Share Your Story - Documentary Film

8/4/2019 Share Your Story - Documentary Film

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Share YouStory

ocumentaryFilm

Presented with


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APPRENTICESHIPShare Your Story-Documentary FilmUnit Guide

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Welcome toShare Your Story- Documentary Film Apprenticeship! Thank you for volunteering to share your knowledge askills with Citizen Schools students. Over the next ten weeks, you and your apprentices will learn, and share an experience yperhaps, never thought possible. You will be part of changing the educational and life trajectories of the students in your class

Approach to InstructionApprenticeships add relevance to students learning through hands-on experiences led by experts in the field of study. Forstudents, having real world professionals as role models is a powerful motivator for learning and connects content and skillsneeded for future success in college and careers. Students become active participants in the learning process and are providewith opportunities to choose meaningful work and assess their own growth. Middle School students have the capacity to engagwith complex, advanced ideas and challenging skills when provided with the appropriate supports, a reasonable point of entrynto new concepts, and opportunities for practice.

How to Use This CurriculumThis curriculum provides a roadmap for ten weeks of learning based on what has worked for Citizen Teachers in other schoolsFollowing the activity sequence will ensure that you have covered the necessary skills and taken the necessary steps to prepastudents for the culminating WOW! There may be times where you want to spend a little more, or a little less time in order tomake the apprenticeship successful for your students. Your Team Leader will be a great resource in helping organize and plan your students. There are a few things to keep in mind:

Objectives / AgendaAt the beginning of each lesson, post and review the days objectives and agenda with students. All the days activities andassessments connect back to the objectives. The agenda helps your students know what to expect from the day. Whenstudents know whats coming next, they are free to relax and enjoy the task at hand.

Vocabulary ChartBeginning in Lesson One, and continuing in several other lessons, students will be introduced to technical vocabulary.Throughout your lessons, encourage students to use these words when talking about their work, and model this by doing ityourself. Post the vocabulary chart each week with new words so that students have a visual cue to access as they practicehese new words.

SAY

These markers are included throughout the guide to provide you with phrasing that might be helpful in connecting concepts orexplaining new ideas to students. They can be used verbatim or as a reference in your teaching.

Film Makers JournalsAccompanying the curriculum is a black-line master that should be copied for each student to use through out the course. It isrecommended that you collect these notebooks at the end of each class. Most weeks, students will complete theirCheck forUnderstandingactivity in their Film Makers Notebook. After each class, review the notebooks to see whether students graspedhe concepts you taught. If you notice that students are missing key information, make a plan with your Team Leader to revisithese concepts in the next lesson.

Checking for UnderstandingThroughout your Apprenticeship, it is important to be explicit with students about the content and skills you expect them tomaster. This will direct their attention to whats important and provide clear goals for learning. The Film makers Journals and WOW! Issue Film Rubric provide opportunities for students to demonstrate their technical and content knowledge and the Ora

Presentation and Teamwork Rubrics provide a guide for students in mastering these 21stCentury Skills. Opportunities tocontinuously return to these Rubrics are built into sessions throughout the unit. These activities provide students withopportunities to assess their own progress and set goals for future work.


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Share Your Story: Documentary Film

Apprenticeship Sector:Arts and CultureUnit GuideShare Your Story: Documentary Film

n this curriculum students stories take center stage in documentary films based on their own passions and issues. Whileearning technology skills for filming and basic film editing to propose solutions to a problem in their community. The opportunityshare a persuasive film rooted in their own experience. To gather footage and understand the core of the problem they choose

students gather comments and reactions from adults. Filmmaking builds students voice and confidence to be advocates forhemselves and their communities as leaders and effective team members.

Citizen Schools Standard:Citizen Schools students willdemonstrate persuasivecommunication

Standards and Objectives

Lesson ObjectivesIdentify a topic and point of viewfor a persuasive communicationExamine how individualsinterpret messages differentlyUse communication to informUse communication to motivate

Use communication to persuadeDeliver a persuasivecommunication to others

Guiding Questions

How can technological tools be used for communication?How can we skillfully communicate about issues that are important to us?

Assessment (WOW!)

Basic Unit Plan

1

2

3

4

5

6

7

8

9

10

Week Connections to Standard/WOW! Week Connections to Standard/ WOW!

Theproductis a documentary film that explores a relevant community problem and possible solutions. Students will intervieindividuals with varied perspectives on their problem and its possible solutions. Student reflections on the production of the fiwill demonstrate their mastery 21st century skills including collaboration, using technology to develop a product to solve a

problem, and demonstrate persuasive communication. Students will prepare a brief introduction of the main idea of the film athe WOW!

Lesson ObjectivesIdentify the technology to be usedand the product being createdGive examples of how theirtechnology will assist with thecreation of their productUse digital technologies,

communication/networking toolsand/or social networks appropriatelyto access and create informationUse new technology by bothfollowing steps and experimenting orinnovatingEvaluate their skill in use technologyto create the desired product

Citizen Schools Standard : CitizenSchools students will demonstratehow to use technology to produce adesired product.

Learn to use Flip Cameras for research and filming

Identify problem and work collaboratively with roles

Collaborate to Identify guests based on point of view

Practice filmmaking techniques, develop roles for filming

Interview guests with focus on roles of group members

Interview guests with focus on problem/solutions

Select clips based on the problem; focus on acommon goal

Collaborate to edit films using storyboard

Collaborate to edit film, reflect on collaboration

Groups get/give feedback on introduction to film

Citizen Schools Standard : CitizenSchools students will demonstrate how touse a specific technology to solve aproblem

Citizen Schools Standard:Citizen Schools Students willdemonstrate the ability to workas a member of a team.

Lesson ObjectivesGive and receive constructivefeedbackAdapt to varied roles, jobsresponsibilities, schedules andcontextExercise flexibility and willingn

to be helpful in making necessacompromises to accomplish acommon goalAssume shared responsibility collaborative work Explain the value ofcontributions made by each teamember Comprehends when it isappropriate to listen and when tspeak

Lesson ObjectivesIdentify technology being used and theproblem to be solvedExplain the parts of the problem solvingprocess where technology will be usedIdentify the role of the specifictechnology as part of problem solving

Use technology as a tool to research,organize, evaluate and communicateinformationUse technology by both following stepsand experimenting/innovating whensolving a problemEvaluate the role technology played insolving the problem


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Share Your Story: Documentary

Film UNIT CONTEXT / BIGIDEA

SHARED GOALS

TIMELINE OF SKILLS

CS program

Short-term

Mid-term

Long-term

21st CenturySkills

AcademicSkills

College

ReadinessSkills

ProgramScore Card

IMPLEMENTATIONNOTES

Flips (one for each student, ~ 15 cameras) will be used in all lessons.

Access to computers for groups of students is necessary for editing (in Lessons 6-9)

Access to computers and projection for viewing clips and screening is preferred for Lessons 1,7,8,9

Access to a community members/ locations dependent on students topics

If you teach this unit successfully,As members of a creative team with a common goal, students willattend the program regularly and through the completion of the WOW! order to present the product they helped develop.Students will become more proficient in technology, and will improveskills for collaboration which will improve grades.Students will believe in their own ability to persuade family andcommunity members about the issue they explored in the film and thissense of voice will extend beyond the single issue in the film.

Students will have access to and build belief in several leaders in thecommunity and their opinions on the issue they selected.Students will believe that creative media and persuasive communicatiocan bring awareness about an issue, inspire action and create change icommunities. Students will have access to professionals who usetechnology to solve problems and create persuasive communication intheir careers.

Students learn to research a problem, revise ideas, produce apersuasive communication and present possible solutions to anaudience through the lens of collaborative documentary filmmaking.Students find success in expressing their point of view on a relevantissue and will find the confidence to pursue areas of interest for theircollege and career pathways. Students will learn about pathways thatinvolve creative media, community advocacy, and problem solving.



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Week Lesson Objectives Activities WOW! Prep

LESSON PLANS AT A GLANCE

1

2

3

4

Identify the technology to be usedand the product being created

Identify a topic and point ofview for a persuasivecommunication

Give examples of how thetechnology will assist with thecreation of the product.

