuss Movie Poster Examples Use the movie posters slides in the slide show for this discussion. Discuss the below movie posters one at a time. Always look for opportunities to make connections between observations on the posters and the plot of the films. Before discussing each poster, ask the group who has NOT seen the film. Ask those writers about their first impressions and feelings about the film based on the poster. You can use these questions to help guide the first conversation. ● What's going on in this poster? What makes you say that?

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Ask the students to get specific about what details in the poster they notice, or what they think is going on in the poster. What do you think you are getting yourself into when seeing this film? What do you think is going to happen? Can you guess what some of the story elements are? ○ Who are the characters? ○ Where do you think it takes place? ○ What could the obstacles be? ○

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Open up the discussion to include writers who HAVE seen the film. ● What was the main thing that happened in this film? Is any of that shown in the poster? ● Who are the main characters in the film? Do you see them on the poster? What emotions does it look like they are feeling? ● Where does the film take place? Do you see the setting on the poster? (If time) share the logline for each film (see the helpful tip section below) and connect the loglines to writers’ observations. Helpful Tip: Below is information about each film, please familiarize yourself with key story elements and plot points. The more you know, the easier it will be for you to lead a rich discussion about each poster.

Finding Dory Things about the poster connected to the movie’s plot: ● Setting: The ocean is on the poster. ● Main character (protagonist): half of Dory is on the poster (she’s not all there - physically and mentally). ● Important plot point: Dory gets lost. Only her tail is seen in the poster. ● Title & tagline: Finding Dory - “She just kept swimming.” ○ This tagline relates to the movie because it’s a reference to the movie Finding Nemo, which takes place before Finding Dory. It also hints at what happens in the movie: there is a problem that has to be solved because Dory keeps swimming and we can tell from the title that 18

her friends have to find her to solve that problem. Plot synopsis: D ory is a wide-eyed, blue tang fish who suffers from memory loss every 10 seconds or so. The one thing she can remember is that she somehow became separated from her parents as a child. With help from her friends Nemo and Marlin, Dory embarks on an epic adventure to find them. Her journey brings her to the Marine Life Institute, a conservatory that houses diverse ocean species. Dory now knows that her family reunion will only happen if she can save her mom and dad from captivity. Logline: In the ocean, Dory wants to find her parents, but suffering from memory loss stands in her way, so her friends help her and she finds her parents, learning the real meaning of family. Coco

● Things about the poster connected to the movie’s plot: ○ Settings: Land of the Dead (where most of the story takes place) is shown in the background of the poster. ○ Main characters: Miguel (the protagonist) and Héctor (who we end up discovering is his great grandfather) are in the center of the poster. ○ Genre: Comedy/adventure/musical - Bright colors, expressive characters. Both the main characters in the poster are holding guitars, which shows us that music is a central part of this story. ● Plot synopsis: D espite his family's generations-old ban on music, young Miguel dreams of becoming an accomplished musician like his idol Ernesto de la Cruz. Desperate to prove his talent, Miguel finds himself in the stunning and colorful Land of the Dead. After meeting a charming trickster named Héctor, the two new friends embark on an extraordinary journey to unlock the real story behind Miguel's family history. 19

● Logline: In Santa Cecilia, Mexico, M iguel wants to become a famous musician, but getting stuck in the land of the dead stands in his way, so he convinces his deceased family to bless and send him back to the Land of the Living. Learning to never forget where he comes from. Black Panther Things about the poster connected to the movie’s plot: ● Main character: T'Challa, the Black Panther and King of Wakanda, is tasked with protecting his home, Wakanda. ● Setting: Black Panther is looking down on his home, Wakanda, in the poster. Wakanda is an African country whose true beauty and resources are hidden from the public. As the newly appointed King of Wakanda, T’Challa is tasked with protecting his country (in the poster he is literally looking over his homeland). ● Title & Tagline: Black Panther - “Long live the king.” ○ This tagline relates to the movie because it hints at the obstacle, that there is a problem in the kingdom that the king T’Challa has to solve. It could be that there is a danger to the kingdom, or that the king himself is in danger. Or it could be BOTH, we have to watch the movie to find out! Plot synopsis: A fter the death of his father, T'Challa returns home to the African nation of Wakanda to take his rightful place as king. When a powerful enemy suddenly reappears, T'Challa's reign as king -- and as Black Panther -- gets tested when he's drawn into a conflict that puts the fate of Wakanda and the entire world at risk. Faced with treachery and danger, the young king must rally his allies and release the full power of Black Panther to defeat his foes and secure the safety of his people. Logline: In Wakanda, T’Challa, the King wants to protect his country and its resources, but Erik Killmonger (a violent rival who wants revenge and to share all of Wakanda’s resources) s tands in his way, so h e defeats Killmonger but decides to share Wakanda’s resources, learning to share Wakanda’s gifts in order to help those in need. 20 © Young Storytellers 2021 // www.youngstorytellers.com

