||Questions to Consider While Viewing (Links to Facilitator Notes for PLC)
|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)
|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)
||Lesson Reflections (1:30)