Objectives 1.
Engage students in academic discourse and close reading through a process-­‐oriented series of lessons designed to take them from StudySync® TV viewers, to participants, to creators. 2.
Practice and reinforce the following Common Core Anchor Standards for reading literature, writing, and speaking and listening: §
READING – R.1-­‐8, 10 §
WRITING – W.1-­‐6, 8-­‐10 §
SPEAKING AND LISTENING – SL.1-­‐6 Time 480 – 600 minutes (with flexibility to lengthen or shorten as necessary) Materials StudySync’s MyStudySyncTV Unit Overview MyStudySyncTV gives your students the opportunity to develop their own StudySync® TV episode. From text selection to script writing to production, this unit will guide your class through the necessary steps to complete a MyStudySyncTV episode. Through sequenced writing assignments and peer review activities, the MyStudySyncTV unit offers a rich learning experience whether you’re integrating student-­‐created MyStudySyncTV episodes into your general curriculum or entering a national StudySync MyStudySyncTV contest. This Lesson Plan serves as a detailed guide for using the MyStudySyncTV assignments and offers additional suggestions for implementing the unit with your students. Preparatory (120 – 180 minutes) 1.
“The Raven” Use this StudySync® TV episode as a model for your students as they begin the process of creating their own MyStudySyncTV episode. a. General Observations i. Either watch “The Raven” StudySync® TV episode as a class or ask students to watch it on their individual computers. Ask the students to make notes about any of the General Topics explored (i.e. repetition, tone, language, fear). ii. After watching, have students free write their reactions for roughly five minutes. iii. Follow the free write with a class discussion aimed at generating a list of topics discussed in the episode. b. Break it Down. Rewatch “The Raven” as a class, pausing at the following moments for discussion: i. 0:00-­‐1:05: What are the initial questions the students raise? Do the students suggest any possible themes? What is the prompt? How does the prompt correlate to the questions and themes raised by the students? On what points do the students agree/disagree? ii. 1:05-­‐2:35: What question are the students grappling with here? What is the significance of discussing whether the poem is tragic or comic? How do the students reach the conclusion that “the poem is both comic and tragic?” iii. 2:35-­‐3:51: What new questions are the students pursuing in this section? What new themes/topics do they introduce? Distinguish between the new themes/topics and those that have already been introduced in earlier sections. iv. 3:51-­‐5:15: How do the students use the text to deepen their discussion? Notice the ways in which the text supports the students’ ideas and allows the discussion to move forward. Also, note the way the quotes are handled: students either repeat the quote in their own words or address its meaning before moving on. v. 5:15-­‐6:49: What questions are the students grappling with? Connect the questions they raise in this section with the themes and topics introduced in earlier sections. vi. 6:50-­‐end: What questions do the students leave unanswered? Why is it okay to leave certain questions unanswered? Compare the unanswered questions with the questions asked in the prompt. Are the students ready to begin writing? Why or why not? Extension (additional 30 minutes) c.
i. Assign students an individual character from the episode to focus on when re-­‐watching. Give them prompts to look for and take notes, such as: Points of View 1.
What type of comments/questions/interactions does he/she have? 2.
How does he/she make their point of view known? By using quotes? By telling a story? By showing his/her notes? 3.
ii. Break the class into small groups by character to discuss what the students observed. Then, mix groups to go over results. Finally, discuss the character points of view and character differences as a whole class. Look for where and how he/she brings up quotes from the excerpt when discussing. Note how many times he/she does this is the episode. 2.
MyStudySyncTV “The Raven” Script. Now that students have begun to analyze “The Raven” S tudySync® TV episode from the point of view of the writers, guide students further into the process by examining the script used for this episode. Use the “MyStudySyncTV: ‘The Raven’ Script” Supplementary Text Assignment found in the Unit. a. Annotate i. Have students use the StudySync annotation tool to mark up the script text with the notes they generated in class discussion. Ask them to find the lines that correlate to the time codes discussed or quotes identified in class discussion. If your class does not have access to in-­‐class technology, print copies of the script text for students to annotate by hand. ii. In addition to transcribing their in-­‐class notes onto the script, students should: 1.
2.
3.
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Identify topics and themes Identify questions that shift the course of the discussion Make note of all references to the text Make note of times a student disagrees with another student b. Write. Read the prompt for “MyStudySyncTV: ‘The Raven’ Script” or the one you have chosen for students, and allow time for questions regarding the prompt and the assignment expectations. Have students go through the writing process of planning, revising, editing, and publishing their writing responses. Preparatory (180 – 240 minutes) 3.
