Ⅰ. What shall we teach? (Generative Topics) Change Makers: We need a vision
Ⅱ. What is worth understanding? (Unit-long understanding Goals) ⑴ What is Documentary? Students will understand
⑵How to create a documentary film? Students will understand
Ⅲ. How shall we teach for understanding? (Understanding Performance) ⑴ Introductory: Brainstorm Step1: At the beginning of the course, students share their thoughts and idea about "Documentary" through 321. <Knowledge and Forms>
Step2: Class watch the documentary film "Who Cares?" to understand "a good documentary film" and deepen their understanding of documentary.
Step3: Students rethink about "Documentary" and share their second 321. Students then share their initially and new thinking, explaining to class how and why their thinking shifted. Make it clear to students that their initial thinking is not right or wrong, it is just a starting point. New experiences take our thinking in new directions.
"Explain how your new responses connect to your initial responses?"
⑵ Guided inquiry performance: Step1: Each of the students chooses a "good" documentary video and gives reasons why. Class watches all the videos they choose and shares their criteria for a "good" documentary video.
Step2: Students brainstorm on their topics and discuss about the topics they choose.
What issues or are of greatest concern to you right now? (Issues might include things that affect people your age, societal issues, world issues, etc.)
What issues or topics do you want to know more about?
What do you think other people would be interested in learning about?
Step3: After the discussion, students deepen their thoughts on their topics by answering the following questions.
Why would this topic make a good documentary?
What questions would you like this documentary to answer?
Who would you interview for this documentary?
What do you want the documentary to be about?
Step4: Students start to research on their topics and documentary subjects.
Step5: Students create short lists of the footage and interviews they will need to make their movie. Students also create written permission of the interviewees.
Step6: Students brainstorm the criteria to assess their documentary films. Students share their ideas, hear different / same perspectives, and offer feedback on each other’s ideas. The class discusses each criterion and generates criteria for identifying a “high quality” work. Teacher and students codevelop the criteria for the culminating performance.