Loudoun History Project
Script, PowerPoint and Video Directions 2016
Once your timeline is complete, you will use that information to develop a short documentary film. If
you are already have the resources and skills to make videos using iMovie or MovieMaker, your group can use
those to create your video. If not, you can use PowerPoint, narrate it, and then convert the narrated PPT to a
video file that will play on its own. Keep in mind that the final product needs to be a video that can not only be
played in class, but will be posted on the websites of our local towns and historical societies, and on LCPS’s
new Loudoun Creates website.
As you did with the timeline, each person in your group will work on their own script and narrated
slides, and these will be compiled at the end of the process (this process may be different depending on the
format you are using). Each group member gets a separate grade only for the elements they worked on.
If you are using PowerPoint:
1. Open a PowerPoint file and create a side for each event.
2. There should be no more than 10 words on each slide, and the images should take up at least 75% of the
slide.
3. You should write out the first draft of information about this slide in the Comments section at the
bottom of the slide.
4. Make sure you include the citation information with each set of text.
5. Once this first draft is complete, copy and paste your script into a Word document that looks like the
sample below.
6. Check your initial script against the requirements listed below and add elements as needed before
moving on to the next step.
7. Look over the attached list of sentence types and label an example of as many types as you can find (you
don’t need to label every sentence when patterns are used more than once). From there, determine
whether you need to alter any sentences to have the level of sentence variety needed for your class.
8. Look over your draft and identify places where you have already used transitional phrases (see
attached). Add additional transitional phrases as needed to meet your minimum requirements.
9. At this point you will begin the first round of feedback. Print two copies of your script and find a
partner (or a teacher or one of our guest editors). Read the script out loud while the editor reads and
marks any potential issues. Then have them explain their marks and any additional feedback.
10. Before submitting your final draft of your script, underline and label in the right margin the different
sentence types you want the teacher to score. You only need to label one example of each type you
want credit for. Label each transitional phrase you have used in the left margin, marking each with T1,
T2, T3, etc.
11. Once you are sure your script is polished and ready to share, you will present your entire PowerPoint to
a peer and get feedback on this process as well (e.g. the quality of the images and text, the volume and
clarity of your voice). For this step, you are simply showing the slides and reading the script out load.
12. Finally, when you are sure you are ready to create your video, narrate your slides, and combine them
with those of your group members. Once you are sure that it runs the way you want it to, convert it to a
video file by following the directions below. Upload your video to either a GoogleClassroom page or
OneDrive location as directed by your teachers.
In order to save your Power Point as a video, follow these steps:
1. Click on “File”
2. Click on “Export”
3. Click on “Create a Video”
4. Select the desired settings for your video (recorded timing, transitions, animations, etc.)
5. Click on “Create Video”
6. Save your video on your student account in an organized location. Create a title for your video.
7. Click on “Save”
8. The computer will start converting your Power Point into a video; be patient and wait until the
conversion is complete.
9. Make sure your video works by finding it (it will be an mp4 file) and clicking on it to watch it play. To
make an edits to your video by making edits to the power point and repeating steps 1-8.
Script Requirements, by Course
Course
Length
Minimum Number of
Minimum
# of
Citations (for quoted,
Number of Direct sentence
different
summarized, or
Quotes
transitional
types used
paraphrased content)
# of
phrases
used
AP Lang
900 words 7
4
8
6
English 11 Honors 700 words 6
3
7
5
English 11
2
6
4
Academic
500 words 5
Script
Rubric
10
8
6
4
0
Length
At least
900 words (AP)
700 words (Honors)
500 words
(Academic)
700-899 words
(AP)
550-699 words
(Honors)
400-499 words
(Academic)
Close to required
number of quotes
OR
Most quotes are
introduced, put in
context, explained
correctly formatted
and punctuated
6 (AP)
5 (H)
4 (AC)
5 (AP)
4 (H)
3 (AC)
7 (AP)
6 (H)
5 (AC)
An average of 1
error in formatting,
spelling,
capitalization,
mechanics, or
grammar per page
550-699 words (AP)
400-549 words
(Honors)
300-399 words
(Academic)
400-549 words (AP)
300-399 words (Honors)
200-299words
(Academic)
< 400 words (AP)
< 300 words
(Honors)
< 200 words
(Academic)
Not enough quotes
AND weaknesses in the
ways the quotes are
presented
1-2 quotes that are not
effectively introduced,
formatted, punctuated,
or explained
No direct quotes
5 (AP)
4 (H)
3 (AC)
4 (AP)
3 (H)
2 (AC)
6 (AP)
5 (H)
4 (AC)
An average of 2-3
errors in formatting,
spelling, capitalization,
mechanics, or grammar
per page
4 (AP)
3 (H)
2 (AC)
3 (AP)
2 (H)
1 (AC)
5 (AP)
4 (H)
3 (AC)
An average of 4-5 errors
in formatting, spelling,
capitalization,
mechanics, or grammar
per page
< 4 (AP)
< 3 (H)
< 2 (AC)
< 3 (AP)
< 2 (H)
< 1 (AC)
< 5 (AP)
< 4 (H)
< 3 (AC)
An average of 6 or
more errors in
formatting,
spelling,
capitalization,
mechanics, or
grammar per page
Numbers of quotes,
introduction/
explanation
Meets required
number of quotes
All quotes are
introduced, put in
context, explained
correctly formatted
and punctuated
In-text citations
7 (AP)
6 (H)
5 (AC)
6 (AP)
5 (H)
4 (AC)
8 (AP)
7 (H)
6 (AC)
No obvious errors in
formatting, spelling,
capitalization,
mechanics, or
grammar
# of transitions used
effectively
# of sentence types
Quality of
editing/proofreading
X2=
/20
X2=
/20
X1=
/10
X1=
/10
X2=
/20
X3=
/30
/120
Identifying Sentence Patterns in Your Script
Letter Code (to
write in the
margin)
Sentence Pattern
Example
A
B
Simple sentence/Independent Clause
Brian drove his truck.
