Irving Independent School District Smart Solutions

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Facilitator Guide: Stop Motion Days 4–6 — Film, Edit, and Submit

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TEACHER ONLY · DAILY FACILITATOR GUIDE

Stop Motion Days 4–6 — Film, Edit, and Submit

Daily Learning Contract

Topic: Stop-motion production and revision

Objective: Students will evaluate and revise technical and narrative choices so a stop-motion film communicates clearly to an audience.

TEKS:
  • §126.19(c)(3)(B) — discuss and implement a design process that includes planning, selecting digital tools to develop, test, and evaluate design limitations, and refining a prototype or model; and
  • §126.19(c)(11)(A) — combine various file formats for a specific project or audience; and
  • §126.19(c)(11)(B) — share and seek feedback on files in various formats, including text, raster and vector graphics, video, and audio files.
  • §126.19(c)(12)(H) — select and use productivity tools found in spread sheet, word processing, and publication applications to create digital artifacts, including reports, graphs, and charts, with increasing complexity.

Demonstration of learning: Final 30–60 second video that opens, plus peer-check or self-score evidence identifying one revision to stability, lighting, story clarity, sound, or titles.

Before class

  • Prepare Stop Motion Studio, charged devices, tripods/books, sets/props, and consistent lighting.
  • Set up a quiet voiceover area and approved sound options.
  • Test final export/upload and keep the rubric visible throughout production.

Five-part lesson flow

  1. Launch: Demonstrate stable framing and a small movement increment.
  2. Model: Capture a short sequence, add sound or title, and export.
  3. Produce: Students build sets and film with daily frame and quality checks.
  4. Review and revise: Peers check stability, lighting, story clarity, and sound; students re-shoot where needed.
  5. Evidence: Students export, upload the final film, and self-score against the rubric.

Check before students leave

The submitted video opens, runs 30–60 seconds, and gives the teacher enough evidence to score story and technical-quality criteria.

Support without lowering the thinking

Provide stable-camera stations and a shot checklist. Students may use simple props, still captions instead of voiceover, and a peer camera assistant; keep story clarity and technical stability as the common standard.