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LEARN
CAPTURE
SHARE
FETCH
LESSON
LEARN
CAPTURE
SHARE
LEARNING IS AN ADVENTURE.
2017 CROSSBRAINING
FETCH
Fetch Goes to School
This lesson focuses on staying on topic, using transition words,
recording reading with fluency and telling an imaginative story
from another point of view.
TIME
SPACE
EXTENSION
Three 50 minute periods
Inside/Outside
Three 50 minute periods
MATERIALS
GoPro Session
Fetch Mount
Computers
Editing Software
STANDARDS
Language Arts - Writing (Page 7)
Reading (Page 8)
Math (Page 9)
Science (Page 10)
Google Classroom
Paper
Pencil
Dog/Pet
2016-2017 All Rights Reserved
PAGE 1
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PHENOMENA
ESSENTIAL QUESTION
Three 50 minute periods
Inside/Outside
PROCEDURES
Tell your class that you/they are going to get video footage of an animal from its Point of View.
You can either bring a dog to school to have your students record footage, or allow a student or
other teacher to gather footage at his/her home so everyone can share the footage.
View our Fetch video at www.crossbraining.com.
Upload footage to Google Drive.
Share footage with your students.
Talk to your students about Point of View.
Have a discussion about the feelings that people have when doing something for the first time.
Use paper or Google Docs to write down words and phrases that are associated with a first experience.
Hand out the Video template and review.
Tell students to write a short story from the POV of the animal, using the video template as a guide.
Put students into groups of 3-4 to brainstorm the footage they want to get or use the footage you already have.
Organize the footage to include a beginning, middle and end.
Blend the video footage to create a video that shows the story from beginning, middle and end.
(Our preferred video editing programs are: WeVideo, Storyteller.) Use the word bank.
Substitute words depending on grade level.
Each video cannot be longer than one minute.
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Writing Evaluation /
Reflection
Use words from the word bank to help create the video.
WORD BANK
EXCITED
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NERVOUS
ANXIOUS
SCARED
LOST
HAPPY
MISTAKES
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Student Writing Template
1. Think of a title for your video and write it down here. This will
depend on what your class decides the dog is doing at the school. Is
it Fetch’s First Day of School? Is Fetch at school to solve a mystery?
Word Bank: excited nervous anxious scared
mistakes
lost
happy
Planning: Write out the narration of your plan. Once your class has
decided on why Fetch is at school, plan out the different locations that
Fetch will visit. We suggest going to the art room, gym, locker, office
and any other rooms that students use.
Transition Word
2. Performance Task:
Word Bank:
mistakes
excited
nervous
anxious
scared
lost
happy
We suggest you capture the following and write a narration about
each that apply to your group:
-Fetch
-Going to different rooms in the school
-Going outside
-Going to the bus
Make sure you explain each of these bullet points.
Write out your voice over and/or write screen text.
Transition Word
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Student Writing Template
3. Fixes/Changes: Think about making a bloopers part in the
video. Students in your class will have fun with this. This could be
added after the 45 second video.
Word Bank: excited nervous anxious scared
mistakes
lost
happy
Make sure you reflect on any changes or fixes that took place and
narrate those changes.
Transition Word
4. Final Product: Make sure that all of the 5-8 second video clips are put in
the right order so that the story makes sense.
Word Bank: excited nervous anxious scared
lost
happy
mistakes
.
Transition Word
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Video Instructions
BEGINNING
Start the beginning of the video with a voice-over sound, statement or question about how they feel
experiencing this “new thing”. How do they feel about coming to school? How does it feel to be around a group
of people they have never met?
MIDDLE
Pick a really fun part from the video that shows them (the dog) having fun and explain (as if the dog is talking to
itself) why it is so much fun. Next, show them talking to a student and include dialog. Make sure that each
character is talking and that they are inserting quotation marks correctly in their screen text.
END
Explain their (the dog’s) three favorite things about the day. Also tell about one difficulty they experienced. Tell
whether they would do this again. Why? or Why not?
Remember to use transition words between segments.
Remember to use transition words between segments.
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Common Core Standards
Language Arts Writing
STANDARD
HOW TO
CCSS.ELA-LITERACY.W.1.3
Great lesson for teachers and students to write together
CCSS.ELA-LITERACY.W.2.3
while showing the students the events that take place
throughout the day with their animal.
CCSS.ELA-LITERACY.W.3.3
Students can let their imagination go wild as they use
CCSS.ELA-LITERACY.W.4.3
descriptive details effectively to show what Fetch did at
CCSS.ELA-LITERACY.W.5.3
school in chronological order while students stay on topic
CCSS.ELA-LITERACY.W.6.3
with ease!
CCSS.ELA-LITERACY.W.7.3
CCSS.ELA-LITERACY.W.8.3
CCSS.ELA-LITERACY.W.9-10.3
CCSS.ELA-LITERACY.W.3.3.B
CCSS.ELA-LITERACY.W.4.3.B
CCSS.ELA-LITERACY.W.5.3.B
CCSS.ELA-LITERACY.W.6.3.B
CCSS.ELA-LITERACY.W.7.3.B
CCSS.ELA-LITERACY.W.8.3.B
CCSS.ELA-LITERACY.W.9-10.3.B
Create a scene where the class responds to the dog.
