sapere script & storyboard-reading role models

8/3/2019 Sapere Script & Storyboard-Reading Role Models

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Reading Role Models: UsingStudent-Athletes as Reading

Advocates

By Steve SapereFRIT 7230 Fall, 2011


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Scene 1: Title Screen fade in of

navy text over faded-out Creekview

HS logo; background music plays.

Reading Role Models:

Using Student-Athletes as

Reading Advocates


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Scene 1a: Slow scroll of text on a blackbackground (disclaimer statement)

ATTENTION:

No non-readers were

harmed in the filming ofthis video.


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Scene 2: Open to an eye level, medium shot of awell-dressed , polished-looking narrator sitting in awing chair by a fireplace. He introduces himself.

Narrator (looking into camera): Here at the library, we are firm believers in the

importance of reading as a lifelong learning skill. (Removes glasses) Sadly, in ourincreasingly digital world, many students just arent excited about reading.

Recently, however, we have discovered an exciting new method for advocatingreading to our student body. Frankly, weve been shocked by the results.


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Scene 3: Cut to various brief, eye-level, medium and/orclose-up scenes (2-3) of a young man in a football jersey,wrist tape, and eye black (a.k.a. The Reading

Linebacker).

The Reading Linebacker is shown tackling and slamming into variousstudents around campus in 2-3 short scenes of 5-10 seconds in lengtheach.


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Scene 4: Return to narrator, still sitting by fireplace in eye-level, medium shot.

Narrator (looking into camera): Were amazed at this

revolutionary idea designed specifically to increasepleasure reading among our students.


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Scene 5: Cut to Reading Linebacker, sitting in front ofbookshelves in the library in a medium, eye-level shot.

Reading LB (looking into camera): Why did I

become the Reading LB?


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Scene 6: Cut to another scene of the ReadingLinebacker.

He is again shown tackling someone who weassume to be a non-reader.


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Scene 7: Return to shot of Reading Linebackersitting in library.

Reading LB (looking into camera): To knock

people out who dont read.


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Scene 8: Cut to another action scene of theReading LB.

He is tackling another non-reader.


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Scene 9: Return to medium, eye-level shot ofnarrator by fireplace.

Narrator: The Reading LB deals directly with

students reluctance to pick up a book and read.


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Scene 10: Wide shot becoming medium shot ateye level as two students approach the library.

1st student: I dont want to go in there. Reading is stupid.

Reading LB appears out of nowhere and tackles 1st student.

LB (Standing over student, pressing a book into his chest): Stupid is whatyoure gonna become if you dont pick up a book! Dont let me catch youdisrespecting reading again!


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Reading LB (looking into camera): Im a lover, not a

fighter. I just want people to READ.


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Scene 12: Return to narrator by fireplace.

Narrator (looking into camera): He wants whats

best for you but it might hurt


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Reading LB (looking into camera): Sometimes Ill blow

you up, but its because I want you to love to READ!


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Scene 14: Cut to close up shot of another student outsidein a school hallway.

Student (with disdainful attitude): Yeah, but, just because Im a student

doesnt mean I need to readAs he finishes this statement, his eyes grow bigger as the LB approaches.The student turns and runs. LB chases him down the hallway.LB (running after student): Dont you run from me!Student runs into the boys restroom at the end of the hallway. Finish withclose up of Boys Room sign.


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Scene 14a: Cut to LB pounding on stalldoor.

Reading LB: Dont need to read!?!

Boy, you better hush! You keep talkinlike that and youre gonna get flushed!


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Scene 15: Return to narrator by fireplace

Narrator is holding a line graph depicting a rise in thenumber of students reading books for pleasure.Narrator: Thanks to the LB, the number of students

reading for pleasure on campus has skyrocketed.


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Scene 16: Cut to close up shot of bathroom stall.

Student who fled from the Reading LB speaks from insidethe stall.Student (from inside stall): Oh thank goodness, I swear

Ill never do it again!


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Scene 17: Cut to shot of Reading LB, again in thelibrary setting

LB: I think what I do is fitting, because if students dont learn to get knocked out by

reading, then theyll get knocked out by life. What I do is make them see the error of

their ways.What I want our students to know is that, (leaning into camera, with growing intensity)when you least expect it, around the corner, perhaps even under your desk, I can beeverywhere and just know that Im always watching, ready to drop the hammer on

you if you dont pick up a book and READ!Dissolve out from close up of Reading LBs face.


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Scene 18: Return to narrator by fireplace

Narrator: While the LBs strategy has been, well...

impactfulwith teen readers, we felt a more subtleapproach was necessary with our younger students.


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Scene 18a: Return to narrator by fireplace.

