Digital Documentaries
Informational Documentary Work Plan
Each session is preceded with a list of materials needed to complete the session.
Materials fall into one of four categories:
Student
Handouts primarily
intended for
students
Teacher
Handouts primarily
for teachers
Overhead
Worksheets that can
be projected
overhead, or in a
pinch, drawn on the
board
Technology
Hardware, software,
peripherals and
other equipment
required to do the
lesson
©2004 Teaching Matters, Inc.
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Session 1 – Introduction to the Project
Goals
Students will be able to:
‰
Understand what an informational documentary is
‰
Describe three characteristics of a good informational documentary
‰
Brainstorm topics for their own informational documentaries
Materials
Student
Teacher
Overhead
Technology
Road Map
None
Road Map
Laptop computer
Project Rubric
Internet access
The Pitch
Projector
Time Required (including today): two 45 minute class periods
Activity
‰
Ask students if they have ever watched an informational documentary.
‰
Ask a student to describe it (what was it about? how was the information presented?
etc.)
‰
Have the students view the examples of informational documentaries
‰
Discuss with students -- Which documentary was better done?
‰
Elicit from the group a list of characteristics of informational documentaries:
o
an informational documentary is a non-fiction film without actors
o
typically, it is a journalistic record of an event, person, place or phenomenon
o
its purpose is to convey factual data.
‰
Record on the board or overhead: What makes a good informational documentary?
‰
Pass out the rubric for an informational documentary and ask students to read
selections from it (possibly first and last column for each criterion).
‰
Show samples again.
‰
Show excerpt from a professionally created informational documentary.
‰
Ask students to work in pairs to rate the informational documentaries based on the
rubric.
©2004 Teaching Matters, Inc.
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‰
Take one criterion at a time and have students justify their ratings with examples from
the informational documentaries.
‰
Use an overhead projector to show the Digital Documentaries website
(http://www.teachingmatters.org/digidocs) and the Road Map handout and ask
students to review (read aloud) the steps to create an informational documentary.
‰
Discuss with students -- What makes a strong topic? What are we passionate about?
What do we have access to (images, subject interviews, information)? Whom could we
invite to our classroom to film? Are we studying something that would be an
interesting video? What perspective do we want to present in our video?
‰
Explain the guidelines to students -- student videos will be no longer than ten minutes
in length and they will use both the video camera and supplementary relevant primary
source material (photographs, radio broadcasts, personal items like plane tickets,
medals, etc.). Everyone will be assigned a specific job. Cooperation and collaboration
with classmates will be essential if the project is to be successful.
‰
Students should suggest several ideas for videos to the teacher, who will help them
choose the most promising topic.
‰
OPTIONAL: Introduce the “pitch” process, in which students work in groups to create
topic proposals and then pitch them to the entire class. A class vote takes place after
all of the groups have given their pitch. Students create a “pitch” for their particular
theme with the following elements: 1) rationale, 2) possible video sources or
interviews, and 3) description of what the finished product will look like.
Before next session with Teaching Matters
The students should:
‰
Watch a documentary (Consultant presents choices)
‰
Rate the documentary with the provided rubric
‰
OPTIONAL: Complete pitches for favorite topics
The teacher should:
‰
Consider the video proposals by students
‰
Meet with the consultant to discuss the feasibility of the proposals
‰
Make the final decision on the selected topic
©2004 Teaching Matters, Inc.
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Session 2 – Research
Goals
Students will be able to:
‰
Use research sources to find information
‰
Cite what they have learned about the topic
Materials
Student
Teacher
Overhead
Technology
Road Map
TrackStar track or
hotlist of websites
for student research
KWL-H
Laptop
Road Map
Internet Connection
Research Notes
Research Notes
Time Required (including today): four 45 minute class periods
Activity
‰
Review Road Map Handout with students to re-orient them to the step-by-step
process.
‰
Announce selected topic to students.
‰
Discuss the importance of researching with students. Explain that informational videos
quite obviously inform viewers and in order to do that, students must conduct
research. Students will research for several days so that they can become experts on
their topic.
‰
As a class, students brainstorm the following questions (KWL-H overhead).
o
What interesting things do we know about this topic already?
o
What questions could we research?
o
Where will we find the information?
o
If possible, determine a point of view for research.
‰
Introduce teacher-created resource on Digital Documentaries web site.
‰
OPTIONAL: Teacher and consultant can create a hotlist or TrackStar track.