CCSS.ELA-LITERACY.W.3.3.C
CCSS.ELA-LITERACY.W.4.3.C
CCSS.ELA-LITERACY.W.5.3.C
CCSS.ELA-LITERACY.W.6.3.C
CCSS.ELA-LITERACY.W.7.3.C
CCSS.ELA-LITERACY.W.8.3.C
CCSS.ELA-LITERACY.W.9-10.3.C
There is no better way to teach transition words. Students
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Students love petting dogs for doing things like sitting or
shaking a hand. Have the animal respond to the students by
telling them how much he/she likes it.
will actually see where to put in the transition words
because editing programs also use the word transition.
This might be the first time your students truly get what a
transition word is because they will see it!
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Common Core Standards
Language Arts Writing
STANDARD
HOW TO
CCSS.ELA-LITERACY.W.3.3.D
Video allows students to match their concrete word
CCSS.ELA-LITERACY.W.4.3.D
description with the visual in front of them. This is a great
CCSS.ELA-LITERACY.W.5.3D
time to use the word bank to help increase a student’s
CCSS.ELA-LITERACY.W.6.3.D
vocabulary.
CCSS.ELA-LITERACY.W.7.3.D
CCSS.ELA-LITERACY.W.8.3.D
CCSS.ELA-LITERACY.W.9-10.3.D
CCSS.ELA-LITERACY.W.4.3.E
CCSS.ELA-LITERACY.W.5.3.E
CCSS.ELA-LITERACY.W.6.3.E
CCSS.ELA-LITERACY.W.9-10.3.E
CCSS.ELA-LITERACY.W.7.3.E
CCSS.ELA-LITERACY.W.8.3.E
CCSS.ELA-LITERACY.W.4.6
Use technology, including the Internet to produce and
publish writing.
Reading
CCSS.ELA-LITERACY.W.4.3.E
CCSS.ELA-LITERACY.W.5.3.E
CCSS.ELA-LITERACY.W.6.3.E
CCSS.ELA-LITERACY.W.9-10.3.E
CCSS.ELA-LITERACY.W.7.3.E
CCSS.ELA-LITERACY.W.8.3.E
CCSS.ELA-LITERACY.W.4.6
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When younger aged students create their video, have them type the words
right into the video so they can narrate directly from the screen. Have students
share videos, turn down the volume and
read each other's videos. Older students can compare and contrast the videos
and the words that were chosen in the videos. Teachers have a lot of flexibility
here.
Add the terms into the word bank that you want your students to use.
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Common Core Standards
MATH
HOW TO
STANDARD
CCSS.MATH.CONTENT.1.MD.A.1
CCSS.MATH.CONTENT.2.MD.A.1
HOW TO
Order by length: Students capture footage of the dog, a student
and the teacher, and then put the objects in the video in order of
least to greatest in size.
Measure length using the correct tool. Students can measure
the tail, feet, and length of the animal. Have each group
measure a different part.
CCSS.MATH.CONTENT.3.MD.A.1
Record all the times of the videos on a data table and have
students determine to the nearest minute how long it will
take to watch all of the class videos of “Fetch”.
CCSS.MATH.CONTENT.4.MD.A.1
For example, know that 1 ft is 12 times as long as 1 in.
Express the length of a 2 ft dog as 24 in. Generate a
conversion table for feet and inches listing the number pairs
(1, 12), (2, 24), (3, 36),What would the size of Clifford the Big
Red Dog be?
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Common Core Standards
SCIENCE
STANDARD
HOW TO
CCSS.MATH.CONTENT.5.MD.A.1
Measure different parts of the dog; tail, paws, snout
and convert the measurements. Include this in your video.
CCSS.MATH.CONTENT.6.RP.A.1
Ratio of pets to people in a student’s home.
CCSS.MATH.CONTENT.7.RP.A.1
Plan out a half mile walk with the animal. Write a ratio.
For example, if a person walks 1/2 mile in each 1/4 hour,
compute the unit rate as a complex fraction. Write this
wording into the video.
CCSS.MATH.CONTENT.8.EE.A.3
For example, estimate the population of dogs in the
United States as 3 times 10E8 of the population of dog’s in
the world as 7 times 10E9, and determine that the world
population of dogs is more than 20 times larger. Have them
show this in a video with the animal. This could be a great
introduction to the video.
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Common Core Standards
SCIENCE
STANDARD
HOW TO
1-LS1 From Molecules to
Using brass brads or other supplies found in class, make a
Organisms: Structures and
dog and show where the dog's legs bend and how the front
Processes
legs bend differently than the back legs.
2-LS4 Biological Evolution: Unity
and Diversity
Using brass brads or other supplies found in class, make a
dog and show where the dog's legs bend and how the front
legs bend differently than the back legs.
3-LS1 From molecules to
Organisms: Structures and
Processes
Make a venn diagram in their Google Doc making sure they
share ways on how humans and dogs have some similar life
cycles starting at birth. The dog can talk about how they are
similar to humans.
4-LS1 From Molecules to
Organisms: Structures and
Processes
Maybe in one part of the video while they speak from the
dog’s point of view, share how their 4 legs help them to
survive. They can then construct an argument in a Google
doc defending how four legs make life easier for a dog to
survive.
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Common Core Standards
SCIENCE
HOW TO
STANDARD
Try to get footage of cause and effect. Have the owner of
the dog give the dog a treat when it performs some behavior
MS-LS1 From Molecules to
and have the dog talk about that in the video.
Organisms: Structures and
Processes
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