Questions After All the Posters Have Been Discussed Individually What do all the posters have in common? Setting and characters are shown in all posters Title and tagline of movie ● Explain that a tagline is like a short phrase or sentence to get people excited about the movie. ● It gives the audience just a little bit more information about the movie. ● It’s different from a logline. Whereas a logline tells us what happens in the movie, a tagline makes us curious about what happens in the movie. ● A tagline might be a quote that one of the characters says, a joke or pun (you might have to explain what a pun is), a reference to something else, the lesson in a script, or a question that the movie answers.

CREATE (25 MIN)

Planning and Starting Movie Posters Once the pairs decide on or review the logline they want to use for the rest of the program, they should come up with a title and tagline for the story. If stuck, let them know they can come up with some descriptive words for the story (is it funny, scary, full of drama, full of action and chase scenes, sad) to inspire them. They can also review their story elements for inspiration. If they can’t (or don’t want to) come up with a tagline first, they can start planning the story elements that will be in their poster and come up with a tagline based on the elements that aren’t in the poster (obstacles, climax, lesson).

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Let the group know that n ext session, they will be diving into tone and genre, then presenting the posters the following week. Now they’ll start planning the posters and presentations, first by answering these questions: ● How would you describe your movie idea if you were going to turn it into an actual movie? ● Which story elements do you want on your poster? ● Which objects or people are connected to your story? ● Which settings, buildings, backgrounds are in your story? ● Which actors would you want to act or voice your characters (protagonist and antagonist)? ● What do you want your poster to look like? How do the visual elements you want in your poster come together? Make sure the mentors take notes on this, particularly around the setting the student describes and the actors the students choose for their protagonist and antagonist. Once they’ve answered those questions, they can start drawing their poster or sketching things out roughly (like in the warm-up Quick Draw). Let the groups know their options for making their posters if they get to it. They can: ● Use a blank piece of paper and whatever they have at home to draw with today. ● Use the whiteboard function in zoom to draw their poster. After pressing share screen, click on white board. Let them know that mentors should press save when done, share the poster via chat with their writer, and save the poster on their computer. ● Use another computer software they are comfortable with like MS Paint. TIP: Make sure that every mentor has a backup copy of their writer’s poster (if needed, they can have their writer hold it up to the camera and take a screenshot). Divide everyone up into the mentor and writer groups via the breakout function [More directions in the Tech Appendix]. While groups are working, float in and out of breakout rooms to assist and check in on each group. Give groups time updates by popping in and out/sending a broadcast to the rooms.

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SHARE (5 MIN)

Via the virtual circle/cold calling have each writer share their favorite story element in their logline or movie poster. Remind the group that the next session will be the last session to work on their posters. If they have any art materials at home, they should have them with them at the next session to finish their posters. They can make their poster with a simple paper and pen. If they have things like crayons, markers, and colored pencils, they can use those too. If they know how to do it on a computer, they can also do that. Be mindful of students who may have less resources than others or who may be more insecure about their artistic abilities. C elebrate all the posters!

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Session 3 - Genre & Tone What to do Before the Session: ❏ Look over the Session 3 slideshow, make a copy and make any needed adjustments for your group. ❏ Review the Session 3 Lesson. ❏ Email mentors the plan for the session and the Zoom link for the session meeting. ❏ Share the presentation slideshow with mentors and assign each mentor a slide for their student’s presentation. [See T ech Appendix for details] ❏ Assign mentors and writers into their breakout rooms in Zoom. What to do After the Session: ❏ Check in with mentors to discuss details for the presentation next week. WRITER LEARNING OBJECTIVES ● Understand what a movie’s tone and genre are. ● Analyze how movie posters visually represent the tone and genre of the movie. ● Take turns listening and sharing in order to engage in group conversations. ● Create posters that visually represent the tone and genre of their movie idea.

LET’S BEGIN!

GOAL For writers to finish creating posters that represent their one-sentence movie idea (logline).

