A. Engage the Learner - SL.7.5 (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 3, Lesson 8.

• Once students have completed their entrance tickets, use a total participation technique to review their responses.

• 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.

• With students, use the vocabulary strategies on the Close Readers Do These Things anchor chart to deconstruct the term pitch (a brief explanation of a project meant to cause excitement or win support from the audience), storyboard (a document containing images, descriptions, and parts of a script, used to help filmmakers visually plan movie), captions (descriptions of images), and panels (the boxes in the storyboard where the drawings are made). Record on the domain-specific word wall with translations in home languages, where appropriate, and invite students to record words in their vocabulary logs.

MEETING STUDENTS' NEEDS 

Encourage students to first grapple to independently respond to the prompts on the entrance ticket. Then they can share their ideas with their documentary triad. Grappling first will increase students' confidence and success on future independent tasks.

Encourage students to work in their documentary triad to discuss and respond to the prompts on the entrance ticket. Working together ensures comprehension and success on the task as well as an opportunity to practice speaking and listening skills.

A. Review the Performance Task - SL.7.5 (5 minutes)

• Display and distribute copies of the Performance Task anchor chart. Ask students to Turn and Talk to summarize the expectations and comment about anything that surprises or concerns them. (Ask students with concerns to write their names on the board, so they can get some support.) Ensure that students understand the different elements of the storyboards, including images, captions, and excerpts from their scripts. Students should also understand that the storyboard is the next step in helping them turn their ideas into a "visual plan" before they begin filming their documentaries. The storyboard will also be used as a reference for explaining the plan of the documentary to their peers, when they present their documentary plans in a "pitch" for their end of unit assessment.

• Have students Think-Pair-Share about additional criteria they might include in their storyboard to make them effective. Record student responses on the chart. Inform students that today they will analyze a model documentary storyboard to develop criteria for their own storyboard. Later in the lesson, students will use their own script as the basis for creating their storyboards.

B. Analyze a Model Documentary Storyboard - SL.7.5 (20 minutes)

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

"I can generate criteria for a documentary clip storyboard on plastic pollution."

• Ask students to retrieve their Presentation checklist, focusing on the SL.7.5 criteria (the seventh row). Then ask students to Think-Pair-Share:

"How will the criteria on the Presentation checklist help you make decisions about the content and language of your storyboard?" (The Presentation checklist focuses on "including multimedia components and visual displays" in order to "clarify claims and findings and emphasize salient points," which helps remind us to really focus on how the storyboard will help us emphasize the ideas in our documentary clip pitch presentation.)

• Confirm for students that the Presentation checklist will help them consider how to create their storyboards to best convey their ideas during their pitch presentations.

• Allow several minutes for students to generate criteria for the third column of the SL.7.5 row of the Presentation checklist based on this discussion. Circulate and use the Presentation checklist (example for teacher reference) for sample criteria as necessary.

• Inform students that they will now examine a model documentary storyboard. Remind students that they will begin creating their own storyboards in this lesson and continue working on it in the next lesson.

• Distribute and display the Model Documentary Storyboard. Explain that this storyboard was created based on the Model Documentary Script they analyzed in Lesson 1. Similarly, students will be using their own documentary scripts to create their storyboards.

• Tell students that they will now analyze the model storyboard to decide what makes it an effective visual guide for planning and explaining their documentary idea to others.

• Distribute the Analyze a Model Storyboard note-catcher, and note that students will take notes below each heading. Explain that they will look at the Model Documentary Storyboard and identify how the filmmaker added images and captions to show what they planned on filming for their documentary clip. Ensure that students note the images, descriptions, relationship of images to the script, and any questions they may have.

• Invite students to Turn and Talk with their triads about the prompts on their note-catchers. Ask students to record their answers for each prompt and ask for volunteers to share out. On the displayed Model Documentary Storyboard, draw arrows to highlight the examples of each part of the model listed on the note-catcher.

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

MEETING STUDENTS' NEEDS 

During Work Time B, encourage students to first write their analysis in their note-catchers and then share them with their triad as they examine each section of the Model Documentary Storyboard. Doing so will increase students' independence and achievement on future analysis and writing activities. 

During Work Time B, allow students to conduct the analysis in the modality that best suits them. They may want to record their responses in writing or practice their oral responses with their triad. They may want to discuss or record their responses in their home language. Allowing students to respond in multiple ways increases their confidence and success in analyzing the Model Documentary Storyboard.

A. Begin Documentary Storyboard - SL.7.4 (15 minutes)

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

"I can create a storyboard with images, captions, and my documentary clip script on plastic pollution."

• Invite students to join with their documentary triad to analyze their script in order to begin brainstorming about how to turn it into a storyboard. Direct students to discuss which points to emphasize, which images to add, and how to approach the process. Students should then divide up the script so that each triad member can contribute equally to brainstorming ideas and creating the storyboard. They should also decide whether they want to draw their storyboard images on paper or use an online storyboard creation tool such as http://eled.org/0254 or http://eled.org/0135. 

• Invite students to begin their storyboards. Distribute the Storyboard template for students who are hand-drawing their storyboards. If students decide to use an online tool, ensure they understand how to use it before they leave class.

• Ask students to fill out their Exit Ticket: Unit 3, Lesson 8 before leaving, to ensure that they have chosen a part of the script to turn into a storyboard as well as begun brainstorming possible ideas for images to find or draw to help show their plans for their documentary clips.

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

• 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 

Students may have experience with drawing panels to represent ideas as in graphic novel or comic strip creation. Ask these students to share their experiences with the class. As necessary, prompt these students with questions such as: 

How do you know what image to draw or create? What do you do before you draw or create an image? What do you do as you draw or create an image? What do you do when you're done drawing or creating an image? How do you connect the image back to the idea or story?

Asset-based instruction increases students' confidence and engagement with creating a storyboard.

See For Lighter Support. However, if a student doesn't feel comfortable sharing with a large group, they may want to share with a partner or teacher who can share with the class; write or draw their responses for another to share; or share in their home language. Asset-based instruction increases students' confidence and engagement with creating a storyboard.