Hook: Change My Mind!Introduction of New Materials:Persuasive TechniquesActivity 1: What Is aCommunity ProblemActivity 2: Problem andSolution BrainstormActivity 3: Point of ViewCheck for Understanding: FilmMakers Notebook

Hook: Welcome ClipIntroduction of NewMaterials: Break Down theIntroActivity 1: Film MakersAgreementActivity 2: Flip TricksActivity 3: Systems ReadyCheck for Understanding:Tech Check

Hook: Production Crew KickoffIntroduction of New Materials:Teamwork RubricActivity 1: Covering the BasesLike a TeamActivity 2: Interview BrainstormActivity 3: Following Up:Interview QuestionsCheck for Understanding: FilmMakers Notebook

Hook: Film Makers ToolkitIntroduction of NewMaterials: Pro TipsActivity 1: Frame it!Activity 2: What Angle WillYou Take?Activity 3: Location! Location!Location!Check for Understanding:Film Makers Toolkit

Students will understandhow to use the technologythey will use to createtheir WOW! Product, afilm.

Assume shared responsibility forcollaborative work.Use brainstorming, small groupdiscussion, research and evidenceto propose a solution.

Students plan theircollaboration.Students identify subjectsto interview, and build listsof questions and follow upquestions for theirinterviews that show avariety of points of view onthe problem.

Students will identify anproblem they want toexplore in their film anddevelop theirdocumentary team

Students will giveexamples of how they willuse basic film techniquesin their film.



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5

6

7

8

Adapt to varied roles,responsibilities, schedules andcontext.Use technology as a tool toresearch, organize, evaluate andcommunicate information.

Observe a situation in order todescribe the problem and identifysteps to solving it.Exercise flexibility and willingnessto be helpful in making necessarycompromises to accomplish acommon goal.

Use technology as a tool toresearch, organize, evaluate andcommunicate information.

Hook: The Screening RoomIntroduction of New Materials:Editing 101Activity 1:The Cutting RoomActivity 2: Interview EditingActivity 3: Production ReviewCheck for Understanding: FilmMakers Notebook

Hook: Order MattersIntroduction of New Materials:StoryboardingActivity 1: The Cutting RoomActivity 2: What to Choose?Activity 3: Adding InCheck for Understanding:Film Makers Notebook

Hook: Clips from Film MakersNotebooksIntroduction of New Materials:Production TimelineActivity 1: Lights, Camera,Action!Activity 2: Film Crew ReviewActivity 3: Thats a WrapCheck for Understanding: FilmMakers Notebook

Hook: Production TimelineIntroduction of NewMaterials: RolesActivity 1: Lights, CameraActionActivity 2: Film Crew ReviewActivity 3: Take 2!Check for Understanding:Film Makers Notebook

Students will reviewfootage and selectportions to include infilm based on solvingthe problem theychose.Students film B rollfootage and select stillimages to enhancemeaning of film.

Students will edit theirfilms using theirstoryboard plan.

Students interviewvisitors, capturingfootage and B roll thataddress the problem ofthe film.Students focus onusing follow upquestions to researchthe problem andpossible solutions.

Observe a situation in order todescribe the problem and identifysteps to solving it.

Use technology as a tool toresearch, organize, evaluate andcommunicate information.

Students interviewvisitors, capturingfootage and B roll thataddress the problem ofthe film.Students focus ontheir collaborative rolesin interviews



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9

10

Use digital technologies,communication/networking toolsand/or social networksappropriately access and createinformation.Assume shared responsibility forcollaborative work.Use technology as a tool toresearch, organize, evaluate andcommunicate information.

Use communication to inform,motivate and persuadeDeliver a persuasivecommunication to others.

Hook: Introducing Your StoryIntroduction of New Materials:Who Will See Your Story?Activity 1: Presentation RubricActivity 2: Post ProductionActivity 3: Group Presentationsand FeedbackCheck for Understanding: FilmMakers Notebook

Hook: Compare and ContrastIntroduction of New Materials:Editing 102Activity 1: Final CutActivity 2: Production ReviewActivity 3: On Deadline!Check for Understanding: FilmMakers Notebook

Groups prepare a shortintroduction to their film.Student reflections on thefilmmaking process andexcerpt from FilmmakersNotebooks will berecorded to add to the film

Apprentices continueediting clips to developfilm which is theproduct to show atWOW!



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FLIP CAM FILMS 101

ApprenticeshipShare Your Story: Documentary FilmLesson #1 page #1

Students will begin using Flip Cameras and give examples of how thecameras can be used to create documentary films. Students will workogether to ensure that each member of their group understands basic FlipCamera skills. Students will describe how the cameras will allow them tomake documentary films, which addresses the guiding question How canechnological tools be used for communication?

Lesson Agenda

10 MIN

10 MIN

20 MIN

20 MIN

20 MIN

10 MIN

1. Flip Cameras (~15)

2. 1 (or more) computers

3. Extra Batteries for cameras

4. Flip Chart with the first page titled

Filmmakers Agreement

5. Masking Tape

6. Markers

7. Filmmakers Notebooks

8. Intro Clip ready to play.

9. Projector to Show Welcome Clip

10. Vocabulary Chart.

Lesson Objective

Give examples of how the Flip Camera and editingtechnology will assist with the creation of the product,a documentary film.Evaluate their skill in in using technology to create

the desired product.

Lesson Preparation

Space: Post the Agenda for the day and Vocabulary Chart; Arrange the desks so thatstudents can in groups of 3-5.

Group: Students will work in small groups selected for them. They will work with thesegroups throughout the apprenticeship. Staff are a great resource for forming studentgroups, since you will not yet be an expert on your students. If needed, ask them to pre-make groups for your first lesson.

Resources: Be sure you have the necessary number of Flip Cameras with freshbatteries. Before the first class, install software on the computers you will use mostlyWeek 8. Ahead of time, film yourself in in a short clip (30 seconds -1 minute) choose aocation that is meaningful to you and tell your students 3 things about you and why youare a Citizen Teacher). You can add still images and sound to brighten the film. Add a

itle slide with your name and your career.

Hook: Welcome Clip

Introduction of New Material: Break Down the Intro

Activity 1: Filmmakers Agreements

Activity 3: Systems Ready

Filmmakers Notebook: Tech Check

Activity 2: Flip Tricks

Standards for Unit

Connections

Materials

Technology: Citizen

Schools Students willdemonstrate how to usetechnology to use adesired product.

Share your experience withfilm and college and careers inthis field.

Describe the skills necessaryto work in creative fields andthe technical skills are neededto make a film.

Many careers and collegepathways involve makingproducts using technology,including films, software,programs and physical objects.In each case, the technologyprovides assistance to createthe product.


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Hook: Welcome Clip 10 Minutes

ntroduction of New Material:Breaking Down the Welcome Clip

10 Minutes

Student Says

Closer Look!

Before students arrive, set up the computer and projector to show your film. Testsound. Cue up the film so it is ready to play with the touch of a button.

)SAY: Before I really introduce myself to you, Id like you to quietly watch thissuper-short clip I shot using the Flip Cam and techniques that we will learn together.)

Show your sample introduction video.

Describe why you are excited about this apprenticeship and why you think film isgood for sharing solutions to important community problems. This is a great time tointroduce how your college and career pathway led you to this moment.

Transition: SAY: As you can see film is a great way to communicate. Lets getstarted by learning how to use the cameras and computers so that we can move on tofilming as soon as possible!

Objectives / Agenda: Ask for a volunteer to read the objective. Ask for a volunteer toead the agenda. Any questions about the objectives or agenda for today?

Preview assessment: We will know you have demonstrated todays objective if athe end of this class you can describe how to use the camera effectively to make aocumentary film and can evaluate your camera skills.

.Pass-out and introduce film-maker notebooks. Instruct students to write notes whileyou explain your video.

.SAY: Today we will learn filming skills. First, I want to point out 3 important thingsabout my short film. The film you will make will be longer, and include research, butyou will use some of the same skills.

ootage: I recorded footage on my Flip, that is use to make the basic clips. This iswhat well focus on today.Editing: I cut clips shorter and moved them around to create the order and length Iwanted.

itles: I added my name and career so you can see it clearly, not just spoken.Music: I chose a song that matches my personality and is upbeat because I wanted toet a good tone.

Still Images: I added images of my family so you can see what is important to me, but Iidnt have time in my short film to include footage of them., Ask a few students to share back examples of notes they took in their film-makersotebook to highlight the importance of taking notes.

Transition: Now that youve seen what the camera can do, youll have a chance toractice using it.