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INTRO & PLAY (10 MIN)

Review Last Session & Introduce Today Ask the class what they remember doing in the last session. ● Learned about story elements in movie posters and planning their own posters ● Titles and Taglines Let the group know that today, they are going to learn about Tone and Genre for a movie and movie poster, then they will finish drawing their posters and write a script to present the posters. Movie Poster Emotion Quick Write Use the movie posters slides in the slide show for this discussion.

Show the poster for the animated version of M ulan (1998) and have the students write down any words to describe it. ● What emotions does the poster make you feel? ● What emotions do you think the movie will make the audience feel? Or how did it make you feel if you’ve already seen it? ● What kind of movie do you think this is? ● What do you see that makes you say that? Show the poster for the live action Mulan (2020) and have the students write down any words to describe it. ● What emotions does the poster make you feel? ● What emotions do you think the movie will make the audience feel? Or how did it make you feel if you’ve already seen it? ● What kind of movie do you think this is? ● What do you see that makes you say that?

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TEACH (20 MIN) Discuss Differences in Poster Examples Use the Mulan movie posters slides in the slide show for this discussion. Show the slide with both movie posters right next to each other. Let the group know that these are two posters for two different movies that tell a similar story but do it differently. Ask them: What are the similarities between the two posters? What could this mean about the similarities in the two films? ● Remember to ask them to be specific and explain the thinking behind their ideas. ● If they are stuck, ask them if in their quickwrite, they wrote down any of the same words in their two lists. What are the differences between the two posters? What could this mean about the difference in the two films? ● If they are stuck, ask them if in their quick write, they wrote down any different words in their two lists. How are these two movies different even if they’re telling a similar story? If stuck, ask: What’s different between the colors in the two posters? ● The animated Mulan poster has a lighter, single color red whereas the live action Mulan has lots of shades of darker red. ● Mulan’s dress and uniform are more colorful in the animated poster, but the live action outfit is red like the background. What about the characters in the posters? ● Mulan’s friends are in the animated poster but not the live action one. How is Mulan feeling in these two posters? ● In the animated poster, she’s smiling but she looks more serious in the live action poster.

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Genre & Tone A movie’s genre is the category or type of movie that it is. Ask the writers to list some types of movies they might know (comedy, romance, action, etc) either out loud or in the chat and you can read them out loud. Explain that a movie’s tone is the feelings or emotions that the movie brings up with the dialogue, colors, music, or even outfits that characters wear. Give the writers a few examples of different genres and what tones or feelings those genres might evoke (some examples below, you need not use them all): ● Comedy - happy, laughter, silly ● Tragedy - sadness, frustration, serious ● Drama - surprise, suspenseful, frustration, serious ● Action - intense, serious, exciting, worry ● Romance - love, joy, hope ● Mystery - curiosity, confusion, fear ● Horror - fear, disgust, discomfort, worry ● Musical - exciting, happy, sing-songy Sometimes a movie is multiple genres or its tone shifts throughout the movie. Ask the students what the different tones of the two versions of Mulan might be and what makes them say that? You can share with them the two different taglines for the movies to highlight how those affect the tone as well. Helpful Tip: Below is information about each film, please familiarize yourself with key story elements and plot points. The more you know, the easier it will be for you to lead a rich discussion about each poster. Mulan (1998) Things about the poster connected to the movie’s genre & tone: ● Tagline: “The flower that blooms in adversity is the most rare and beautiful of all.” ● Genre: comedy, adventure, musical ● Tone: happy, whimsical, joyful, exciting, hopeful Poster elements that convey tone / genre: 27

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The characters are smiling, conveying joy and comedy Bright colors portray a whimsical and happy story There are a lot of solid colors and not a lot of shadows or patterns, which makes us feel like it’s uplifting

Mulan (2020) Things about the poster connected to the movie’s genre & tone: ● Tagline: “Loyal. Brave. True.” ● Genre: action, adventure, drama, epic ● Tone: serious, exciting, suspenseful, worry, intense Poster elements that convey tone / genre: ● Lots of darker shades of red make the movie seem more serious ● There’s smoke in the background and she’s not smiling, which looks more dramatic ● Her hair is messier and we see more details in her clothes and her sword, which hints at the historical and cultural setting (ancient China)

CREATE (30 MIN)

Make Movie Posters Now that the students have planned out their story elements that’ll be in their poster, and now that they know about tone and genre, they can start making their posters! Let the groups know their options for making their posters today. They can: ● Use a blank piece of paper and whatever they have at home to draw with today. ● Use the whiteboard function in Zoom to draw their poster. After pressing share screen, click on white board. Let them know that mentors should press save when done, share the poster via chat with their writer, and save the poster on their computer. ● Use another computer software they are comfortable with like MS Paint. TIP: Make sure that every mentor has a backup copy of their writer’s poster (if needed, they can have their writer hold it up to the camera and take a screenshot).

