ALEX Classroom Resource

  

Descriptive Video: Using Media Technology to Enhance Writing

  Classroom Resource Information  

Title:

 Descriptive Video: Using Media Technology to Enhance Writing

URL:

 http://readwritethink.org/classroom-resources/lesson-plans/descriptive-video-using-media-1116.html

Content Source:

 ReadWriteThink
Type: Lesson/Unit Plan

Overview:

This lesson helps students improve their writing abilities and their attention to detail while experiencing a new technology called Descriptive Video. Also known as described programming, Descriptive Video refers to programming with an additional audio track that narrates a film's visual elements. Students watch the opening scene of the standard version of the Disney film The Lion King and write a description of it. They then watch the same opening scene with the descriptions and captions available online at the National Center for Accessible Media. They will write another descriptive summary of this scene. Students share their two writing samples aloud and compare their pre- and post-audio descriptions.

Content Standard(s):
English Language Arts
ELA2021 (2021)
Grade: 3
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
Unpacked Content
Teacher Vocabulary:
R3.
  • Background knowledge
  • Vocabulary
  • Discussion
Knowledge:
R3. Students know:
  • Relating experiences through discussions, reading, and writing will help build background knowledge and improve vocabulary.
Skills:
R3. Students are able to:
  • Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing.
  • Construct the meaning of words through discussions, reading, and writing.
Understanding:
R3. Students understand that:
  • Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing.
  • Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
English Language Arts
ELA2021 (2021)
Grade: 3
40. Use grade-level and domain-appropriate vocabulary in writing.

a. Use specific vocabulary to develop a story.

b. Use specific vocabulary to explain or inform on a topic.
Unpacked Content
Teacher Vocabulary:
40.
  • Grade-level vocabulary
  • Domain-appropriate vocabulary
40a.
  • Specific vocabulary
  • Develop
  • Story
40b.
  • Specific vocabulary
  • Explain
  • Inform
  • Topic
Knowledge:
40. Students know:
  • Domain-appropriate vocabulary refers to words that are specifically used within a topic of study.
  • Writers use domain-appropriate vocabulary words to clearly express their meaning and enhance details.
40a.
  • Writers select specific vocabulary words to develop a story.
40b.
  • Writers select specific vocabulary related to a topic to explain details or provide information.
Skills:
40. Students are able to:
  • Use grade-level and domain-appropriate vocabulary in their writing.
40a.
  • Use specific vocabulary words while developing a story.
40b.
  • Use specific vocabulary to explain or inform information on a topic.
Understanding:
40. Students understand that:
  • Using grade-level and domain-appropriate vocabulary will enhance their writing and help them clearly express their ideas.
40a.
  • Writers use specific vocabulary to develop a story for a variety of audiences, tasks, and purposes.
40b.
  • Vocabulary related to topic can help provide detailed explanations or information.
English Language Arts
ELA2021 (2021)
Grade: 4
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
Unpacked Content
Teacher Vocabulary:
R4.
  • Writing process
  • Plan
  • Draft
  • Revise
  • Edit
  • Publish
  • Genres
Knowledge:
R4. Students know:
  • The writing process steps are to plan, draft, revise, edit, and publish.
  • Various genres of writing.
Skills:
R4. 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:
R4. 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
ELA2021 (2021)
Grade: 5
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
Unpacked Content
Teacher Vocabulary:
R4.
  • Writing process
  • Plan
  • Draft
  • Revise
  • Edit
  • Publish
  • Genres
Knowledge:
R4. Students know:
  • The writing process steps are to plan, draft, revise, edit, and publish.
  • Various genres of writing.
Skills:
R4. 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:
R4. 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
ELA2021 (2021)
Grade: 5
41. Write using grade-appropriate general academic and domain-specific words and phrases accurately, including those that signal contrasting ideas, additional information, and other logical relationships.
Unpacked Content
Teacher Vocabulary:
41.
  • General academic words and phrases
  • Domain-specific words and phrases
  • Contrasting ideas
  • Additional information
  • Logical relationships
Knowledge:
41. Students know:
  • Academic vocabulary is language that is more formal than spoken language.
  • Domain-specific vocabulary refers to words that are used specifically in school subject areas, like math, science, and social studies.
  • Academic, domain-specific vocabulary should be used in writing.
  • Certain phrases can indicate that contrasting ideas, additional information, or logical relationships are being presented.
Skills:
41. Students are able to:
  • Use academic and domain-specific words and phrases in writing.
Understanding:
41. Students understand that:
  • It is important to use academic, domain-specific vocabulary in formal writing.
  • They can use certain words and phrases to indicate they are explaining contrasting ideas, adding further information, or signaling a relationship between concepts.
Tags: Compare Contrast Map, described programming, descriptive video, film, Venn Diagram
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  This resource provided by:  
Author: Cassie Raulston
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