‰
Introduce other possible research sources such as graphs, original research (e.g.
opinion polls surveys measurements or science experiments), interviews with experts,
witnesses, observers (including “man-on-the-street”). Interviews are for research
purposes, but they can be taped and used in the final informational documentary.
©2004 Teaching Matters, Inc.
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Alternatively, in special education classrooms, classrooms with literacy issues, or
classrooms with limited access to technology, students should be provided with articles
pre-printed from the web on their topic.
‰
Divide research questions among the students in each group and let students begin
researching.
Before next session with Teaching Matters
The students should:
‰
Complete the research and prepare a report on the selected topic
‰
Use the guidelines provided by the teacher and consultant
The teacher should:
‰
Locate possible filming locations and interview subjects for Session 5 if required
©2004 Teaching Matters, Inc.
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Session 3 – Draft Narration
Goals
Students will be able to:
‰
Use report to draft narration of the informational documentary
Materials
Student
Teacher
Overhead
Technology
Creating a Script
None
Creating a Script
Teacher has created
Trackstar or hotlist of
websites that students
use to conduct
research.
Internet access
Time Required (including today): two 45 minute class periods
Activity
‰
Discuss the process of how to develop a script. Teacher and consultant model the
process of reviewing a sample report, creating an outline, and then forming a script.
‰
Working in groups, students review their reports and begin to complete the Creating a
Script handout.
‰
If groups are beginning to fall behind in the work plan, use this session for gathering
additional research and/or writing the report.
Before next session with Teaching Matters
The students should:
‰
Complete their assigned part of the narration for the informational documentary
The teacher should:
‰
Consultant and teacher will review reports before next session
©2004 Teaching Matters, Inc.
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Session 4 – Revise Narration / Begin Storyboard
Goals
Students will be able to:
‰
Assess, revise, and storyboard narration
Materials
Student
Teacher
Overhead
Technology
Project Rubric
Roles and
Responsibilities
Project Rubric
Laptop
Project Checklist
Projector
Project Checklist
Storyboard
Storyboard
Time Required (including today): two 45 minute class periods
Activity
‰
Engage the class in a discussion of what makes an effective narration. Create a list on
the board with characteristics, such as factual data, compelling content, concise
language, details to support ideas, etc.
‰
Model how to assess and revise a script of narration, using the classroom list (just
created) and the project rubric.
‰
Allow students to work in groups to revise and assess their narration, using the class
list and the project rubric.
‰
Model how a storyboard is prepared – “What You Hear” in the right column, then
“What You See” in the left column. Students will prepare storyboards for next time.
Before next session with Teaching Matters
The students should:
‰
Revise and assess narration
‰
Complete the storyboard
The teacher should:
‰
Review scripts from different groups and edit for clarity
©2004 Teaching Matters, Inc.
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Session 5 – Record Narration / Collect Images
Goals
Students will be able to:
‰
Record narration into computer.
‰
Collect images (from the Internet) which support narration.
‰
Practice camera techniques.
Materials
Student
Teacher
Overhead
Technology
Adding Narration
Roles and
Responsibilities
Adding Narration
Digital video
camera, cables,
microphone
(iMovie p. 5
Movie Maker p. 6)
Importing Video
Adding Still Images
Adding Still Images
(iMovie pp. 6-8
Movie Maker pp. 6-10)
Internet access
Setting up the Video
Camera
Setting up the Video
Camera
Time Required (including today): three 45 minute class periods
Activity (Recommended to be carried out in a location with
multiple computers available)
‰
Show students how to record narration into computer.
‰
Some students gather still images or archival clips from the Internet to support
narration.
‰
Some students tape original footage.
Before next session with Teaching Matters
The students should:
‰
Continue gathering footage (outdoor, coverage, archival, man-on-the-street)
‰
Review taping and make notes for editing, voice-over, etc. if time permits
©2004 Teaching Matters, Inc.
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The teacher should:
‰
Upload video to computer (with assistance of consultant), so that students can begin
editing in Session 6
©2004 Teaching Matters, Inc.
9
Session 6 – Creating the First Draft
Goals
Students will be able to:
‰
Assemble a first draft of the informational documentary
‰
Make editing decisions
Materials
Student
Teacher
Overhead
Technology
Editing the Video
Clips
None
Editing the Video
Clips
None
(iMovie p. 4
Movie Maker p. 5)
Time Required (including today): three 45 minute class periods
Activity
‰
Prior to this session, teachers should have all narrations recorded and videos for the
first draft uploaded to the computer.
