Classroom Resource

Tell and Show: Writing With Words and Video

Subject Area

Arts Education
English Language Arts

Grade(s)

6

Overview

Students will enhance their multimedia literacy and expand their understanding of text in this hands-on unit. First, students watch and study digital videos and their transcripts to explore the differences between written and spoken text. As they think critically about the videos, students will discover how text and images can work together to convey information. Once students are comfortable with the ways in which images and words can support and enhance each other, they will apply what they've learned by writing essays and turning those essays into captions for a teacher-created video. At the end of the unit, students will have a documentary film that they have written and designed.

English Language Arts (2021) Grade(s): 6

ELA21.6.R4

Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

Unpacked Content

UP:ELA21.6.R4

Vocabulary

  • Writing process
  • Plan
  • Draft
  • Revise
  • Edit
  • Publish
  • Genres

Knowledge

Students know:
  • The writing process steps are to plan, draft, revise, edit, and publish.
  • Various genres of writing.

Skills

Students are able to:
  • Plan writings in various genres.
  • Draft writings in various genres.
  • Revise writings in various genres.
  • Edit writings in various genres.
  • Publish writings in various genres.

Understanding

Students understand that:
  • The writing process is a set of steps that make writing easier.
  • There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts (2021) Grade(s): 6

ELA21.6.7

Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

Unpacked Content

UP:ELA21.6.7

Vocabulary

  • Narrative writing
  • Argument writing
  • Informative/explanatory writing
  • Writing development
  • Writing organization
  • Style
  • Tone
  • Task
  • Purpose
  • Audience
  • Command of language

Knowledge

Students know:
  • A narrative is a piece of writing that tells a story.
  • Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
  • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
  • The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
  • Formal academic writing should demonstrate an appropriate command of language.

    Skills

    Students are able to:
    • Produce clear, coherent narrative, argument, and informative/explanatory writings.
    • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
    • Demonstrate command of the written language.

    Understanding

    Students understand that:
    • There are different genres of writing that serve various purposes.
    • The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
    • Formal academic writing should display their command of the English language.
    English Language Arts (2021) Grade(s): 6

    ELA21.6.19

    Demonstrate command of standard English grammar, usage, and mechanics when writing.

    Unpacked Content

    UP:ELA21.6.19

    Vocabulary

    • Standard English grammar
    • Standard English usage
    • Standard English mechanics

    Knowledge

    Students know:
    • The conventions of standard English grammar, usage, and mechanics.

    Skills

    Students are able to:
    • Demonstrate written command of standard English, grammar, usage, and mechanics.

    Understanding

    Students understand that:
    • To clearly communicate in writing, they. must use standard English grammar, usage, and mechanics.
    English Language Arts (2021) Grade(s): 6

    ELA21.6.24

    Write about research findings independently over short and/or extended periods of time.

    Unpacked Content

    UP:ELA21.6.24

    Vocabulary

    • Research findings

    Knowledge

    Students know:
    • Research strategies.
    • Independent writing skills.

    Skills

    Students are able to:
    • Write about their research findings.

    Understanding

    Students understand that:
    • They can demonstrate their thorough understanding of a topic by writing about their research findings.
    • Some research projects will be shorter, while others will be longer.
    Arts Education (2017) Grade(s): 6 - Media Arts

    AE17.MED.6.2

    Collaboratively organize, propose, and evaluate artistic ideas, plans, prototypes, and production processes for media arts productions, considering purposeful intent.

    Unpacked Content

    UP:AE17.MED.6.2

    Vocabulary

    Generate
    • brainstorm
    • research
    • investigate
    Goals
    • film
    • video
    • audio
    • digital storyboard
    organize
    • Systematize ideas
    • Customize process
      • who is this product for?
    Experiment
    • move scenes or sound clips
    • rearrange images
    • change characters
    • tell the story from various character view points
    Assess
    • Evaluate the quality of each part of the work.
    • customize for who is viewing/ listening

    Essential Questions

    EU: Media artists plan, organize, and develop creative ideas, plans, and models into process structures that can effectively realize the artistic idea.
    EQ: How do media artists organize and develop ideas and models into process structures to achieve the desired end product?