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While the writers draw out their poster, the mentors will be putting together the slide for their presentation. The slide should include: ● A picture or screenshot of the student’s f inished poster (take at end of session) ● 1-2 pictures of the setting ● A picture of what the protagonist looks like (or the actor playing them) ● A picture of what the antagonist looks like (or the actor playing them) Before pairs work on their posters, ask them to review their logline and title. Then, ask them to think how they would describe their movie idea if they were going to turn it into an actual movie. Helpful questions/things to think about when working on your poster. ● What is the genre and tone of your story? ● What colors, shapes, and details do you think fit with your story? ● What emotions are in your story? How can you show those emotions in your poster? Structure of Presentations Let the writers know that by the end of the session, they should create a presentation script for next session. They may choose one of two ways to share that best suits them: ● Option A: Sharing with their mentor (see pg. 14 in the writer workbook). ● Option B: Have their mentor share for them, but the writer still comes up with all the ideas for the presentation script (see pg. 15 in the writer workbook).. Introduce the presentation script templates below for both options.

Divide everyone up into the mentor and writer groups via the breakout function. While groups are working, float in and out of breakout rooms to assist and check in on each group. Give groups time updates by popping in and out/sending a broadcast to the rooms. 10-15 minutes before the end of Create time, make sure to broadcast a message to the breakout rooms to finish the 29

posters, put them on the slide, and complete their presentation scripts. Make sure mentors write down the script for the following session. Helpful Tip: Make sure your mentors have the template for the presentation script and WRITE IT DOWN.

OPTION A: Writer AND Mentor Share

Mentor - Hi, my name is _______________ and this is my writer _____________ . Something I learned about them is _______________________________________ ______________________________________________________________________ . What inspired you to come up with your movie idea? Writer - W hat inspired my movie idea is ________________________________ . Mentor - The title of the movie is ________________________________ and it’s about how in a ______________________ , _________________________________ (setting) (protagonist) wants _________________________________________________________________ (goal) but _________________________________________________ stands in their way, (obstacle/antagonist) so they ________________________________________________________________ (climax) learning ______________________________________________________________ . (lesson) Writer - M y movie poster connects to my movie idea because ______________ ______________________________________________________________________ .

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OPTION B: Mentor Shares

Mentor - Hi, my name is _______________ and this is my writer _____________ . Something I learned about working with them is __________________________ ______________________________________________________________________ . They were inspired by _________________________________________________ . The title of their movie is _______________________________ and it’s about how in a ______________________________________ , ___________________________ (setting) (protagonist) wants _________________________________________________________________ (goal) but _________________________________________________ stands in their way, (obstacle/antagonist) so they ________________________________________________________________ (climax) learning ______________________________________________________________ . The movie poster connects to the movie idea because ___________________________ ___________________________________________________________________________ .

SHARE (1 MIN) Students will not be sharing out this session to give them more time to write their presentation scripts. Remind the group that next time they will present their poster for the group.

Session 4 - Presentations What to do Before the Session: ❏ Look over the Session 4 slideshow, make a copy, and make any needed adjustments for your group. ❏ Make sure everyone’s slide is presentation ready in the slideshow. Reach out to mentors if otherwise. Each slide should include: ❏ A picture or screenshot of the student’s finished poster (taken at end of last session) ❏ 1-2 pictures of the setting ❏ A picture of what the protagonist looks like (or the actor playing them) ❏ A picture of what the antagonist looks like (or the actor playing them) ❏ Review the Session 4 Lesson. ❏ Email mentors the plan for the session and the Zoom link for the session meeting. ❏ Pre-assign breakout rooms in Zoom. What to do After the Session: ❏ Complete Head Mentor check-out form WRITER LEARNING OBJECTIVES ● Practice presentations in pair groups and express their favorite part of their creative work. ● Listen to a presentation practice in pair groups and offer praise. ● Describe the inspiration behind their movie idea. ● Describe how their poster visually represents the story elements, genre, and tone of their movie idea. ● To reflect on this experience by identifying what they gained from their experience and their favorite and least favorite parts of the program. ● Connect through the shared experience of this program.