The previous sequence was not intended to be takenliterally, and no non-readers were harmed in the making ofthis video. Obviously, we would never condone physicalassault as a way of encouraging reading. However,student-athletes like the Reading LB can be a valuableresource in promoting reading.


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Scene 19: Cut to Reading LB sitting in the library setting

Reading LB: You see, if you get them when theyre young

enough, I dont have to drop the boom on them when they

become teenagers.


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Scene 20: Back to narrator in front offireplace

Narrator: Weve found a kinder, gentler approach of role

modeling and mentoring to be very effective inencouraging younger students to read.


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Scene 21: Cut to a scene in which the Reading LB isreading to a group of first grade students.

This segment will consist of anywhere from 1 2 minutes of footage of the Reading LBcharacter reading to and interacting with a class of first graders. Part-way through this scene,the narrators voice will be heard in voice over:

Because younger students want to emulate their older counterparts, placing student-athletes

in front of them to role-model a love of reading has the natural consequence of increasing thereading behavior of elementary age kids. In fact elementary media specialists have reportedan increase in student book check-outs on the days following visits by the student-athletes.

The segment will end with the LB picking up and hugging one of the students.


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A book itself, no matter how interesting, cannot induce a reluctantreader to open it and engage with it. It is a non-entity. Providing timeand opportunity alone cannot make someone read, either. Thedetermining and necessary factor is a reading role model.The role model is the one who can influence the reluctant reader toread because the role model is living and real. The role model isable to influence by the words he or she uses and the actions he orshe performs. The book, the time, and the opportunity are merely

things and abstract conceptsnon-entities to the reluctant reader.Role modeling is the essential component to encouraging reluctantreaders, especially younger ones.

Teacher modeling: Its impact on an extensive reading programJason Kok Khiang LohNational Institute of EducationNanyang Technological UniversitySingapore


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Scene 22: Cut to narrator in front of fireplace

Narrator: In order to broaden the impact of this method,weve enlisted the help of several of the linebackers

friends, male and female student-athletes representing awide range of sports.


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Scene 23: Medium eye level shot of a student athlete(male or female) sitting in front of READ poster.:

Student-athlete: Did you know that reading is an activemental process? Unlike TV, books make you use your brain.By reading, you think more and become smarter.


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Scene 24: Medium eye level shot of another studentathlete (male or female) sitting in front of READ poster.

Student-athlete: Did you know that reading improves yourvocabulary? While reading books, especially challengingones, youll learn many new words you wouldnt otherwise be

exposed to.


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Student-athlete: Did you know that reading improvesconcentration and focus? Since you have to concentratein order to read, like a muscle, your brain will get strongerat concentration.


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Student-athlete: Did you know that reading allows you to learnanywhere? Books are portable. You can take them almost

wherever you go. As such, you can learn almost anywhere too.


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Student-athlete: Did you know that books are inexpensive

entertainment? You can buy a paperback book for the price of a

movie ticket and be entertained for many hours more.


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Student-athlete: Did you know that books allow you tolearn at your own pace? Books have no late-bells orhourly commitments, so you can learn at the speed YOUwant to.


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Student-athlete: Did you know that books are filled withsurprises? As you read more books as a source ofinformation, youll learn stuff you werent even looking for.


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Student-athlete: Did you know that books can help getyou away from digital distractions? By spending moretime reading books, youll have less time for video games,

computers and I-pods.


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Student-athlete: Did you know that reading helps you

learn how to write correctly? (Get good grades, make yourgrandmother happy when she reads your well-writtenthank-you notes, and impress your teachers and friends!)


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Student-athlete: Did you know that reading develops yourimagination? (Write terrific stories for school, cook upfunny ideas for friends, and maybe even earn big buckswriting screen plays for Hollywood!)


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Student-athlete: Did you know that reading takes you toplaces you've never visited? (Read about actors onBroadway, bullfighters in Spain, and astronauts in space!)


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Student-athlete: Did you know that reading takes you to

times you've never experienced? (Spend a week inColonial times, experience the burial ceremony of anEgyptian king, or learn what life was like during theMiddle Ages.)


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Student-athlete: Did you know that reading savesenergy? It's true! If you choose to read over watchingtelevision or playing video games you're saving electricitythat you would be wasting.


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Student-athlete: Did you know that reading providescharacters that are role models and teaches kids aboutsocial situations, too? You can learn a lot about the rightway to act by reading books.


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Scene 37: Cut to Reading LB, sitting in library setting.

Reading LB: And did you know that reading sets an

example for other kids? I love to read, and it makes mesad to think a lot of kids are missing out on the storiesthat have made such an impact on me. So get to themedia center and check out a book today!


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Transition back to faded-out Creekview HS logo.

Scroll of credits/music over faded logo background.

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