Objective: Give examples of how the Flip Camera and editing technology will assist with the creation of the product, adocumentary film.

Students might not realize howmuch careful work goes into

producing a short film withediting. Emphasize that thesefilms arent like lots of onlinevideos that can be 20 minutes omore of someone talking.Students films will be shorter, bueach shot and interview will befocused on the main idea.

You may want to use nametagsor table tents during your firstlesson to get to know studentnames. You may also want tomake sure to say your ownname many times so studentsget used to it.

It will help to describe thedecisions you made for eachone for the elements, for

example, you decided to includea title slide because you knewthat the audience (the students)wouldnt know who you were,and that even though you said it,it might help to see it written.Why did you choose soft musicinstead of loud? Connect eachitem to the meaning and purposeof the film.



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Activity 1: Filmmakers Agreement

Activity 2: Flip Tricks

20 Minutes

20 Minutes

Additional Notes

Missing Parts

You can find detailed instructionsand troubleshooting tips on theFlipShare website:

http://support.theflip.com/en-us/f

Explain that you will alsointerview students and take shotsof Filmmakers Notebooks todemonstrate that students havemastered all of the objectives ofthe unit. This additional footagewill show along with the studentfilm at the WOW!

Objective: Give examples of how the Flip Camera and editing technology will assist with the creation of the product, adocumentary film.

SAY: Now that I feel confident that you will be able to manage the role like professionalilmmakers, we will be able to start filming!1. Show students the Flip Trick Exploration Guide2. Review the vocabulary words. Students do not need to memorize the terms, butshould describe how each will allow them to create a documentary film.Clip (n.): a piece of videoDelete (v.): to remove from the camera and filmFilm (n.)/(v.): The series of clips in order with editing doneLens (n.): the camera records the image through the lens.Pan (v.): move the camera right or left to track and objectRecord (v.): to take a piece of video to view later.Shoot (v.)/ Shot (n.): to record

USB Port (n.): the connector that allows the camera and computer to share information.Zoom In/Out (v.): to use the camera to move closer to or further from the object orperson.3. Divide students into groups of 2-3. Give students 10 - 15 minutes to try to figure out asmany of the Flip Tricks as they can.SAY: When you come back to your tables as you sit down, make sure that you knowhow each one of these things will help you complete your groups final film.4. Give each team 1 minute to prepare, then ask each team explain to another groupusing as many vocabulary terms as possible) to list the filmmaking steps in order.Transition: Youve really mastered the Flip Tricks and can say how you will use the

camera to make the documentary for the WOW! Next well practice filming.

Show students parts of the Flip Cameras and computers. There have been versions of

cameras with different amounts of recording time. This is a version that records forabout 1 hour. Discuss Cisco and their camera donation to the school.To develop shared expectations for using cameras, ask for student ideas and then addother expectations they may miss such as charging them or using the wrist strap toavoid dropping them.

ASK: What are some things that filmmakers do to protect their equipment? What mightthey do to ensure they are professional at all times?Have students take turns recording their ideas on a large poster board titledFilmmakers Agreement.

ASK: If someone was making a film about you, what would you want the filmmaker todo? How would you want them to treat you?Students can write these ideas on the poster board. Include: describing the projectbefore filming, getting permission to film, asking respectful questions and not changingthe meaning of what interviewees said.

Film Contract: SAY In 10 weeks will create digital films to teach an audience about animportant issue. At the WOW! You will introduce and play 5 minute films for teachersand community members.Transition:SAY: Now, please sign the poster meaning that you agree to thestandards of we created in the professional filmmaking in the agreement.

If there were any tricksstudents were not able tofigure out, model them for thegroup and then give students afew minutes to try them out ontheir own.

While students compete to doas many Flip Tricks aspossible, it is important that bythe end of the exploration, all

the students can do all of thetricks. Group members shouldhelp each other learn eachtrick.

Team Leaders should circulatethe room spending a minuteor so with each group to listento conversations and promptfurther thinking.

http://support.theflip.com/en-us/flipsharehttp://support.theflip.com/en-us/flipshare


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Activity 3: Systems Ready 20 Minutes

Assessment: Tech Check 10 Minutes

Future Plans

Field Tips

Filmmakers NotebookSAY (and write on the board): The purpose of the Filmmakers Notebook is for youto keep ideas fresh in your mind from week to week. Ill also use this as one way tounderstand what you are learning as we go.This will be yours to keep at the end, but for the apprenticeship it will stay in theclassroom. You can add ideas to it and makes notes in it. Filmmakers often havenotebooks for brainstorming and keeping track of ideas.In just 10 weeks we will be present our films to an audience of professionals, family,

and friends. I want to be sure you are prepared, so were going to review the tools weused today before we end.SAY: In your Filmmakers Notebook, draw a flip camera, labeling the important partsincluding: lens, power button, screen, USB port, delete button, zoom arrows, playbackbutton. Use appropriate technical vocabulary when you can, but if you cant rememberlook at our list.SAY: Using the list that groups developed, next to each step on the list of steps fromto making a film clip, write how that part is important for making the final film. Its nice tohave all the details in your notebook.If students finish early have them write three facts about themselves in theirnotebooks.Transition: Next week you can look at these if you forget exactly how to do somethingwith the camera.

Describe the overallapproach to the 10 weeks,and how students will spendthe first few weeks learningtechniques and narrowingdown the topic of the film,

developing questions,conducting interviews,editing and then preparing to

present the finished films.Answer student questionsabout how they will worktogether in groups to makeone film per group, but thatthat topic will be shared bythe whole class.

Objective: Evaluate their skill in in using technology to create the desired product.

SAY: Take one more moment to ask a group member how to do one of the Flip Tricksif you didnt get them all. If your group has questions, ask a staff member or me.There are two more things to accomplish today. One is to save your videos and theother is a quick check in your Filmmakers Notebook to make sure you understand howto use the cameras.Explain the Assessment Activity (below) and have students begin independently.While students work, call groups to come to the computer to view FlipShare and savetheir work. Model for students how to plug the camera into the computer and give stepby step direction for saving the videos.1: On the FlipShare navigation pane, go to the folder with files to export.2: Select the file you would like to copy. NOTE: You can select multiple files by holding

down the Ctrl button on your keyboard while clicking on the videos or snapshots.Alternatively, you can also select all the files in the folder by clicking on the All buttonlocated at the bottom left corner of the workspace area.

3: Right-click on your selected videos and select Export to from the menu.4: When a dialogue box appears on your screen, follow the instructions: If you are

exporting videos, the About Exporting Items window will appear. Click Export tocontinue.

5: You will now see a Browse For Folder window on your screen. Click on an existingfolder where you want the exported items to be saved and click OK.

NOTE: You may want to save to flash drive and using a naming rule (date -camera #)to ease technology issues.Directions for Screenshots for both Mac and PCs can be found here :http://

www6.nohold.net/CiscoFlip/ukp.aspx?vw=1&docid=b01f3486be8643768f37dc409b365ce5_KB20622_EN_v1.xml&pid=2&respid=0&sniTransition: Great work, we will use this process several times to export our footage.


This activity has two differentthings happening at the sametime. You will likely want tocollaborate with your staffmember to decide which roleeach of you will play. This alsogives you both time to practicethe technology pieces of thislesson specific to your role.

Staff will likely not be experts,but if you give them advancenotice and good guidance theycan likely get up to speed in aweek on the role you needthem to play.

If you have enough computersfor each group, this can bedone as a class and thenstudents can complete theAssessment afterwards.
http://www6.nohold.net/CiscoFlip/ukp.aspx?vw=1&docid=b01f3486be8643768f37dc409b365ce5_KB20622_EN_v1.xml&pid=2&respid=0&snid=1&dispid=0&cpage=searchhttp://www6.nohold.net/CiscoFlip/ukp.aspx?vw=1&docid=b01f3486be8643768f37dc409b365ce5_KB20622_EN_v1.xml&pid=2&respid=0&snid=1&dispid=0&cpage=searchhttp://www6.nohold.net/CiscoFlip/ukp.aspx?vw=1&docid=b01f3486be8643768f37dc409b365ce5_KB20622_EN_v1.xml&pid=2&respid=0&snid=1&dispid=0&cpage=searchhttp://www6.nohold.net/CiscoFlip/ukp.aspx?vw=1&docid=b01f3486be8643768f37dc409b365ce5_KB20622_EN_v1.xml&pid=2&respid=0&snid=1&dispid=0&cpage=searchhttp://www6.nohold.net/CiscoFlip/ukp.aspx?vw=1&docid=b01f3486be8643768f37dc409b365ce5_KB20622_EN_v1.xml&pid=2&respid=0&snid=1&dispid=0&cpage=search


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CHANGING MINDS

ApprenticeshipShare Your Story- Documentary FilmLESSON #2 page #1

n this lesson, students address the essential question How can we skillfully

communicate about issues that are important to us? by brainstormingproblems that are relevant to their lives and their community. Students willdentify a single problem that will become the main idea of their film.Students will begin working with their documentary team for theapprenticeship.