Simple sentence/Independent Clause with a prepositional
phrase and a comma at the beginning
Simple sentence with appositive or interrupter (nonessential, with commas)
Compound sentence with two independent clauses
connected with a comma and a coordinating conjunction
Compound sentence with two independent clauses
connected with a semi-colon, a transitional phrase, and a
comma
Compound sentence with two independent clauses
connected with just a semi-colon
Complex sentence with a dependent clause at the start,
followed by a comma
Complex sentences with a dependent clause at the end,
without a commas
Complex sentence with a dependent (relative) clause in
the middle of an independent clause
After the game, Mikey went to Chipotle.
C
D
E
F
G
H
I
Jared, a really groovy dude, went to the beach.
Ethan finished his test, and Kyle read a magazine.
Andrew won the lottery; however, Patrick stole his
girlfriend.
Drew built a house; Logan had a party in it.
After Ryan graduated, he got a great job.
Alex played video games until his friends arrived.
The boys that were in Dr. Cuozzo’s group had fun on the
field trip.
Transitional Phrases for Local History Project Scripts
Uses of Transitional
Words and Phrases
Examples
Adding Information
We have seen the movie twice, and now we want to see it again.
Not only did my brother break his leg, but he also bruised his rib.
My friend speaks Korean and English. She also speaks Chinese.
Cheating is dishonest. Moreover, it hinders students from learning.
Students should be on time. Furthermore, they must be prepared.
You must complete this essay by 5 p.m. In addition, you must do the
exercises on page 47.
and
not only . . . but also
also
moreover (more formal)
furthermore (more formal)
in addition (more formal)
Giving Examples
for example
for instance
specifically
in particular
The first (second, another,
etc.) example/reason is
I have been to many countries. For example, I have been to Russia, Canada,
Mexico, and Spain.
He often eats strange foods. For instance, he once ate cow brains.
I like to travel. Specifically, I enjoy places with old cathedrals.
I love fruit. In particular, I like bananas, pineapple, and berries.
My friend hates skiing for several reasons. The first reason is that she
dislikes being cold. Another reason is that she often falls.
Showing a Contrast
but
however
on the other hand
otherwise
instead
in contrast (more formal)
Bill earned an A on his essay, but Susan got a B.
We wanted to leave at 8:00. However, Mike arrived too late.
She hates housecleaning. On the other hand, she doesn't mind cooking.
Students should attend class. Otherwise, they may lose their status.
I am not going out tonight. Instead, I will stay home and watch a video.
Women usually enjoy shopping. In contrast, men often dislike it.
Showing a Concession
yet
nevertheless (more formal)
even so
however
although
even though
despite the fact that . . .
despite
He knows that he should do his homework, yet he never does it.
I need to wear reading glasses. Nevertheless, I hate how I look in them.
I know you don't like to study. Even so, you must pass your exam.
There are many benefits to exercising. However, you must take some
precautions to avoid injury.
Even though the book is difficult to read, it is very interesting.
Although the book is difficult to read, it is very interesting.
Despite the fact that Kate is good at tennis, she lost the match.
Despite Kate's skill at tennis, she lost the match.
Showing a Similarity
likewise (more formal)
similarly (more formal)
in the same way
Math was hard for me in high school. Likewise, it is hard in college.
Houseplants require much care and attention. Similarly, outdoor plants must
be cared for properly.
Rock climbing takes much practice and skill. In the same way, learning to
write well requires a great deal of practice.
Showing a Result
Janet passed her exam, so she is very happy.
Tim was late. As a result, we could not go to the concert.
James is not feeling well. Therefore, he will not be here today.
The committee voted against the proposal. Thus, we must consider another
idea.
I forgot that the cake was in the oven. As a consequence, it burned.
Tina lost her keys. Consequently, she could not drive home.
so
as a result
therefore
thus (more formal)
as a consequence
consequently (more formal)
Establishing Time Relation First, I think that she is studying hard.
Second, I believe that she is a bright student.
or Sequence
Finally, I know that she has great potential.
In conclusion, I feel that she deserves to win the scholarship.
first
In summary, we should offer her some financial help.
second
Jeff was working hard to clean the house. Meanwhile, his brother was
finally
watching television.
in conclusion
in summary
meanwhile
Showing a Condition
or
whether . . . or
if . . . (then)
Explaining or
Emphasizing
in fact
actually
in other words
namely (more formal)
I must study hard, or I will fail my exam.
Whether you are coming or not, I am still going to Amy's party.
If you want to get good grades, then you must do your homework.
The bookstore sells cards. In fact, they have the best cards around.
James is actually the first person I have known who has been to Africa.
He was late to class again. In other words, he didn't wake up on time.
The plan needed only two things to succeed—namely, time and money.
-----Sample Script Format----Holly Edwards
Loudoun History Project
York County Fair Part II Script
Slide 1 [picture of the Model T]
At the start of the 20th century, the York Fair changed in many ways. For example, new technologies like the
automobile allowed people to come from further distances to attend the fair (Evans 17)
Slide 2 [image of ferris wheel]
New kinds of rides were introduced, such as the ferris wheel (Smith 231)
Slide 3 [image of WWI]
During World War I, the fair was closed for one year as many men were away at war and resources were scarce
(Actin 83). In November of 1917, the local newspaper, the York Herald, ran an article describing the
fairgrounds as “desolate and empty as compared with previous years” (Johnson 16).