Create Video Scripts that are Interesting as well as Informative

Introduction to Inquiry	Kindergarten Animal Unit	Grade 1 Water Pollution Unit	Grade 2 Weather Unit

“Create Video Scripts That Are Interesting as well as Informative”

Weather Inquiry Unit- Grade 2 Sample Lesson 4
Phase of the Unit: Go Public

Create Video Scripts that are Interesting as well as Informative

PURPOSES OF THE LESSON:

To synthesize information about staying safe in severe weather through a video script;
To write arguments and explanatory texts;
To evaluate the effectiveness of how-to videos and examine techniques used to make them interesting;
To write and present a script that is both informative and entertaining;
To work collaboratively to utilize talents of all group members.

Lesson Segment (Video Clip)	Segment Focus	Questions to Consider While Viewing (Links to Facilitator Notes for PLC)	Teacher Commentary (Video Clip)	Supporting Documents
Prior to the Lesson 1	In previous lessons, students categorized their research under major topics for their final presentations. They also inferred causes and effects of their severe weather.	How do you think student benefited from studying cause and effect in the context of the inquiry unit (vs. as a stand-alone skill)? (See Artifacts: Previous Lessons – Cause and Effect)	Prior to the Lesson 1 (2:35)	Facilitator Notes Correlation to State Standards Suggested Readings Unit Outline Lesson Plan Lesson Transcript Teacher Commentary Transcript Lesson Artifacts: Previous Lessons Student Work Samples
Prior to the Lesson 2	Previous to this lesson, students also did a “cold write” to summarize their information.	See Lesson Artifacts: Prior to the Lesson – “Cold Write”. Then watch the Teacher Commentary and discuss the impact of the inquiry unit on student writing, and other observations from the writing samples.	Prior to the Lesson 2 (6:10)
Model/Guide 1 (6:05)	Students review what they know about creating how-to videos. They watch a video about a tsunami and evaluate its information and entertainment effect.	How did the teacher help the children recognize the importance of creating video scripts that would keep the viewer’s interest as well as inform?
Model/Guide 2 (5:39)	Students view additional how-to videos and evaluate their information and entertainment approaches.	Do you think this segment of the lesson will support the students to transfer entertainment techniques to their own videos? Why or why not?	Model/Guide 2 (2:15)
Transition to Collaborative Practice (3:56)	Teacher provides guidelines for information to be included in the how-to video scripts.	What is important about this transition before the students go off to their groups?
Collaborative Practice 1 (4:39)	Students work in their weather groups to create their scripts, focusing both on the information needed and entertainment effects. Teacher confers with Tornado, Lightning, and Hurricane groups.	What types of support does the teacher provide as she confers with groups? How does she help the students maintain the initiative in creating their scripts? (See Sample Student Work )	Collaborative Practice 1 (2:47)
Collaborative Practice 2 (6:23)	Students work in their weather groups to create their scripts, focusing both on the information needed and entertainment effects. Teacher confers with Thunderstorm and Flood groups.		Collaborative Practice 2 (2:10)
	Teacher/Colleague Discussion	What are your overall thoughts or questions about the lesson? What insights did this lesson provide into the process of an inquiry unit and how inquiry helps develop both literacy and content knowledge?	Lesson Reflections (1:30)