Lesson Agenda

10 MIN

10 MIN

20 MIN

20 MIN

20 MIN

10 MIN

1. Sticky Notes (enough for each

student to have 4: 2 differencolors)

2. Cameras

3. Large Flip Chart

4. Masking Tape

5. Markers

6. Vocabulary Poster

7. Filmmakers Notebook

8. Large Paper for Brainstorm

Lesson Objective

Identify a topic and point of view for a persuasivecommunication

Lesson Preparation

Space: Classroom space with room for groups of 3-5 to work together.

Group: Students will work with a partner of their choice in Activity1, as a whole class forActivity 2 and in small groups selected for them for Activity 3. They will work with thesemall groups throughout the apprenticeship (same small groups as Lesson 1).

Resources: Ahead of time, on chart paper, list the characteristics of persuasiveCommunication.

Hook: The Art of Persuasion: Change My Mind!

Introduction of New Material: Persuasive Techniques

Activity 1: What is a Community Problem?

Activity 3: Point of View

Filmmakers Notebook

Activity 2: Problem & Solution Brainstorm

Standards for Unit

Connections

Materials

Communication:

Citizen Schools Studentwill demonstrate

persuasivecommunication.

Solving important communityproblems is not only motivating, balso helps students write and spepersuasively for an audience.

Great persuasive communicationinvolves researching a topic or issand carefully considering multiplepoints of view and the mostconvincing evidence for each claim

that you want to make. Persuasivecommunication Skills relate to makinds of effective writing andspeaking.


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Hook: The Art of Persuasion: Change My Mind! 10 Minutes

ntroduction of New Materials:

Persuasive Techniques10 Minutes

Student Says

Closer Look!

SAY: Talk with a partner for 2 minutes, then share with the group about the followingquestion: When was a time you tried to convince someone to think or act in acertain way?ASK: I know that you all learned to use the Flip Cameras very well last time we met.However, lets Imagine that someone said that you couldnt use them anymore becauseyou didnt know how to use them properly. What would you do?

)SAY: Im hearing many of you say that you would provide them with information, orevidence, and use that information to persuade them, or convince them that you do knowhow to use the cameras.Persuasive writing and films try to convince people. They do this using evidence,especially from interviews.ASK: Who would you interview if you wanted to have some persuasive information aboutwhether you should use the cameras?(volunteer, teacher).

)SAY:Dont worry, we will all use the cameras; you showed you can use themwell last week, especially in your filmmakers notebooks where I read many of thehings you learned.

Transition:In making our film we will try to convince an audience about a problem thats important to us. After hearing these stories, I can tell you are all very influential andknow how to support your ideas with evidence--lets get started!

Objectives / Agenda: Ask for a volunteer to read the objective. Ask for a volunteer toead the agenda. Identify a topic and point of view for a persuasive communication. Any

questions about the objectives or agenda for today?

We will choose one issue that we want to convince people to solve. First, I want us tohink about strategies you can use in film to persuade someone.Preview assessment: I will know you have demonstrated this objective if at the end of

class you can describe persuasive techniques that would be appropriate for the problemhat we select. Get out your filmmaker notebooks and start taking notes to make sure you

capture the important details.Introduce persuasion for documentaries:The claim is the main point you want to make about why this issue is important, and how

t can be solved.Then, build a sense of urgency for the problem : why solve this problem now?Next, build trust and credibility: why is your opinion on this problem important?Then mention experts and important people to support the argument: this is why we will

do interviews.Next, appeal to the audiences emotions: how can you use film to make the audience feeltrongly about the issue.Then, use studies and information to make the argument seem more convincing: whatacts support your solution?

Transition: We will use all of these steps in our film in order to persuade people to takeaction to improve the problem we choose as our topic.

Describe in detail what theTeamwork expectationsmeans, including anyexamples you have seen fromstudents so far. They all musbe done well for the groupWOW! to be successful. Oneof the ways that you can helpstudents demonstrate this isby recording their ideas to ad

to the film.

Students may also know thestechniques as ethos, pathos,and logos. Ask your teamleader in advance if yourstudents are familiar with thalanguage so you can use it.

Objective: Identify a topic and point of view for a persuasive communication

How is persuasive writingdifferent from debate orarguing?

Persuasive communicationprovides detailed informationin the way that debate doesbut it encourages theaudience to make their owndecision based on theinformation they shared.

Documentary film is a genre,or kind, of film that uses

persuasion to provideinformation and additional

points of view make peoplesee issues differently.



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Activity 1: What is a Community Problem?

Activity 2: Problem & Solution Brainstorm

20 Minutes

20 Minutes

Additional Notes

Missing Parts

Both staff and volunteers shouldcirculate during writing anddiscussion time to listen andcheck-in on student work. Workwith students to develop a topicthat has an appropriate level ofdetail and also will provide guestspeakers that can visit the class.

Be sure to handle school-basedtopics respectfully, remindstudents that teachers andadministrators work hard to

provide resources and

opportunities for the entireschool. For example, Why areschool lunches so bad? could bchanged to, What types oflunches do students and parentswant most?

Objective:Identify a topic and point of view for a persuasive communication

SAY: Since other students and community members will be the audience forour films at the WOW!, we will want to focus on issues that might be importantto them. Also, as a filmmaker, you want to choose a topic that is important toyou and you think others should know more about.EXPLAIN: Eventually, we will narrow down to one idea, but for now we will listas many ideas that meet the criteria as possible.Students list some of the problems that affect their school and/or communityfrom their work time.Record student responses on the chart until you have a list of about 10 (ormore).Add topics that will be manageable for students (i.e. School Bullying, StayingHealthy, Prejudice, Moving to a New Place, Getting a Good Education).

Number this list.students to look at the list and say about which issues they think would makethe most interesting persuasive films.SAY: You can vote for the five topics that would make great topics. Keep inmind that we have limited time and want to pick a topic that we will be able tonterview people on. Pass out scraps of paper and have students write downthe number of five topics they want to choose from the list of ten or more.Transition: We will use the ideas with the most votes for our next activity.

Students work in the groups of 3 from Lesson 1 ask groups to choose a group

name that they will have for the rest of the apprenticeship- called yourProduction Crew.)SAY: Today we are going to decide what our films will be about. Whilesome filmmakers entertain, documentary filmmakers produce films to educatetheir audience about an important community problem.ASK: What do you think community problem means?Record responses on the flip chart.Then fill in any gaps in their understanding by adding your own ideas.Include a variety of kinds and scales of problems.SAY: I also want to be sure you are familiar with another important filmmakingterms before we begin.Write on flip chart: Documentary(n): a nonfiction film that educates anaudience about an important topic or issue.

SAY: Today we are going to talk about what issues affect our school andcommunity. In your Filmmakers Notebook, write 3 community problems thatmost interest you. Then, ask your partner to help you think of 3 things youwould need to know about that topic in order to know what the best solutionmight be. You dont need to know the answer to the question, just write thequestions.Transition: Now that we have a shared understanding of community problems,we can brainstorm a list of problems to focus on.

When you go through thestudent votes, choose the moreasonable topic with the mosvotes. Consider the scope ofeach and prioritize topics thatstudents will be able to coverfully in the relatively time

period.

Think about which topics woube best for the interviews yomay be able to coordinate.

Staff member will need to beready to quickly identify five othe most popular topics to adto flip chart for activity three.Volunteer can move on toexplaining activity three until

posters are ready.



