Text and Video Synthesis Lesson
Instructional Model for AVID Teachers
Text:
Second Reading
Not a fair share
•“Writing in the Margins:
Summarizing and Clarifying Ideas”
•Explain what the author is saying in select
paragraphs.
•Common Core College and Career Readiness Standard
•CCRA.R.1: Read closely to determine what
the text says explicitly and to make logical
inferences from it; and cite specific evidence
when writing or speaking to support
conclusions drawn from the text.
Source: The Orange County Register
Published May 6, 2016
Video:
http://www.avidweekly.org/static/download.
php?v=37027252_001_m_x264_002.mp4
AVID’s WICOR Methodology
This lesson utilizes the WICOR methodology. The WICOR
icon will be used throughout the lesson to communicate
when an activity is using WICOR methods.
Writing
Inquiry
Collaboration
Organization
Reading
Critical Reading Strategy Focus:
Strategy details are available at AVID Weekly. Sign in to
avidweekly.org and download the strategy from the matrix.
First Reading
•“Marking the Text: Underlining Essential Information”
•Identify and underline information relevant
to the writing task.
•Common Core College and Career Readiness Standards
•CCRA.R.1: Read closely to determine what
the text says explicitly and to make logical
inferences from it; and cite specific evidence
when writing or speaking to support
conclusions drawn from the text.
•CCRA.R.8: Delineate and evaluate the argument
and specific claims in a text, including the
validity of the reasoning as well as the relevance
and sufficiency of the evidence.
Reading Prompt: The editorial “Not a fair share” questions
the value of privacy in the eyes of the government. As you read,
underline evidence that supports the author’s claim. In the
right margin, summarize important details used to support
the author’s point.
Estimated Preparation Time: 20–30 minutes
Estimated Instructional Time: 110 minutes
Recommended Pacing: 2 days
Interacting with the Text
Instructions for the lesson are provided below. Use an
overhead projector or document camera to model and
support the following activities.
Numbering the Paragraphs (approximately 5 minutes)
Note: Students familiar with the “Marking the Text” strategy
may be able to mark the text during their first read. If not,
have students read the text once without marking or writing
in the margins.
1.)Go over the “Marking the Text” strategy with your
students. (If you do not have a copy of this strategy,
please visit avidweekly.org and download a copy
from the matrix). Students should have copies of this
handout on their desks or the ideas from this handout
should be available to them in some other way.
2.)Begin with numbering the paragraphs. If students
are not familiar with numbering paragraphs, we will
want to help them number individual paragraphs.
Text and Video Synthesis Lesson
Instructional Model for AVID Teachers
Not a fair share
First Read: Underlining Essential Information
(approximately 15 minutes)
Note: Depending on your students’ skill level, you may want
to work through a few paragraphs as a class. You might also
reduce the amount of rereading students do by directing them
to specific paragraphs that contain essential information.
Consider having your students work in pairs as they learn how
to underline essential ideas in a text.
Underlining Essential Ideas
3.)Here are some essential ideas students should identify
and underline.
a.Paragraph 1: “…we have discovered that the
Obama administration is drawing up rules that will
allow the NSA to share raw surveillance data with
the Federal Bureau of Investigation…”
b.Paragraph 2: “When such information is shared
with other agencies, the NSA is supposed to first
strip out Americans’ identifying information.
c.Paragraph 3: “In short, domestic law enforcement
officials now have access to huge troves of
American communications, obtained without
warrants, that they can use to put people in cages.”
d.Paragraph 4: “It’s all another sobering reminder
that any powers we grant to the federal
government for the purpose of national security
will inevitably be used just about everywhere else.”
e.Paragraph 5: “Congress must immediately put
a halt to this government snooping, particularly
domestic surveillance, to preserve what privacy
we have left.”
You may want students to underline essential ideas
that are not included in the list above.
Second Read: Summarizing and Clarifying Ideas
(approximately 15 minutes)
Note: Engage your students in pair-share and small group
activities as they as they work through the paragraphs.
Analysis of individual paragraphs may vary.
4.)For this second read, have students use the “Writing
in the Margins” strategy. Students should go back
through the text and briefly summarize/clarify ideas
in select paragraphs. Students could use the following
table to keep track of their summaries or they could
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write them in the margins next to the paragraphs
they are summarizing. One way to scaffold this
work is to pre-identify challenging paragraphs
and summarize/clarify the ideas as a class. For
our advanced students, we could ask them to
summarize the ideas and then argue in one or two
sentences why they think their summary sentence
best captures the main ideas in the paragraph or
passage. To learn more about the “Summarizing
and Clarifying,” visit avidweekly.org and click on
the “Summarizing and Clarifying” strategy link
found at the top of the monthly article matrix.
