Spread the Message: We Can Make a Difference!
Lessons
1 Create a Documentary Clip: Analyze a Model Documentary
2 Create a Documentary Clip: Draft a Narrative Lead
3 Create a Documentary Clip: Combine Leads
4 Create a Documentary Clip: Draft a Documentary Script
5 Create a Documentary Clip: Revise the Script
6 Mid-Unit 3 Assessment: Revise and Edit Documentary Script (Lessons 6-7)
7 Mid-Unit 3 Assessment: Revise and Edit Documentary Script (Lessons 6-7)
8 Pitch a Documentary Clip: Analyze a Model Documentary Storyboard
9 Pitch a Documentary Clip: Create a Storyboard
10 Pitch a Documentary Clip: Practice Presentation
11 End of Unit 3 Assessment: Pitch a Documentary Clip (Lessons 11-12)
12 End of Unit 3 Assessment: Pitch a Documentary Clip (Lessons 11-12)
13 Performance Task: Create a Documentary Clip (Lessons 13-14)
14 Performance Task: Create a Documentary Clip (Lessons 13-14)
Unit Description
In the first half of Unit 3, students delve deeper into their chosen areas of intervention in the life cycle of plastic. Students choose a personal action to respond to the issue of plastic pollution, such as deciding to use less plastic or recycle more, communicating with officials, or researching an invention. They will form triads with classmates who have chosen the same category of action plan; together, they will determine how to coordinate their personal actions to be used in their documentary clip. Each homework includes the opportunity to enact and take notes on this personal action. Each lesson includes in-class time to discuss the results of the action plan and to further enact it through research or other efforts. In addition to working on their action plan, students will write their documentary script over the course of the first half of the unit. First, they review the Model Documentary Script, determining the characteristics of a strong narrative lead. Then each member of the triad practices these narrative writing skills by creating a lead to their documentary script. Triads work together to choose, revise, or combine their narrative drafts into one lead for their documentary script, focusing on eliminating redundancy and wordiness. Students then divide the remaining three sections of their documentary script among their triad, so that each student writes either the argument, action plan description, or conclusion. Before the mid-unit assessment, students engage in a Tuning protocol to improve the content of the script, focusing on presenting findings (including descriptions, facts, details, and examples) in a focused and coherent manner. For the mid-unit assessment, students demonstrate their revision skills, using the knowledge gained from the Tuning protocol to improve their section of the script.
In the second half of Unit 3, students work in their triads to create a storyboard, using visuals to clarify their claims and findings as well as to emphasize the points in their documentary script. They then learn how to pitch their documentary to potential film producers, observing a model pitch and using a Tuning protocol to practice and refine their presentation skills, such as using appropriate eye contact, adequate volume, and clear pronunciation. Finally, in the end of unit assessment, each student in the triad pitches a part of their documentary script, focusing on using formal English, domain-specific vocabulary, their storyboard visuals, and their presentation skills.Â
Habits of Character/Social-Emotional Learning Focus
Central to the EL Education curriculum is a focus on "habits of character" and social-emotional learning. Students work to become effective learners, developing mindsets and skills for success in college, career, and life (e.g., initiative, responsibility, perseverance, and collaboration); work to become ethical people, treating others well and standing up for what is right (e.g., empathy, integrity, respect, and compassion); and work to contribute to a better world, putting their learning to use to improve communities (e.g., citizenship and service).
In this unit, students focus on working to become effective learners as they collaborate, persevere, and take responsibility and initiative to enact an action plan, create a documentary script and storyboard, present their documentary pitch, and film and edit their documentary. Students also focus on working to become ethical people as they practice compassion and respect listening to one another's work. Additionally, students work on contributing to a better world by using their strengths to help others grow, informing others about the problem of plastic pollution and the steps they can take to help reduce pollution, as well as presenting their knowledge for the class, the school, the community, and even the world.
Text
A Plastic Ocean (DVD)
by Craig Leeson, director
one per classroom
Trash Vortex
by Danielle Smith-Llera
one per student
Preparation and Materials
Prepare the Performance Task anchor chart (see Module Overview), Guiding Questions anchor chart (see Unit 1, Lesson 1), and Author's Purpose anchor chart (see Unit 1, Lesson 8).
Prepare vocabulary logs and independent reading journals.
Ensure that families are aware of the sensitive content of texts and presentations such as the extreme harm of plastic pollution to humans, animals, and the environment, including images of plastic surrounding and even killing animals. Also, prepare students who may be affected by this content in advance.