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Activity 3: Point of View 20 Minutes

Assessment 10 Minutes

Future Plans

Field Tips

Filmmakers Notebook: ask students to respond to the questions in theirnotebooks:Key Questions:What is the problem we identified today? What is one possible solution?Name one persuasive communication element that would be important forconvincing you to take action?How does a documentary film help with community problems?What is one question we could ask someone about this problem?Demonstration of Mastery: A strong response to this question will describe theproblem we identified and one possible solution. Students will name one of theelements. Students will describe how a film can help with community problems andwrite a logical question to ask someone about the problem.Transition: Next week well start with some responses to what you wrote in yournotebook. This will be a time to recognize great teamwork. And then we will beginusing the cameras to learn the best ways to capture our detailed interview questionson film.

Remind students that during theWOW! clips of groups workingtogether and interviewing theirguests will be used todemonstrate that they havemastered the collaboration andcommunication skills.

Videoing student discussions asthey rotate through the posterswill offer insight on how studentshave mastered the elements of

persuasive communication. You

can use these clips in their film todemonstrate their mastery of thepersuasive communicationobjectives for the unit.

In the next two sessions weplan questions to ask guestsabout this problem and theirideas for possible solutions.

Use the questions studentsinclude in their notebooks todevelop a list to use forinspiration in the interviewslater.

Tell students that you will reathrough their responses tothese questions to see whatthey are thinking and whatthey think possible solutionsmight be. Use theirresponses to inform your

planning for Lesson 3.

Objective: Identify a topic and point of view for a persuasive communication

SAY: Remember the characteristics of persuasive communication: providing

evidence, building shared values, and involving emotions. A good film is onethat attempts to persuade many different people to solve it together. In order todo this, we must first understand who might care about each of these importantissues and what their point of view might be.Choose 5 of the reasonable topics from Activity 2.Model the process of thinking about who might care about the issue and whattheir point of view might be. For example, for Getting a Good Education, liststudent and their point of view might be that they want to have an opportunityfor a successful career of their choice.Students work in groups of 3 to visit each poster to write their own ideas.Walk around the room and visit the posted issues. At each one, add newgroup who would care about solving this problem. If you cant think of another

group, add one point that might convince that person to take action.Staff should visit each group at each poster to guide and prompt withquestions. For example: if students have one point of view, who might have adifferent one (parents, teachers, community members).Students return to their seats.SAY: Because we want to educate others about solving this issue we want tooffer our audience solutions.This time, students describe two different solutions to one of the problemslisted today. Again have students visit the issues posted in the same groups.Students use different color markersto offer possible solutions to address eachissue.Have students return to their desks and ask 3 students to share one point ofview that they didnt think about at first.While students go around the second time, work with a staff member to tallyvotes and decide on the problem for the film. Announce to students when theycome back to their seats.



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Production Crew Expectations

ApprenticeshipShare Your Story: Documentary FilmLESSON #3 page #1

n this lesson, students review the teamwork expectations to guide theircollaboration. Then they will identify subjects to interview, and revise questionsand follow up questions for their filmed interviews that show a variety of pointsof view on the problem.

Lesson Agenda

10 MIN

10 MIN

20 MIN

20 MIN

20 MIN

10 MIN

1. Chart with question starters

2. Cameras3. Lists from Lesson 2

4. Large Flip Chart

5. Masking Tape

6. Markers



10. Large Paper for Brainstorming

11. Teamwork Rubric Handout

Lesson Objective

Assume shared responsibility for collaborative work.

Lesson Preparation

Space: Room for all groups to have adequate space to gather around chart paper.

Group: Students will work in small groups of 3 selected for them. They will work withhese groups throughout the apprenticeship.

Resources: Bring brainstormed lists of topics and perspectives from Lesson 2. Workwith your Team Leader to identify the parts of the Teamwork Rubric that are mostmportant for this apprenticeship. Make copies of rubric for each student.

Hook: Production Crew Kickoff

Introduction of New Material: Teamwork Rubric

Activity 1: Covering the Bases Like a Team

Activity 3: Following Up: Interview Questions

Filmmakers Notebook

Activity 2: Interview Brainstorm

Standards for Unit

Connections

Materials

Problem Solving:

Citizen Schools studentwill demonstrate how tous a specific technologyto solve a problem.

Teamwork is essential toleadership in social and academsituations.

Working together to build rolesand a sense of sharedresponsibility happens in collegand the workplace from hostinan event or completing a coursproject.

Share a personal example fromteam you were involved with incollege or your career and poinout how your team accomplishe

things that you would not havebeen able to do on your own. Odescribe a community problemthat a team of people workingtogether helped improve.


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Hook: Production Crew Kickoff 10 Minutes

Introduction of New Materials: Teamwork Rubric 10 Minutes

Student Says

Closer Look!

SAY: Take out your Filmmakers Notebook. Looking at last weeks prompt about thessues that are important to you, remember which ideas you felt strongly about. Nowhink about a time in your life when you have worked well with a team to solve a problemthis can also be a sports team).

Write on board: What was the team?What was your role with that team?Write one thing that was challenging about team work and one thing that was successful.

Turn to a partner tell them what the team was, and share either a challenge or a successrom a team.

Ask 1-2 students to share back with the larger group what their partner shared.

n filmmaking, teams are called Production Crews.

Transition: Weve worked hard to identify the problem that we would like to make alms about together. We will work today to plan what team members on each Production

Crew will do to make the film a success!

Objectives / Agenda: Ask for a volunteer to read the objective. Ask for a volunteer toead the agenda. Any questions about the objectives or agenda?Describe the purpose and importance of interviews.

Interviews are used in a variety of settings including school and job applications andnformational research.Ask What are some examplesof situations you might get interviewed? (I.e. college

applications, scholarships, news and communications and research careers)Interviews give the interviewer a chance to get more information.For colleges and employers interviews are an opportunity to get to know an individualn person and more in-depth.Relate information to the examples students shared, in each case, what information is

wanted?SAY: Preparation for any interview is important to making a good impression andpresenting yourself positively.

Teamwork in Interviewing and FilmingGive students the Teamwork Rubric expectations handout.Provide an example of each characteristic (from sports, school, your own life).Ask students if they have questions about what each item means, provide additional

examples of how they can be demonstrated as needed.

Preview assessment: You will be assessed based on demonstrating theseexpectations in the WOW! and at the end of the day today in your FilmmakersNotebook. This is one of the most important things you will learn to do in thisapprenticeship. Teamwork takes practice and reflection.Transition: Before we can create questions, we will plan out the people we would likeo interview and what information they may have for us.

Citizen SchoolsTeamwork Expectations:Positively motivates andfocuses peers (either verbally or

by example).Willingly shares the "spotlight"with peers and adults --contributes ideas whileremaining open to multipleperspectives.Shares responsibility for theteam's challenges andsuccesses.

Describe in detail what theTeamwork expectations mean,

including any examples youhave seen from students so far.Each of the teamworkexpectation must be done wellfor the group WOW! to besuccessful.

You can helps studentsdemonstrate their mastery byrecording their work in groupsand add these clips to the end ofthe film for the WOW!.

Objective: Assume shared responsibility for collaborative work.


Students might think thatfilms are individually created,rather than the shared workof a team.

Often, one producer ordirector has a team of manyhardworking colleagues tomake their vision a success.In this apprenticeship we willwork collaboratively andshare the vision for the film,


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Activity 1: Covering the Bases Like a Team

Activity 2: Solution Brainstorm

20 Minutes

20 Minutes Additional Notes

Missing Parts

It may to let students knowthat because guestsschedules are busy, you willchoose the guests that aremost available and werechosen by most of the groups

Based on the lists thatstudents create, you and theTeam Leaders can decidewho will be best to interviewand which one of you will

contact them to scheduleinterviews (for Lesson 6).

Now that we have our subjects in mind, lets think about how we will get them to talkabout the details of our problem.1. ASK a student to teach back the problem that the group selected.2. ASK students to think about potential solutions to their issue. Refer students to thefollowing questions on your flip chart:

Who can help solve the problem?What is this persons solution to problem?

3. After students have generated a list, have students work as a team to narrow theirlists to their 3 or 4 potential solutions that seem most likely.4. Each pair of students will write 2 questions that you could ask during an interviewabout the solutions the to this problem. May include:

What do you think is the best solution to the problem

What do you think is a solution that not many people know aboutWhat is the downside of this solution?Who else supports this solution?What do you think about ____solution?