LET’S BEGIN!

GOAL For writers to present their movie ideas and posters and explain the inspiration behind their creative ideas.

INTRO & PLAY (5 MIN) Introduce Day Let the group know that today they are going to write quick presentations and present their logline and poster to the group.

Watermelon Form Purpose: To focus energy. Instructions: While modeling the following steps for everyone, describe each step. You and everyone participating should be exhaling each time you speak. 1. Hold an imaginary watermelon in front of you. 2. Breathe in as you bring your hands out to the side and then together above your head. 3. With your hands together, bring them down in front of you. As you do this, tell everyone to “Cut the watermelon in half.” 4. Breathe in as you let your left hand fall away from your right. Gently push your right hand across your body to the left as if pushing something away from you, while saying “Some for you.” 5. Breathe in as you let your right arm relax. Gently push your left hand across your body to the right, while saying “Some for you.” 6. Breathe in as you bring both hands out to the side and then together above your head. 7. As you lower your arms to chest level let your hands separate until your palms are face down, parallel to the ground. Say “You’re welcome.” 33 © Young Storytellers 2021 // www.youngstorytellers.com

Helpful Tip: You can let the students know that this is a form of Tai-Chi that they teach to schoolchildren in China to harness chi, or spiritual energy. Harnessing chi helps people focus their energy and get in the headspace to tackle a challenge.

TEACH (10 MIN) Presentation Tips ● You can read off your presentation one-sheet. Make sure you have a copy/screenshot of it (their mentor can share the script using the screen share function in the breakout rooms). ● Try to look at the camera while speaking ● Let them know that you have copies of the posters that you can share via screen share during the presentation. ● Speak loudly and clearly.

CREATE (15 MIN)

Rehearse Presentations Have mentors and writers rehearse their presentations in the breakout rooms in pair groups. Have the mentor share or type out their presentation script from last session to practice. ● If the mentor is presenting, have them ask their writer for feedback on how to present the movie idea and poster. ● After each pair practices their presentation, have each mentor and writer share praise about the poster or the presentation script in the group (including for themselves).

SHARE (30 MIN) Presentations ● Use the virtual circle to set and communicate the presentation order to the group.

Tips on Celebrating Student Work: During the presentations, everyone should applaud each pair after they share to celebrate their creative work. Do your best to keep the energy up so the last writer who shares still feels just as celebrated as the first writer who shares. Participants can also use the reactions function to show a clapping or thumbs up icon on their screen.

REFLECT Explain that in their Pair Groups, groups will have a chance to reflect on the experience and say goodbye. They will also be completing a survey. This is just so YS can get their (very important) feedback and make the program even better for other students in the future.

This is not a test! ● We just want to know what you think. ● All you have to do is share your thoughts on the program and answer some very simple questions. ● Don’t worry about spelling or grammar (we don’t show these to teachers or parents). ● There are no wrong answers on the survey - just answer honestly. We really appreciate it! Share the link to the survey (https://forms.gle/efhTG8BtGChZ8wt2A) in the group’s chat before sending everyone into Breakout Rooms and have the students either click on it or copy and paste the link to their browser and complete it. Make sure your mentors also have this link in case the student misses it. Get verbal confirmation from the mentors that they have the link (it’s case sensitive). Feel free to rephrase any questions if the students do not understand any of the questions. Ask writers to virtually raise their hand in Zoom when they are done so you know when to move on.

Thank the Group Thank the group for all their hard work. [OPTIONAL] Dance Party (can be done after e veryone presents as a final celebration of their work) ● Put on a song and have everyone dance to it on screen ● They can put virtual backgrounds on of a place they like to dance ● If you think your students and mentors are tech savvy enough (and there’s time), you can send out a picture for everyone to set as a virtual background 36

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If some students / mentors are on mobile, you can instead ask everyone to go get a common household object to create a sense of unity in the classroom

Tech Appendix

How to make a Virtual Whiteboard in Zoom

The Annotate function can be used to draw, insert shapes, or type text out onto your shared screen. Click under more in order to disable this function for participants (e.g. students) so they don’t misuse this. Use the clear function in the toolbar to clear any annotations from you or the participants.

How to make Breakout Rooms in Zoom

You must have breakout rooms enabled on your account before you start your session! 1.

2. 3.

