NF UNIT P2 Day 7

Day 7

Poem A Day:

For this unit, I am trying to find poetry and music that celebrates the individual’s mind, critical thought, and questioning “official truths”.  It gets the kids in the right zone to learn more about a topic of their choice and decide how to report their findings, in their own voice.

Mini-lesson:

Today’s objective is: Students will identify successful components of nonfiction in various films in order to decide which components they may want to incorporate into their products. (wordy- I will work on that).

Today, students are going to watch a series of short nonfiction films and think about the decisions made by the producers of the videos. They will consider how they can use these moves in order to create a final product that will be informational, credible, and engaging.

I started the day by asking students to list types of nonfiction films. This is the list they came up with:

-Documentaries

-News

-Interviews

-Ted Talks

-Speeches

-Video blogs

I gave students this handout and described the activity we would be doing today (all of which is in the directions of the handout).

 

 

Active Engagement

I showed the following examples of nonfiction in film, and students recorded notes on their handouts for each video. I gave them a few minutes in between videos to jot their ideas, discuss with a partner, and share with the class. I also pointed out the great things I noticed, or criticisms I had.

Video 1

Things we liked about this video:

  • transitions
  • music
  • editing
  • writing

Video 2

Things we liked about this video:

  • appropriate music
  • Pathos- appeals to emotion

Kids were quick to catch spelling errors and editorial mistakes in this video- I reminded them that viewers of their products would also notice those things… EDIT EDIT EDIT.

Video 3

For this video, we discussed multiple perspectives being recognized, even though the pov of the creator was clear.Students also appreciated some of the more “artsy” shots and how the interviews were presented.

Video 4

Students learned from this video not to film scenes in places with a lot of background info- the video suffered as students could not understand the interviews.

Video 5

Students enjoyed this video the most so far. We talked about how there is a fine line between standing alone in a room and with your iphone and just talking endlessly into the camera. This is so engaging because of the cuts, the humor in the writing, the props, the rating criteria, etc.

Last, but not least, one of the most popular vloggers on the interwebs:

Video 6

Students filled out the handouts.

Closure

I had students get out their project handouts from the beginning of the unit. We reviewed the types of projects they could create. Then, I gave students a post-it. On it the wrote,

their name

their research topic

the type of project they want to make

For example,

Ms. Minto

Research topic: The creation of Camp Greyhound in New Orleans after Hurricane Katrina

Project: Ted Talk

 

 

NF UNIT P1 Day 4

Day 4

Poem A Day:

Emily Dickinson “Tell all the Truth”

Image result for tell all the truth, but tell it slant

Mini-lesson:

Today’s Objective: Students will evaluate the article’s context (Who is the author? The publisher? Advertisers? When is was it published? What was going on in the time and place from where it comes?).

We began by watching this video to prepare for further analysis of their nonfiction articles.

Then, students got out the model text for this unit and worked in pairs to complete this worksheet in order to evaluate the source material they are analyzing.

We share out answers and as a class and I ask the students to determine the credibility of my article based on the activity. They rated it on a scale of 1-10 where 1 is an unreliable source and 10 is totally credible. The students found my article to be anywhere between 5-7. They are critical!

Active Engagement:

Students use their personal choice articles to complete a blank version of the same worksheet. 

Closure

Students have analyzed their articles in various ways at this point, paying close attention to different types of details.  For homework, I asked them to use their notes so far to write an analysis. This is due next class. (after a weekend)

NF UNIT P1 Day 2

Day 2

Related image

Poem A Day:

I did not have a poem for today. Instead we had an activity to switch up seating and collaborative groups. I had students arrange themselves into groups of four without saying a word. There was only one rule: You can’t work with anyone you have already worked with this year.

I was surprised how quickly they were able to do it and they seemed excited about the new groups.

I then asked the students to share their articles and thoughts on their articles in their new groups.

Mini-lesson:

Today’s objective is to determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; or to provide an objective summary of the text.

I started by distributing copies of the article I chose for the next several class sessions. I will use this as a mentor text and one that I will model every day’s objective with. 

First we read the story. Then we took notes about it together as a class (the students yelled out their thoughts, and I typed them in this doc.  I posted this to Google Classroom for the students to reference as we move through the unit.

Active Engagement:

Students filled out this same doc about their own article and attempted to write an objective summary of their article that determined the central idea and the specific details that developed that idea.

Closure

Students finished the work for homework.