5. Students practice asking one of these questions in an interview role play with apartner. Then partners switch roles.6. Generate a class list of questions and then facilitate categories of questions bytopic. Topics might include: big ideas, challenges, partners. As a group, we will besure to ask at least one question during each interview

Transition: You have come up with great ways to ask our guests about solutions forthe problem. We will continue to prepare for the interviews.

SAY: With these expectations for teamwork in mind, your Production Crewhas a challenge. Together, each group is going to decide which 3-4perspectives will be shown in their film.

ASK: Who has important ideas and solutions about this issue?Give groups the charts from Lesson 2, markers, and a new piece of chartpaper.

SAY(and write on board ): As a large group we need to narrow down the listof possible guests to interview.1. Groups will list 3 individuals who do meet the following criteria:

are likely to be available to come to our schoolhave a variety of perspectives to share on the problem we have decided

to explore. (example: 3 students with the same perspective or a famouspolitician do not meet this criteria).

List the names of specific people when possible, not just teacher.Then, groups will write 2 bullet point reasons why you chose each guest to

interview.SAY: Now that we have worked together to come up with lists, we caninvite these guests here for interviews.ASK: What did your team do to demonstrate the teamwork expectations(Refer back to list) Ask 3 students to give examples. Youll know studentsunderstand if they have specific connections (i.e. my partner shared thespotlight by letting me share my idea without interrupting.)




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Activity 3: Following Up: InterviewQuestions

20 Minutes


Future Plans

Field Tips

Filmmakers NotebookSAY: (and write on the board) Our films will be better because we worked together as ateam to develop questions, and revise them.Key Question: Tell me about one way that your group showed shared responsibilityduring todays lesson. Include at least one detail that describes the specific things youdid.If you finish early, list as many qualities of a great teammate or leader as possible inyour Filmmakers Notebook.

NOTE: This is a great prompt to spend some time responding to with short, writtenfeedback in students notebooks. Write thoughtful comments (that connect to theobjective of the lesson to support or challenge students developing ideas aboutteamwork and the problem and its possible solution. (i.e. The way you describe howyour teammate reminded you to ask a follow up question is a great demonstration ofthis expectation!)Transition: Next week we will discuss what you wrote in your notebook to recognizegreat teamwork. And then we will begin practicing the best ways to capture ourinterview questions on film.

Remind students that duringthe WOW! clips of groupsworking together andinterviewing their guests willbe used to demonstrate thatthey have mastered thecollaboration andcommunication skills.

If students have ideas abouthow they can show theirteamwork mastery, they

should be sure to let youknow so you or a volunteercan tape them for the extras

Refer back to the productiontimeline to make sure that thegroups have time to ask alltheir questions within the timethat the guest is there.

You might want to have aspecial way to recognize greateamwork.

A filmmakers Guild award orspecial prize can reinforcegreat teamwork andleadership.

You can incorporate CitizenSchools value stars into thisrecognition as well.

SAY: Talk with one other member of your group and be ready to share an answer to this

question: You asked a guest a question about a solution to the problem, but they justgave you a short answer that didnt offer a solution. What would you do?Students might respond that you should ask another question. Thats partially correct,but its a specific kind of question.SAY: Thats when you can use a follow-up question to learn more. Follow-up questionsask interview subjects to add details to their answers.Refer to the list of follow-up questions starters posted on the wall.Explain that follow up questions can start with phrases like:

Tell me more aboutCan you explain what you meant when you said

Direct student groups to write 1 follow-up question for each of the 2 interview questionsthey developed in Activity 2. In total, they will have written 4 questions.After creating all of their questions, ask student groups to exchange their lists with

other groups for feedback.Give groups 5 minutes to read and provide feedback by writing bullet points stickynotes and bullet points. Each sticky note should have one positive comment and onesuggestion.Have students return their question lists to the groups that wrote them.Groups read and discuss the the feedback they received from other groups.NOTE: While students are giving and receiving feedback, meet with each group toaddress any concerns, provide support, and focus on both the Filmmakers Agreementand the Teamwork Rubric as guidelines for your feedback. Share some positiveexamples you noticed. Please keep the rubric in your notebook.SAY: It is your shared responsibility to be sure that your team asks great follow upquestions at the interview. I would like someone to tell me how this relates to one of theteamwork expectations? (I.e. When Daniel asked a follow up question that motivatedus to focus on the solution).




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Teamwork

Positively motivates and focusespeers (either verbally or by example).

Willingly shares the "spotlight" withpeers and adults -- contributes ideaswhile remaining open tomultiple perspectives.

Shares responsibility for the

team's challenges and successes.

ApprenticeshipShare Your Story: Documentary FilmTeamwork Expectations


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Action!


n this lesson, students begin to explore how cameras and films, as a

echnological tools, can be used for communication. Students will practiceilmmaking techniques and explore how they add to the meaning of the filmstudents will practice taking various roles for filming and reflect on how eachof the new filming skills they have learned will help them to create theirpersuasive film.

Lesson Agenda

10 MIN

10 MIN

20 MIN

20 MIN

20 MIN

10 MIN

1. Flip Cameras

2. Computer (with internet access)

3. Projector (set up)

4. Clips (to show angle and shot

length)

5. Masking Tape

6. Markers



9. Sticky Notes

10. Large Paper for Brainstorming

11. Element Cards (1 per group)

Lesson Objective

Give examples of how the technology will assist with thecreation of the product.

Lesson PreparationSpace: Plan ahead for a space where you can interview that has good light, enoughpace for many camera people, and where there will be minimal background noise.

Group: Students will work in groups of three that they did for Lesson 1. When theyenter the classroom they should sit with their groups. List group names from Lesson 2on the element cards so they can begin the Warm Up promptly .

Resources: Have YouTube clips and projector equipment set up prior to class. Yourchool may have blocked YouTube or you may have trouble with internet access.

TeacherTube may be an alternative. Be sure to have back video files saved on youraptop or bring appropriate clips on DVDs to show.

Hook: Film Makers Toolkit

Introduction of New Material: Pro Tips

Activity 1: Frame it!

Activity 3: Location! Location! Location!

Filmmakers Notebook

Activity 2: What Angle Will You Take?

Standards for Unit

Connections

Materials

Technology: Citizen

Schools students willdemonstrate how to usetechnology to produce adesired product.

The techniques that filmmakers

use include lighting, framing(shot length, sound, cameraangle and setting are allconsidered carefully whenplanning a film project.

The filmmaker chooses them inorder to make the best impacton his/her audience. The samekind of planning is important formany creative and researchprojects. Including research andtechnical writing or a danceperformance.


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Hook: Filmmakers Toolkit 10 Minutes

Introduction of New Materials: Pro Tips 10 Minutes

Student Says

Closer Look!

Warm Up: Each table has a element card on their table and group members are listed.Find your name. Read your element card and think of a film you have seen that uses thiselement.Show students 2-3 short clips, no longer than 1 minute each, from different film genres(i.e. horror, drama, comedy).(I will list URLS of clips)NOTE: if you do not have access to TeacherTube or YouTube, you can show 1 or 2 shortclips from DVDs.ASK a few students to explain their reactions to the clip:SAY: What did you notice about this clip?What kind of movie is this? (horror, comedy) How could you tell?Record student comments on the board or flip chart paper for all students to see.Transition: SAY:Well be working with documentary film which often uses in depthnterviews, close up shots, image of the setting, and sound that focuses on the ideas

shared by the people we interview. Were going to learn about what documentaryfilmmakers do to make their audience feel a certain way about an issue or a problem.

Objectives / Agenda: Ask for a volunteer to read the objective. Ask for a volunteer toread the agenda. Any questions about the objectives or agenda for today? We willIdentify elements of filmmaking that you can use to make films effective and how dothem with your cameras.

Connect back to the elements from the clips and how they are produced using flipcameras. For example, to pan, use the zoom button on the camera, to record sound,make sure the microphone is not blocked and sound is on.Direct Teach: There are 5 main elements that well use effectively in our films.1. Lighting (n.): This comes from the set where we film. It is important that peoplesfaces are visible (without shadows or glare).2.Sound (n.): we need to make sure we are close enough to the person to hear theirresponses, and also that we minimize background noise. We can add music or soundeffects after filming to add emphasis to the film clip.3.Framing (n.): where on the screen the person is (top, right, of a picture frame)4. Camera Angle (n.): where and how you point the camera5. Setting (n): choosing where the film takes place. The background can add meaning orgive the audience more information about where a problem happens or who it impacts.EXPLAIN: In the horror movie clip, the lighting was very dim to make people feel afraid

or scared. In the comedy, notice that music was upbeat. Different genres of film usetechniques to create feelings about the material on the screen. Genre of film is definedas: a category or kind of film that uses elements in similar ways. Genres include:historical, comedy, sci-fi, horror, biography.Documentary is one genre that provides factual information and tries to persuade, orconvince the audience about an issue or solution.ASK: Which elements would make our documentary message come through clearly?List those films as examples next to the definitions on the flip chart.