    Skills Examples

    • Brainstorm with and list many, varied, and unusual ideas for a class media arts project. Upon choosing a process for creating the product, list many, varied, and unusual ways to work within the limitations of equipment and resources in the classroom.
    • In a group and after brainstorming choose one idea and create proposal for a media arts production that meets the groups artistic goals. Evaluate the proposal with given criteria for purpose and intent.
    • After researching choose many and varied images and sound for a media arts production that convey a specific purpose. Modify the perspective of the images and sounds to communicate one's own meaning.
    • Assess a classmate's media arts product that modified elements and components of another product to communicate his/her own purpose and to a different audience. Use a provided rubric.

    Anchor Standards

    Anchor Standard 2: Organize and develop artistic ideas and work.
    Arts Education (2017) Grade(s): 6 - Media Arts

    AE17.MED.6.4

    Assess how elements and components can be altered for specific effects and audience, then refine media artworks to reflect purpose and audience.

    Unpacked Content

    UP:AE17.MED.6.4

    Vocabulary

    Generate
    • brainstorm
    • research
    • investigate
    Goals
    • film
    • video
    • audio
    • digital storyboard
    organize
    • Systematize ideas
    • Customize process
      • who is this product for?
    Experiment
    • move scenes or sound clips
    • rearrange images
    • change characters
    • tell the story from various character view points
    Assess
    • Evaluate the quality of each part of the work.
    • customize for who is viewing/ listening

    Essential Questions

    EU: The forming, integration, and refinement of aesthetic components, principles and processes creates purpose, meaning and artistic quality in media artwork.
    EQ: What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artists improve/refine their work?

    Skills Examples

    • Brainstorm with and list many, varied, and unusual ideas for a class media arts project. Upon choosing a process for creating the product, list many, varied, and unusual ways to work within the limitations of equipment and resources in the classroom.
    • In a group and after brainstorming choose one idea and create proposal for a media arts production that meets the groups artistic goals. Evaluate the proposal with given criteria for purpose and intent.
    • After researching choose many and varied images and sound for a media arts production that convey a specific purpose. Modify the perspective of the images and sounds to communicate one's own meaning.
    • Assess a classmate's media arts product that modified elements and components of another product to communicate his/her own purpose and to a different audience. Use a provided rubric.

    Anchor Standards

    Anchor Standard 3: Refine and complete artistic work.
    Arts Education (2017) Grade(s): 6 - Media Arts

    AE17.MED.6.11

    Identify, describe, and analyze how message and meaning are created by components in media arts productions.

    Unpacked Content

    UP:AE17.MED.6.11

    Vocabulary

    message
    • what is said, heard
    meaning
    • sense or interpretation of the work

    Essential Questions

    EU: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production.
    EQ: How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experiences?

    Skills Examples

    • After watching a public service announcement, identify and describe how the messages were created by the individual components. Responding to teacher questions, determine the effectiveness of the message and meaning.
    • After watching an episode of a popular dramatic show, identify and describe the various methods and styles and the effect on the class. Responding to teacher questions, discuss how audience experience can be managed.
    • Watch and respond to a series of political ads. Complete a teacher-made rubric for each, evaluating the purpose, meaning and message.
    • Using a class made checklist for basic principles, processes, grade one of your own media arts products. Score the product in two different contexts and compare the results, and make changes to make it better. Meet and give constructive feedback.

    Anchor Standards

    Anchor Standard 7: Perceive and analyze artistic work.
    Link to Resource
    http://readwritethink.org/classroom-resources/lesson-plans/tell-show-writing-wi…

    CR Resource Type

    Lesson/Unit Plan

    Resource Provider

    ReadWriteThink
    Accessibility
    License

    License Type

    Custom

    Custom License Type (URL)

    http://www.readwritethink.org/util/legal.html

    Approved Date

    raulstoncg
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