Select a Text a. Whether you’ve pre-­‐selected the text your class is using or you’re putting it to a vote, it’s time to make a final decision and select one text for your class to use going forward. If you’re completing this Unit as part of the MyStudySyncTV Contest, remember that entries must cover a text already in the StudySync Library that does not yet have a S tudySync® TV episode. b. Teachers should select a text and create an assignment using that text. For the assignment writing prompt, paste all of the provided StudySync-­‐suggested prompts into the prompt box. Follow up those prompts by pasting in these instructions: Read all of the possible essay prompts for this library item and notice all of the possible directions for our discussion about this text. For your own response, choose just one of the prompts above to respond to. Be sure to paste the prompt you choose above your response so your peers will know what you’ve selected. c.
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This assignment will give students a sense of the breadth of prompts available as well as the opportunity to read peer responses to different prompts, further enhancing their knowledge about your class’s chosen text. Prompt Proposals a. Discuss i. Selected Text Assignment -­‐ As a class, discuss the different prompts associated with that text. What did students learn from writing their essays? Why did students choose a particular prompt over another? Which prompt was the most popular? Do students think this prompt would make a good S tudySync® TV episode? Why or why not? ii. StudySync® TV Prompts -­‐ Prompts are a critical piece of the StudySync® TV episode. They are, in fact, the blueprint for the discussion. Not every writing prompt makes for a good S tudySync® TV episode. Now, examine and discuss the prompts from the point of view of creating a StudySync® TV episode. Think like a script writer: 1.
What makes a good prompt for a S tudySync® TV episode? 2.
What topics and themes are implied in the prompt(s)? 3.
Does the prompt get at the essence of the book/poem/play? (For instance, the prompt for The Importance of Being Earnest addresses the “mask of manners.” But does it also address the themes inherent in the title: i.e. Why is it so important to be Earnest?) 4.
Does the prompt generate more than one viewpoint? 5.
Would one of these prompts work for your episode or will you need to change it to better suit the StudySync® TV episode you have in mind? b. Brainstorm i. Students will be writing their own prompt to use for this text in their MyStudySyncTV episode. Generate discussion around the following question: What do you want to discuss in your script? ii. As a class, generate a broad list of ideas, themes, topics and questions inspired by your text selection. Included in this list should be any unknown or unusual words or concepts (i.e. Nepenthe in “The Raven” episode.) Are there additional areas of research? If your text references an historical event, make a note that outside research should be done. Students may use this list to determine their own prompt, and also for the future outlines. c.
i. Either in class or as homework, assign the “Prompt Proposals” Unit writing assignment. Write a Prompt ii. We recommend that students work individually through the point of each
writing their own scripts. This means each student will write his/her own
prompt, outline, and script, on his/her own topic. Teachers may also
choose to identify a prompt for the entire class, so all students are writing
to the same prompt.
5.
MyStudySyncTV: “The Raven” Script Outline. This script outline for the “The Raven” StudySync® TV episode serves as a model for your students to create their own MyStudySyncTV outlines. The outline they develop here will serve as their roadmap through the MyStudySyncTV script writing process. a. Discuss i. As a class, discuss how to write an outline, using the sample Script Outline for “The Raven.” This sample describes the four key areas of a StudySync® TV script: 1.
Introduction a.
b.
c.
d.
2.
Driving Questions a. What are the broadest questions suggested by your prompt/text? b. Include at least one example from the text. c. Discussion Examples: If you’re writing a script based on a Shakespeare play, it might be “What the heck is going on?” In “The Raven,” that question is “Is this poem tragic or comic?” 3.
Testing Ideas a. Each student/group should identify one major question or insight. (NOTE: “The Raven” episode includes more than one, since it’s longer than your student scripts will be.) b. Connect this question/insight to a direct quote. Drill deeply into the quote to find answers. 4.
Conclusion a. What is the Big Idea behind this text? Why is it still relevant today? b. What questions are we content to leave unanswered? c. What have we learned/clarified? ii. With the class, address the specific needs of a good StudySync® TV Script, as identified by the S tudySync® TV writing and production team. These are important points for students to keep in mind as they work on their own outlines scripts. These points can also be found in the “MyStudySyncTV: ‘The Raven’ Script Outline.” Introduce at least one major theme of the episode Set the tone for the episode Establish conflicting viewpoints between the students Include a reading of the prompt. 1.
StudySync® TV scripts are models for great academic discussions. Not everything in an outline turns up in the final script, but we include all of our ideas for great things characters could say or do during an episode in the outline. This gives us a large bank of ideas to work from in the first draft. 2.
StudySync® TV discussions are more about the questions than the answers. Students in StudySync® TV aren’t having a discussion in search of the “right” answer, but rather they are focused more on deeply exploring a few key questions. Coming up with those questions is often the most challenging part of writing a StudySync® TV script. 3.