Transition: Now that we know some basic elements of filmmaking, we can learn how tocreate film clips with them

Students were familiar withmany types of film. Help themfocus on how documentaryfilms are similar to anddifferent from other films.

Elements that are used inother genres of film can help documentary filmmakerconnect with their audienceand keep the story movingalong.

As students identify elementsthe conversation can shift totalking abouthowfilmmakersuse these techniqueseffectively.

Describe in detail what theresponsibilities for each ofthe roles means to the final

production of the film. Theyall must be done well for thegroup film to be successful

Students should be familiarwith the terms, but do notneed to memorize them.

Making the definitionsavailable on the flip chart andreferring to the specificallywill help students use them.

Objective: Give examples of how the technology will assist with the creation of the product.



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Activity 1: Frame It

Activity 2: Whats Your Angle?

20 Minutes

20 MinutesAdditional Notes

Missing Parts

Shot lengths The four basickinds offield sizes are:Long shot or full shot: is oftenused to establish context. Itshows the whole person andmuch of the setting.Mid range shot: includes mostof the persons body and is goodfor showing facial expressionsbut work well to show bodylanguageClose-up: used to showimportant characters and their

emotions.

Check in with each group towatch some of their playback.While youre with the group, youcan ask why this shot is effectivefor this question, or if anotherframing might work better. Offertips for framing as needed.

:Objective Give examples of how the technology will assist with the creation of the product.

Show students (1-2min) clip, in which an interview is shot from different shot lengthsand angles. Ask students to watch the different shot lengths (framing).

After viewing, ASK: Why do you think the filmmaker decided to do a close-up or mid-range shot? How might it be different if they did not zoom? Why might we want to usethis type of shot?SAY:Lets, lets pick up our cameras and locate the zoom button on the camera tochange the framing. Practice zooming in and out. Please take out your interviewquestions.Students practice questions several times with different angles and then watch theplayback to see how they feel different.Assign roles A, B, and C in each group. Students alternate between being the cameraoperator and actors. Actors sit across from one another and the cameramen to film theinterview from a perpendicular side angle. Have student actors take turns asking andanswering interview questions. At the end of each rotation, allow students to replay andwatch their film.SAY: I want student actors to act as if they are doing a real interview in order to get

comfortable on camera.Write direction for each rotation on the board:1st Rotation: Student A: Cameraman; Instruct student to film from a close-up shotlength (head/face shot). Student B & C: Actors2nd Rotation: -Student B: Cameraman; Instruct student to film from a mid-rangeshotlength (waist above). Student A & C: Actors3rd Rotation: Student C: Cameraman; Instruct student to film from a mid-rangeshotlength (full body). Student A & B: Actors

Transition. When you have made it through each rotation, take out your FilmmakersNotebook. Jot down a note or drawing of the most successful framing shot your groupgot for the day and why you like it. Make a note about why we might want to usezooming in our film.

Next we will use students to prepare to use their flip cameras in class in order toexperiment with camera angles. Show students a clip, in which an interview is filmedfrom different angles. Before viewing the clip, tell students to pay attention to thedifferent camera angles.

ASK1-2 students to answer the following questions:Why do you think the filmmaker took this shot from this angle?

What might this angle be good to show

Use similar rotation system and guidelines as seen in activity 1. Instruct cameraoperators to use a mid-range shot length for this entire activity.SAY: this time, discuss what you just learned about shot length with your partner.This footage might be used in our WOW! 1st Rotation: Student A: Camera operator; Instruct student to film from behind theinterviewer. Student B & C: Actors2nd Rotation: Student B: Camera operator; Instruct student to stand and filmperpendicular to the actors. Student A & C: Actors3rd Rotation: Student C: Camera operator; Instruct student to film from a 45 degreeangle. Student A & B: Actors

Transition: We have practicedhowto film our subjects, so lets think together aboutwhere we will film them



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Activity 3: Location! Location! Location! 20 Minutes


Future Plans

Field Tips

Filmmakers NotebookSAY: (and write on the board):In your notebook, list 3 of the elements of film and for each one, write:How can your camera help you do this?How will these elements improve our film?Make a note about how you will use it in your groups film.

Collect and save student flip chart sheets.

Transition: Youve learned new ways to use your cameras to make greatfilms. The notes you just made will help us decide how to film our guests.Next week well decide who to interview to learn about the problem.

As plans for intervieweesdevelop, let students knowwho they might expect.


Objective: Give examples of how the technology will assist with the creation of the product.

Give students an example of a person they may interview and anappropriate location for the interviewFor example, if students wanted to interview a teacher about how importantcomputers are for her students, a great place might be in the computer labwith desktops in the background.Refer back to the same YouTube clip and ask students to remember thesetting of the interview.ASK Where do you think the interview took place?Why do you think the filmmaker chose to film the interview in this setting?SAY: Now that we have seen and practiced some basic filming elements andtechniques, lets think about how we will use them in our films. Today we willfocus on the setting.ASK: What are some places that would make sense based on our problem

and its possible solutions?As a group, list at least 3 on the sheet of flip Chart paper.Groups should prepare to present and least 1 of their ideas and why theythink this will be persuasive. If you have time, include a sketch.Remind students about any limitations (for example, must be in theclassroom, school building, must be a quiet space for audio recording etc.)

Transition: As you know, your groups will be presenting your film at theWOW! in front of a live audience. It is important that you can explain yourdecisions to use certain filming elements to other people. You can usetechnical language in order to describe your film to professionals. Thats whythe notes you take in your Filmmakers Notebook will help.


Preview the steps in theproduction timeline to makesure students understandwhen they will be preparingthe film for the WOW!

Emphasize that the steps theyhave taken to prepare for theguests to interview areimportant because thatensures they will have goodfootage to use in the film.


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Guest Interviews

ApprenticeshipShare Your Story-Documentary FilmLESSON #5 page #1

Students will begin interviewing guests using the questions they developed in

Lesson 4. Students will take on different roles to effectively research theguests ideas for solutions to the problem.

Lesson Agenda

10 MIN

15 MIN

20 MIN

10 MIN

20 MIN

15 MIN

1. Flip Cameras

2. Extra Batteries3. Large Flip Chart

4. Masking Tape

5. Markers



8. Handout of Interview Roles

9. Interview Questions Handou

9. Guests (2-3)

Lesson Objective

Observe a situation in order to describe theproblem and identify steps to solving it

Use technology as a tool to research, organize,evaluate and communicate information


Group: Students will work in their Production Crew groups of 3 , but all groups will filmimultaneously. Carefully consider and plan ahead for roles based on interests students

discussed in Lesson 4.

Resources: Coordinate with Guests for arrival and prepare them for the topic studentshave chosen. Prepare a handout for students with interview questions from the brainstormn Lesson and add any important questions that are missing. Plan ahead for a staff membero film student responses to use in the film extras.

Hook: Film Maker's Values

Introduction of New Material: Production Timeline

Activity 1: Lights, Camera, Action

Activity 3: Take 2!

Check for Understanding: Film Makers Notebook

Activity 2: Film Crew Review

Standards for Unit

Connections

Materials

Interviews are one type ofresearch. Asking specific, openended questions will lead tocomments from the intervieweethat are on topic and clearlyaddress the problem. Thismirrors good questioning and

research skills in a variety ofacademic and career fields.

Share some of the ways youuse questions in your professionwith apprentices.

Technology: Citizen


Problem Solving:Citizen Schools Studentwill work as a team tosolve a problem


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Hook: Filmmakers Values 10 Minutes

Introduction of New Material: Production Timeline 10 Minutes

Student Says

Closer Look!

