A. Engage the Learner - W.7.3 (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 3, Lesson 2.

• Once students have completed their entrance tickets, use a total participation technique to review some sample responses, so that students who struggled with the activity can benefit from peer modeling.

• Repeated routine: Follow the same routine as with the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as in previous lessons.

A. Analyze a Model Narrative Lead in a Documentary Script – W.7.3 (10 minutes)

• Review the appropriate learning target relevant to the work to be completed in this section of the lesson:

“I can determine criteria for an effective narrative lead in a documentary.”

• Display the Criteria of an Effective Narrative anchor chart, and distribute blank copies of the Narrative Writing checklist. Ask students to retrieve their copies of the Model Documentary Script: “Lunch, Hold the Plastic,” and reread aloud the narrative lead section as students follow along. Ask students to Think-Pair-Share:

“What is the purpose of this section of the documentary?” (To engage the reader, introduce the problem of plastic pollution, and give a call to action.) 

“What type of writing is used in this section?” (Narrative.) 

“Why is it effective to begin the script in this way?” (It engages the reader and provides context and helps the reader understand the personal impact of plastic pollution.)

“What is the effect of using first person pronouns (I, me, we, us)?” (They make the story seem personal, more real and engaging.)

• Ask students to use the anchor chart and checklist to identify some of the characteristics of an effective narrative used in this section of the script. As necessary, model identifying one or two characteristics from the checklist and annotating the displayed script. For example, note how the context is established and how the setting is described.

• Direct students to form their documentary triads and take about 5 minutes to annotate the narrative lead section of the Model Documentary Script for the criteria of an effective narrative. Then use equity sticks to have volunteers share some of the characteristics they identified. Consult the Model Documentary Script (example for teacher reference) for sample annotations.

• Explain that the criteria for an effective narrative lead in their documentary script and the criteria for an effective narrative are very similar because, in the beginning of their documentary, they will tell a story using real information. When a writer or speaker uses tools from narrative writing to make their stories about real events interesting and engaging, it is called narrative nonfiction. Remind students that in Module 2, they recorded this term on the domain-specific word wall and in their vocabulary logs.

• Allow several minutes for students to work in their documentary triads to complete the third column of the Narrative Writing checklist, drawing on their learning from the model and the experience of rewatching the documentary clip in the previous lesson. Note that there are several criteria that they will likely not need to consider in their narrative leads; these have been indicated on their copies of the checklist. If students need more support, they may use their copies of the Narrative Writing checklist from Module 2, noting differences between their narrative leads for a podcast about epidemics and one for a documentary about plastic pollution. ▲ Circulate to identify any criteria to review as a class, using the Narrative Writing checklist (example for teacher reference) for sample criteria as necessary.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning target.

MEETING STUDENTS' NEEDS 

In Work Time A, if time allows, encourage students to act out the model narrative lead in pairs by assigning students the roles of narrator and actor. (Partner students at varied levels for roles, so students who need lighter support can read the lead while those who need heavier support act it out. As necessary, encourage students who need lighter support to guide their classmates by discussing or modeling actions.) Enacting the narrative lead helps students who need heavier support visualize the story and highlights the narrative techniques like hook and description. 

After Work Time A, invite students to participate in a Mini Language Dive in small groups to explore how the author of a documentary script uses a question as a technique for capturing the listener's interest with a call to action in the narrative lead. The sentence also helps to address L.7.1b because it is a compound sentence that uses but to signal contrast between ideas.

B. Draft a Narrative Lead for a Documentary Script – W.7.3 (20 minutes)

• Review the appropriate learning target relevant to the work to be completed in this section of the lesson:

“I can write the narrative lead of a documentary script using effective techniques and relevant descriptive details.”

• Tell students that they will now begin to draft a narrative lead for their documentary scripts individually before sharing with their triads. Explain that even though students will plan and eventually make their documentary in triads, they will first write the narrative lead individually to generate ideas about the content and style of the lead. Then they will use one of the leads as a base or combine the best ideas from their individual narratives to create a group narrative lead for their documentary script. Invite students to retrieve their action plan journal, entrance ticket, and Narrative Writing checklist to help guide their writing. As necessary, remind students that their narrative leads should provide context about plastic pollution and include a hook, introduce a narrator, and use descriptive details. Students should also consider using first person pronouns to make the story more engaging, personal, and realistic. If students need additional support in developing their narrative lead, provide them with a copy of the Narrative Writing Plan graphic organizer ▲.

• Remind students to think about how they will eventually present their scripts as a documentary as they draft and to write accordingly. Observe that it is OK to use both a conversational tone and a formal tone at the appropriate times in their scripts.

• Focus students on the Work to Become Effective Learners anchor chart, specifically: “I persevere.” Remind students that since they will be working independently, they will need to persist through challenges as they draft.

• Invite students to begin drafting. Circulate to offer support.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning target.

MEETING STUDENTS' NEEDS 

In Work Time B, encourage students to orally rehearse their ideas for the narrative lead with their triad to allow students to generate ideas and solidify language use.

Also in Work Time B, challenge students to include one example of a modifying phrase and a set of coordinate adjectives.

In Work Time B, encourage students to use the Narrative Writing Plan graphic organizer ▲. This resource guides students in planning their narrative lead before writing. In addition, some students may find it helpful to sketch their ideas in scenes to ensure they know the order of events, the people, and their actions and thoughts.

A. Triad Share - W.7.4 (10 minutes)

• Return students to their documentary triads to take turns reading aloud their narrative leads, noting the best parts and what makes them strong. Students who are listening should note where they hear strong narrative techniques in their classmates' scripts. As necessary, display the Work to Become Ethical People anchor chart, and remind students to practice compassion and respect as they listen to one another's scripts.

• Inform students that in the next lesson they will be combining their ideas to create a narrative lead for their documentary script. Invite students to discuss the similarities and differences in their narrative leads by asking the following questions:

"How do each of our narrative leads help explain our decision to take action about plastic pollution?"

"Which scenario will best help our audience understand our decision?"

"How can we use strong aspects of each lead in our triad's narrative lead?" 

"Do we want to use first person singular (I, me) or plural (we, us) to tell our story as a group?"

"Do we want to use different parts of each person's story, or should we focus only on one story and add in techniques or ideas from the others?"

• Invite students to reflect on the habits of character focus in this lesson, discussing what went well and what could be improved next time.

MEETING STUDENTS' NEEDS 

In Closing and Assessment A, allow students to share their narrative lead in the modality that best suits them. They may want to practice whisper-reading their lead before reading aloud. They may want to exchange leads in their triads and read silently. Allowing students to respond in multiple ways increases their confidence in sharing their work. 

See For Lighter Support. An additional modality that may be appropriate for students who require heavier supports is asking a partner to read their lead aloud.