If our S tudySync® TV team has one motto it’s “When in doubt, always return to the text!” A great discussion only requires the curiosity to ask questions and the willingness to return again and again to the text to seek out possible answers. 4.
Review this list of reading skills that characters should be modeling throughout the script: a. Citing Textual Evidence b. Paraphrasing to Help Understand Difficult Text or Questions c. Relating an Idea to Something Outside the Text (text-­‐to-­‐ world) d. Using Quotes/Ideas from Outside Sources e. Defining Key Terms/Ideas (looking up if necessary) b. Review i. Review the class-­‐generated list of major themes, topics, and discussion ideas for the class text, as students may want to select from this list to help answer their own prompt. Modification Option: You may choose to help guide students by selecting 3-­‐5 points from the group list. ii. Remind students to select one main idea to address, as we recommend that their scripts and videos will be slightly shorter than the average StudySync® TV episode (maximum 6 minutes to be eligible for the MyStudySyncTV contest). c.
Write i. Using the Unit assignment and supplementary text “MyStudySyncTV: ‘The Raven’ Script Outline,” students write their own outlines in class or as homework. ii. Extension Idea: You may wish to create a Writing Assignment before students write their outline, asking students to identify the major themes and/or topics they are choosing to cover in their script. Remind students that all parts of the script must aide in answering the prompt. You may also ask students to identify any advanced vocabulary words and provide definitions or to background information on the author and publication details. Scripting (120 – 180 minutes) 6.
MyStudySyncTV: “The Raven” 1-­‐Minute Dialogue a. Introduction to Script Writing i. Lead the class in an exploration of the differences between writing a script and writing an essay, and the use of dialogue. The “MyStudySyncTV: ‘The Raven’ Script” text should be used for sample formatting. Students can look at their annotated scripts in their binder or their printed scripts. You may wish to point out how the character names and stage directions appear in the formatting. b. Discuss i. Humor and Tone 1.
Rewatch “The Raven” StudySync® TV discussion, either as a class or ask students to watch it on their individual computers. Students should have their “MyStudySyncTV: ‘The Raven’ Script” text to view as they watch, either on individual devices/computers or in printouts. 2.
This time, ask students to make note of every instance of humor in the script. How often do the jokes occur? What is their relationship to the transitional questions identified in the students’ earlier reading of the text? ii. Character Development 1.
Put the scripts away. Ask the students to write descriptions of the three characters in “The Raven” episode: Spenser, Jared, and Rachel. These descriptions can include physical attributes, as well as more subtle character points. 2.
As a class, generate a master list of these qualities. 3.
Now look at the script. Can you find evidence of these qualities in the script? How much does the actor bring to the character? iii. Writing Dialogue 1.
Watch the first minute of “The Raven” episode together. 2.
Ask students to remember/identify the goals of the Introduction: a.
b.
c.
d.
c.
Introduce at least one major theme of the episode Set the tone for the episode Establish conflicting viewpoints between the students Include a reading of the prompt. 3.
Did the first minute accomplish these goals? 4.
The first minute of dialogue text is available in the Unit assignment and library text “MyStudySyncTV: ‘The Raven’ 1-­‐Minute Dialogue.” You may wish to ask students to annotate the text to identify these Introduction goals. Write i. Using their outlines, have students write the first minute of dialogue of their own MyStudySyncTV episode either in class or as homework. d. Review i. Assign at least 3 peer reviews, as students can use peer feedback when writing their scripts. 7.
Script First Draft a. Discuss i. Reflections. Have a conversation with the class about what students learned from writing their first minute and from their peer and teacher feedback. 1.
What was easy or hard about writing dialogue? 2.
What should students keep in mind when writing their full scripts? ii. Guidelines. Discuss the requirements for their scripts. 1.
Remind students of the aspects of a good StudySync® TV script -­‐ quick, witty dialogue; excellent text evidence; lively debate. 2.
Outline any formatting guidelines you would like the students to use when writing their scripts (e.g. actions in parentheses, scene headings, character names centered in bold). iii. Rubrics. Make sure students are aware of the criteria you will use to assess their work. 1.
We recommend using the “MyStudySyncTV Script” Rubric to go along with the script-­‐writing assignment(s). This Rubric can be found by going to your Assignment tab and clicking “Rubrics.” 2.
Utilize the PDF one-­‐sheet option (orange link in the upper right corner) and either display the Rubric on the board or print copies for students to follow along. Review the Rubric in class and discuss any questions or concerns. b. Write i. Have students write their MyStudySyncTV scripts, and revise as many times as possible. You can easily add additional script draft assignments by re-­‐ using the “Script First Draft” assignment in the Unit, and modifying the name of the assignment and prompt as needed. ii. For a five-­‐minute MyStudySyncTV episode, scripts should not exceed five pages, but that doesn’t mean first drafts can’t be longer. We recommend requiring at least three peer reviews and suggest using the “MyStudySyncTV Script” rubric to go along with this assignment. 8.