Do Now:Each students makes a nametag for themselves.Choose one value star that is most important to you and think about why it ismportant to completing this film together. Tape it to your nametag.SAY: Talk with a partner. Tell them why you think this value is important fordoing well on this film project. Well have time for a few people to share. These values will be very important to keep in mind as we interviewList the names and order of the guests).Review safety and behavior expectations etc.Share the schedule (for each group) for the remainder of the day. Including

how long they will have to interview each guest. Answer questions about thedays events and roles of group members.

The Interview Schedule might look like this:1st guest (10 minutes)Transition and prepare for guest 22nd guest (10 minutes)Debrief (10 minutes)

Transition: Lets keep these values in mind as we prepare for todaysnterviews. Next, youll review your roles for today.

Objectives / Agenda: Askfor a volunteer to read the objectives. Ask for avolunteer to read the agenda. Any questions about the objectives or agenda?

Preview assessment: Ill know that weve done a great job of interviewing andfilming today if your guests give us some great responses that are focused onthe problem and solutions. Remember one or two solutions and I will ask you atthe end of the day.

Direct Teach: There are several important roles and youll have an opportunityto help your group with many of them.Roles per group include:

Cinematographer: records using the cameraDocumentary Filmmaker: asks interview questionsDirector: writes down timing of important comments

SAY: I have a handout (give to students) that lists our questions for todaysguests based on the brainstorming we did last time.Share a few of the reflections from students entries from Lesson 4 in order tohighlight the filmmaking techniques they learned.Transition Lets remember back to what we have learned about elements offilmmaking (point to vocabulary chart) and how to ask great questions aboutproblems and solutions and start filming!

For the first round includeinterviewees the studentsalready know and will becomfortable around. Theguests you invite for Lesson 6may be individuals studentshave not met before.

Help students reflect on theirfirst interviews so they will becomfortable with new guests.

Describe in detail what theresponsibilities for each ofthe roles means to the final

production of the film. Theyall must be done well for thegroup film to be successful

Assign roles that arecomfortable for students, butstill allow them to try

something new andchallenging.

Objective: Observe a situation in order to describe the problem and identify steps to solving it. Use technology as a tool toresearch, organize, evaluate and communicate information.



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Activity 1: Lights, Camera Action!

Activity 2: Film crew Review

20 Minutes

10 Minutes Additional Notes

Missing Parts

It is helpful to start the firstround of interviews withguests who the student mayknow including teachers,

parents or students from theschool.

Think about how comfortablestudents will be asking eachguest questions in the firstround when you establish theschedule for guests and the

order of the questions. Somemore complex questionsmight be more suitable forlater in the interview.

Staff may spend additionaltime practicing questions andreviewing roles of groupmembers. After watching thefirst interview.

Each role is important,although it may seem to bemost of the attention is on thedocumentary filmmaker.

Revisit the schedule for the day.Assign new roles within groups.Using a Popcorn approach, ask students to Teach Back several of the things theyearned from the first interview relating to the problem and possible solutions.

ASK: What did we do well as a group in the first interview? What are somefilmmaking skills that we will try to do better for the second interview today?

f possible, students can watch some playback on the flip cam screens to be surethat people are captured and that their comments are audible.

Have groups come together for a few moments to review their roles for the nextsession.

Transition: Our second guest should be ready any moment. Take 1 minute withyour group members to remind yourselves of who has which roles and what thoseresponsibilities are.

SAY: Using the roles they have been assigned or chosen, each studentparticipates in the interview.

Before the interviews start, remind students to keep background noise low andto use the handout with questions to guide them.Review any new questions you have addedStart with an short introduction of the guest and his or her experience with theproblem.Have one student introduce two things they have learned so far.For this first interview, guide the students for a successful session.Depending on how much students have rehearsed the order of questions, youmight prompt each interviewer to ask their question clearly and ensure that all

camera people have a unobstructed view of the guest.Allow time between questions and scaffold follow up questions whennecessary.Transition: Before our second guest begins, I want to take just a few minutesto review what we learned and check in with our groups for new roles.




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Activity 3: Take 2! 20 Minutes


Future Plans

Field Tips

Filmmakers NotebookIn your notebook, list two possible solutions to the problem that a guestsuggested today.Why does the guest think these would work?What do you hope to accomplish next week?What group camera skills did your group do well today?

Describe one reason why flip cameras are a good way to gather informationabout solutions to problems.

Transition: The interviews went very well. well start with next week withanother round of interviews with (list guests) to hear what they have to sayabout (the problem) Thanks for your hard work and careful planning!

Remind students that duringthe WOW! clips of groupsworking together andinterviewing their guests willbe used to demonstrate thatthey have mastered thecollaboration andcommunication skills today, avolunteer is visiting groups tocapture this work on film forthe extras.


Next week well interviewseveral more people (forexample.. List.) and after thatwell decide on the order ofinformation for our film.

Then, well need to polish ourfilm and prepare to show it atour WOW!

Introduce the days second guest with a short reminder about who they areand a quick recap of what the first guest shared, as appropriate.

After the Interviews:Using a handout that lists the following teamwork skills, ask students to ratehow well they did with each and why.A staff member or volunteer can film each student reflecting on teamwork.ASK: Describe how you demonstrated one of the teamwork skills today.List together the solutions that our guests offered today.What examples did they use? What are some categories that describe thekinds of ideas they had?Record student ideas on a flipchart for use with storyboarding.Skills from the Teamwork Rubric:Positively motivates and focuses peers (either verbally or by example).Willingly shares the "spotlight" with peers and adults -- contributes ideaswhile remaining open to multiple perspectives.Shares responsibility for the team's challenges and successes.Transition:




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Guest Interviews


Students will begin interviewing guests using the questions they developed in

Lesson 4. Students will take on different roles to effectively research theguests ideas for solutions to the problem.

Lesson Agenda

10 MIN

15 MIN

20 MIN

10 MIN

20 MIN

15 MIN

1. Flip Cameras

2. Extra Batteries3. Large Flip Chart

4. Masking Tape

5. Markers



8. Handout of Interview Roles

9. Interview Questions Handou

9. Guests (2-3)

Lesson Objective

Observe a situation in order to describe theproblem and identify steps to solving it

Use technology as a tool to research, organize,evaluate and communicate information


Group: Students will work in their Production Crew groups of 3 , but all groups will filmimultaneously. Carefully consider and plan ahead for roles based on interests students

discussed in Lesson 4.

Resources: Coordinate with Guests for arrival and prepare them for the topic studentshave chosen. Prepare a handout for students with interview questions from the brainstormn Lesson and add any important questions that are missing. Plan ahead for a staff membero film student responses to use in the film extras.

Hook: Film Maker's Values

Introduction of New Material: Production Timeline

Activity 1: Lights, Camera, Action

Activity 3: Take 2!

Check for Understanding: Film Makers Notebook

Activity 2: Film Crew Review

Standards for Unit

Connections

Materials

Interviews are one type ofresearch. Asking specific, openended questions will lead tocomments from the intervieweethat are on topic and clearlyaddress the problem. Thismirrors good questioning and

research skills in a variety ofacademic and career fields.

Share some of the ways youuse questions in your professionwith apprentices.

Technology: Citizen


Problem Solving:Citizen Schools Studentwill work as a team tosolve a problem


30/71

Hook: Filmmakers Values 10 Minutes

Introduction of New Material: Production Timeline 10 Minutes

Student Says

Closer Look!

Do Now:Each students makes a nametag for themselves.Choose one value star that is most important to you and think about why it ismportant to completing this film together. Tape it to your nametag.SAY: Talk with a partner. Tell them why you think this value is important fordoing well on this film project. Well have time for a few people to share. These values will be very important to keep in mind as we interviewList the names and order of the guests).Review safety and behavior expectations etc.Share the schedule (for each group) for the remainder of the day. Including

how long they will have to interview each guest. Answer questions about thedays events and roles of group members.

The Interview Schedule might look like this:1st guest (10 minutes)Transition and prepare for guest 22nd guest (10 minutes)Debrief (10 minutes)

Transition: Lets keep these values in mind as we prepare for todaysnterviews. Next, youll review your roles for today.

Objectives / Agenda: Askfor a volunteer to read the objectives. Ask for avolunteer to read the agenda. Any questions about the objectives or agenda?

Preview assessment: Ill know that weve done a great job of interviewing andfilming today if your guests give us some great responses that are focused onthe problem and solutions. Remember one or two solutions and I will ask you atthe end of the day.

Direct Teach: There are several important roles and you

Documents

Share Your Story - Documentary Film