Select the number of rooms you would like to create, and how you would like to assign your participants to those rooms: ○ Automatically: Let Zoom split your participants up evenly into each of the rooms. ○ Manually: Choose which participants you would like in each room. Click Create Breakout Rooms. Your rooms will be created, but will not start automatically. You can manage the rooms prior to starting them by following the instructions below.

Check any options that you would like to use for your breakout rooms. ●

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breakout rooms automatically. If unchecked, the participants will need to click Join to be added to the breakout room. Allow participants to return to the main session at any time: The participants can move back to the main session from their meeting controls. If disabled, they need to wait for the host to end the breakout rooms. Breakout rooms close automatically after x minutes: Breakout rooms will automatically end after the configured time. Notify me when the time is up: The host will be notified when the breakout room time is up. Countdown after closing breakout rooms: The participants will be given a countdown of how much time they have left before being returned to the main room.

After manually or automatically assigning participants to rooms, you can r earrange the participants. Participants who are not assigned to breakout sessions will remain in the main meeting w hen the rooms are started. Open All Rooms: S tart the rooms. All participants will be moved to their respective rooms after confirming the prompt to join the breakout room (or automatically). The host will be left in the main meeting until manually joining one of the rooms.

To send a message to all breakout sessions, c hoose ‘Breakout Rooms’ in your control center, then ‘Broadcast a message to all’. The message will appear above.

Presentation Slideshow Your mentors will be helping to create a final presentation slide with their student! Make a separate Google Slideshow and share it with your mentors to use. Have them write their names into the slideshow so they know which slide is theirs. Make sure when you share with your mentors, the settings allow them as an ‘Editor’. This allows them to make changes to the slides.

Alternative Warm Ups Get to Know You Games Would You Rather... ● Put a “Would you rather” question on 1-3 slides and have the students share in the chat which choice they would make. ● Ask for volunteers from both sides to state why they chose the answer that they did. Show and Tell ● Have students take turns sharing something special to them. ● You can do this multiple weeks and have students of each group share a different week. ○ For example: Group 1 shares at the beginning of Session 2, Group 2 shares at the beginning of Session 3, etc. ● You could also have your mentors do a show and tell and encourage the students to ask them questions about what they share. ● If using this warm up, make sure to tell students / mentors to prepare something in advanced (at the end of the prior session). Pet Parade ● Students and mentors can bring their pet (real or stuffed) to your session and share some interesting facts about their pet when it is their turn.

Cooperative Games Five Things ● Pick a letter in the alphabet. ● Ask the group to work together to list at least one thing in each category that starts with that letter: ○ Animal ○ Celebrity ○ Color ○ Country ○ Food ● For example- ○ A: Aardvark, Anna Hathaway, Auburn, America, Apple ○ B: Bat, Babe Ruth, Blue, Bulgaria, Burger ○ C: Cat, Charlie Day, Cerulean, China, Chocolate ● You can also change these categories to suit what you think the students / group would be interested in. 20 Questions 41 © Young Storytellers 2021 // www.youngstorytellers.com

● Choose any topic that would be of interest to your students—an animal, an event, something they’re studying. ● Have each student ask only one yes-or-no question and take one guess per turn. ● Keep track of how many questions they’ve asked. Don’t let students blurt out the answer—they must wait until it’s their turn. ● Take volunteers or go around in a virtual circle.

Miscellaneous Games First Letter, Last Letter ● Pick a category. ● The first player will name something in that category. ○ For example, if the category was “animals,” the player could say “dog.” ● The next player must name something in that category that starts with the last letter of the word player 1 listed. Continue until everyone (who wants to) has listed something. ○ For example, with the animal “dog,” the next person must list an animal starting with “g” - like giraffe. The next player must name an animal that begins with the last letter of giraffe and so on. ● You can ask for volunteers or use a virtual circle to determine the order. Freeze Dance ● Play some music, encourage students to get up and dance, then students must freeze when the music stops. Pictionary ● Pull up a blank white slide and have one of your mentors draw something with the Zoom whiteboard function. ● Have students guess what it is in the chat. ● You can also have the students draw, or instruct your mentor on what to draw. Taboo ● Give one of your mentors a Taboo word to describe, as well as 2-3 other related words. ● The mentor will try to have the students guess what the Taboo word is without using the Taboo word itself, any words that make up the Taboo word, the related words, or saying what it rhymes with. ○ For example - Taboo word: B aseball; Related words: Field, home run; Description: It’s America’s pastime, you hit something with a bat, people run to different bases