Script Re-­‐write a. Discuss i. As a class, discuss the students’ experiences of writing a StudySync® TV script. What was easy or difficult? What did they learn about their characters ii. Discuss how students will edit their scripts using the Peer Review and Teacher Review feedback they have received. Use the following topics to lead discussion. Ask students how they would solve these problems: 1.
Are the characters agreeing too much? Is the script showing different points of view? a. Example revision: Add at least one dissenting opinion to a debate within your script. 2.
Are the students referring back to the text for examples? a. Example Revision: Add at least 2 more quotes from the text into your script and/or one vocabulary word. 3.
Do the characters have distinct voices or have they begun to sound the same? a. Example Revision: Consider the idea of “voice” and go back within your script and try to clarify the characters by the use of different voices. b. Rewrite i. Using the Unit “Script Re-­‐Write” assignment, students will write a second draft of their scripts. ii. Students can copy and paste their first draft from their Binder into the new assignment and edit from there. iii. Teachers may wish to assign specific rewrite criteria (such as the above example revisions) and paste these requirements into the Teacher’s Note in the assignment. Extension (additional 60 -­‐ 120 minutes) c.
Share i. Have students share their scripts in class. Students may read a short excerpt or share the full script with assigned actors reading the different parts. These readings could begin preparation for performing and filming the scripts. Filming & Editing (60 minutes) 9.
Rough Cut – MyStudySyncTV First Draft a. Film i. Just as a writing prompt is a blueprint for a StudySync® TV script, the script is the blueprint for a StudySync® TV episode. We encourage teachers to have students film their scripts and submit them for peer review. Strategies and standards will fluctuate depending on your resources, but the essence of a StudySync® TV episode transcends these particulars: filmed episodes should strive for scripted authenticity. ii. Choose to designate filming however works best for your classroom. For example, graded classwork may end with the script, but filming may be assigned as extra credit; filming may be required for each student’s script, but the student may be asked to find their own groups and methods to film from among their friends as homework; or you may pick a certain number of scripts for filming and assign groups to work on each during class. The filming process and methods are up to you and your resources. b. Style i. What is needed for a film shoot? Note: These roles are not requirements, but ideas for ways to involve small groups on each script and encourage collaboration and group projects.
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Director – What does he/she do? Camera Operator – What does he/she do? Script supervisor -­‐ What does he/she do? Actors – Will they be memorizing their lines? If not, can they hold a script somehow? Set – Where will your film take place? What will be in the background? How can you make it look interesting? Lighting – Do you want to change/set up the lighting or use what is already there? Costumes – What will your actors be wearing? ii. Advanced options. Note: Encouraging more advanced filming most likely requires more editing afterwards. Please be aware of the resources available to you and your students. 1.
Movement a. Since the episode will mainly consist of people talking, StudySync recommends movement to keep it interesting. b. Think about moving the camera. c. Think about having extras (actors who don’t speak) in the background. d. How else could you keep the audience interested? 2.
Changing camera shots a. Consider close ups b. Consider breaking up a shot by interjecting (cutting in) an example of a character’s work (e.g., show an iPad or smartphone or the notes they wrote by hand). c. How can you edit the shots together to keep the audience interested but still make sure the content makes sense? c.
Share i. Students will share the rough cuts of their filmed MyStudySyncTV episode via the video platform designated by you. We recommend using the “MyStudySyncTV Video” Rubric for teacher and peer reviews for this assignment. You may wish to create a second assignment asking students to edit their videos further, utilizing the feedback they have received, into a Final Cut. ii. PLEASE NOTE: Sharing MyStudySyncTV episodes through a StudySync
assignment DOES NOT qualify as submitting to a MyStudySyncTV
contest. Any contest entries must be submitted separately by the
teacher, according to the MyStudySyncTV Contest Guidelines. Selection
of MyStudySyncTV episodes to submit is at the discretion of the teacher.
Reflecting (60 minutes) 10. Now that it’s YourStudySyncTV, did you learn? a. Discuss i. What did you learn from this process? ii. What skills did you learn? Did you do anything that you have never done before? iii. What do you think of writing scripts? How is writing a script different than writing an essay on the text? iv. How can you use what you have learned about script writing and apply it back to essay writing? How might you approach reading a text differently? How might you approach a discussion differently? b. Write i. Either in class or as homework, have students write about what they have learned using the Unit “Now that it’s YourStudySyncTV, what did you learn?” assignment. Page 11