‰
(Whole class) Consultant and/or teacher demonstrate the decision-making process
used in editing. Explain that the original footage must be edited down to five to 10
minutes, requiring that the editors make creative decisions based on the perspective
that they want to portray.
‰
(Small group) Student video editors work in groups to assemble a first draft of the
documentary (stringing together still clips, narration, music, dramatization, etc.).
‰
Students review video footage and determine items to be cut and added.
Before next session with Teaching Matters
The students should:
‰
Complete the first draft
‰
Help the teacher compose a list of elements that should be added to the first draft
The teacher should:
‰
Make necessary arrangements for adding secondary elements (appointments for
interviews, taping outside of school, etc.)
©2004 Teaching Matters, Inc.
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Session 7 – Evaluating the First Draft
Goals
Students will be able to:
‰
Evaluate the first draft of the informational documentary, using the project rubric
‰
Storyboard revisions for the second draft
Materials
Student
Teacher
Overhead
Technology
Project Rubric
None
Project Rubric
Laptop computer
Video Clip
Assessment Form
Projector
Time Required (including today): two 45 minute class periods
Activity
‰
Watch the video first draft with the rubric.
‰
Make judgments about the value of particular scenes / clips and edit out unneeded
material.
‰
Discuss and decide on additional elements needed for a final draft.
Before next session with Teaching Matters
The students should:
‰
Complete Video Clip Assessment Forms
‰
Begin collecting secondary elements (interviews, stock footage, additional graphics,
etc.)
©2004 Teaching Matters, Inc.
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Session 8 – Insert New Images and Clips
Goals
Students will be able to:
‰
Collect new supporting images or sound files for the informational documentary
Materials
Student
Teacher
Overhead
Technology
Video Clip
Assessment Form
None
Storyboard For
Second Draft
Digital Video Camera
Laptop
Internet Connection
Time Required (including today): three 45 minute class periods
Activity
‰
Working in groups, students collect the additional elements detailed in their Video Clip
Assessment Forms. Students might choose to include any (most likely two or three) of
the following media elements:
o
additional video footage
o
images from the Internet
o
still photographs
o
voice-over narration
o
art work created and/or scanned by student artists
‰
Insert additional material into video as specified in Video Clip Assessment Forms.
‰
Add music.
‰
Edit the video for time (no more than 10 minutes) and interest.
Before next session with Teaching Matters
The students should:
‰
Finish adding secondary elements to the video
‰
Prepare titles and credits to be added next session
©2004 Teaching Matters, Inc.
12
Session 9 – Finish the Informational Documentary
Goals
Students will be able to:
‰
Exercise judgment in providing appropriate titles, transitions, and special effects
Materials
Student
Teacher
Overhead
Technology
Adding Text and Titles
Project Rubric
Laptop computer
(iMovie p. 9
Movie Maker pp. 11–12)
Internet connection
Projector
Adding Transitions (iMovie
p. 12 Movie Maker p. 15)
Blank CDs for
recording final
product
(iMovie p. 11
Movie Maker p. 15)
Saving the Movie
(iMovie pp. 13-14 Movie
Maker pp. 17-22)
Time Required (including today): two 45 minute class periods
Activity
‰
Add titles.
‰
Add transitions and special effects, if desired.
‰
Complete the editing of the video and review it.
‰
Transfer video to final medium
Before next session with Teaching Matters
The students should:
‰
Review the completed video with the rubric
©2004 Teaching Matters, Inc.
13
Session 10 – Project Collection
Goals
Students will be able to:
‰
Reflect on the process of creating an informational documentary
‰
Articulate what they have learned
Materials
Student
Teacher
Overhead
Technology
Evaluation Form
Evaluation Form
None
None
Time Required (including today): one 45 minute class period
Activity
‰
Compare rubric evaluations.
‰
Students write a reflective essay on creating their documentary. Address the following:
o
o
o
o
o
o
What is your overall feeling about the final documentary?
What do you like about it? Dislike?
Describe a positive experience in creating this documentary.
Describe a negative experience in creating this documentary.
If you could start over, what would you change about the making of this
documentary?
Describe your idea for creating your own documentary.
‰
Transfer to final medium.
‰
Complete evaluation form.
‰
Discuss what students learned and enjoyed in this process.
‰
OPTIONAL: Tape student responses about making a documentary and create a oneminute movie summarizing it all.
©2004 Teaching Matters, Inc.
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