Paragraphs
Summarize or Clarify
the Main Ideas
1
2
3
4
5
Cornell Notes
Essential Question: In the video, what is President
Obama’s view of the National Security Administration,
and what is his message about national security to the
American people?
Viewing Prompts:
•What type of video is this? (personal, public,
government)
•When was this filmed? What was the context of the
video? (What was going on at the time this recording
was made?)
• For what audience was the film created?
• Why was this film made? What was/is its purpose?
•What is the mood of the film? How does the mood
affect the message?
• What inferences can be made about the film?
Dearie, K. and Kroesch, G. (2011). The Write Path History/
Social Science: Interactive Teaching and Learning Teacher
Guide (p. 195). San Diego, CA: AVID Press.
Text and Video Synthesis Lesson
Instructional Model for AVID Teachers
Not a fair share
Purposeful Viewing and Listening Strategy Focus:
Common Core College and Career Readiness Standards
•CCRA.SL.1: Prepare for and participate effectively in
a range of conversations and collaborations with
diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
•CCRA.SL.2: Integrate and evaluate information
presented in diverse media and formats, including
visually, quantitatively, and orally.
•CCRA.SL.3: Evaluate a speaker’s point of view,
reasoning, and use of evidence and rhetoric.
•CCRA.SL.4: Present information, findings, and supporting
evidence such that listeners can follow the line of
reasoning and the organization, development, and
style are appropriate to task, purpose, and audience.
•CCRA.W.1: Write arguments to support claims in an
analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
First Viewing/Listening (10 minutes)
•View the film clip together.
•Encourage students to take focused notes that help
answer the Essential Question.
•After watching the clip, ask students to write their
general thoughts and reactions. You might prompt them
with questions such as: What stands out for you? What
resonated with you? What do you have questions about?
Second Viewing/Listening (20 minutes)
Engage students in the Reciprocal Viewing process.
Students will have a dialogue with a partner or in a small
group based on the Reciprocal Viewing Techniques in
order to understand the media clip. This process forces
students to interact with the film by discussing the
following with their partner:
•Reciprocal Viewing Techniques:
•Summarize
•Retell the main ideas of the film in your
own words.
•Summarize the main ideas about the movie
or documentary.
•Paraphrase what the author is saying.
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•Question
•The question may be directly answered
from the film – who, what, when, where.
•The question may be an interpretive
question about the film – how, why.
•The question may be beyond the film –
I wonder if, I’m curious about…
•Clarify
•Clarification may focus on an idea, word
meaning, or term.
•Clarification process may include a point
to think about something confusing.
•When I began viewing this, I thought…
Now when I see this part, I realize…
•Prediction
•Good predictions are based on what is
already known from the film.
•I predict that…
•I wonder why…
• Encourage students to add to their focused notes.
Third Viewing/Listening (10 minutes)
Discuss the following questions as a whole class.
•What is the purpose of this film? How well is it
doing this?
•How does this information compare/contrast
to the article?
• What information is still needed?
• What are your final thoughts on this topic?
Synthesizing Information (15 minutes)
Analyze each piece (text and video) individually; you
will have to synthesize information from both pieces.
To synthesize simply means to combine information
in a logical way to form a clear picture of the topic. To
synthesize information from two texts you have already
analyzed, follow these five steps:
1.)Review the notes you took over the text and
the video.
2.)Compare their purposes and main ideas. Write
them side by side if it helps.
Text and Video Synthesis Lesson
Instructional Model for AVID Teachers
Not a fair share
3.)Compare the evidence presented to support each
argument.
4.)Look for similarities and differences between the
two sources.
5.)Identify how the texts fill in each other’s gaps and
how they offer reasons and evidence for each
other’s main ideas.
Extending Beyond the Text
Closing activities do not need to be process papers,
writing assignments that go through multiple drafts. As
students learn how to read more critically, we should give
them opportunities to write brief analyses of what they
read. These focused responses will help deepen their
understanding of the texts they read while developing
their academic writing skills. Writing or speaking exercises
like the ones listed below can also serve as formative
assessments, providing valuable feedback about what your
students know and what they still need to learn.
•Engage students in an adaptation of a “3-Part Source
Integration” using the outline below. A 3-Part Source
Integration is a statement that includes the title of the
text, the author’s name, author information, source
material that is either paraphrased or directly quoted,
and a brief statement explaining the significance of
the paraphrase or quotation. (20 minutes)
Part 1: Introduce the source and author, and provide
comments about the author or source.
Part 2: Provide a paraphrase or direct quotation. (Begin
with a verb and end with a parenthetical citation.)
Part 3: Comment on why this part of the text is
important, and make a statement comparing/
contrasting with the message of the video clip.
LeMaster, J. (2011). Critical Reading: Deep Reading Strategies
for Expository Texts (p. 170). San Diego, CA: AVID Press.
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