GRADE 5, MODULE 2A: UNIT 1,
LESSON 7
ANALYZING DOCUMENTARY VIDEOS:
“GREAT BEAR RAINFOREST REMOTE CAMERA
PROJECT” BRITISH COLUMBIA, CANADA
AGENDA
1. Opening
2. Work
Time
3. Closing
and
Assessment
• A. Engaging the Reader: Rainforest of British
Columbia, Canada (5 minutes)
• B. Review Types of Informational Texts (5 minutes)
• A. First View: Getting the Gist of What Scientists Are
Researching in the Great Bear Rainforest (15
minutes)
• B. Second View: Determining the Meaning of Words
in Context (15 minutes)
• C. Third View: Documentaries as Informational Text
(10 minutes)
• A. Debrief: What Have We Learned About the
Rainforest? (10 minutes)
We’ve been looking at Panama…
Then we were off to Hawaii.
• Do you remember what direction that is from
Panama?
Now we’re leaving the tropical
rainforests and heading to a
temperate rainforest.
We are heading
to British Columbia.
Do you know where
that is?
Need a hint?
It is in Canada.
Need another hint?
It’s between the
states of Washington
and Alaska.
Temperate Rainforests are based on the
amount of yearly rainfall they receive.
• Temperatures average between 39-54°F.
• This map shows many temperate rainforests:
The Great Bear Rainforest is located in
British Columbia, Canada.
• What have you noticed about the rainforests
we’ve studied so far?
• What types of informational texts have we
looked at that scientists use to communicate
their research?
• Is “documentary video” on the informational text
anchor chart? If not, please add it now.
• “What makes a documentary video informational?”
• When you share,
share something your partner said.
Academic Vocabulary word:
Documentary
What root word do you see in the word documentary?
document
a documentary is…
A film or TV program about history, science, or other topics that
provides factual information.
Documentaries often include interviews.
Please note that documentaries are supposed to be unbiased,
yet often do in fact present the filmmakers’ opinion.
Remember, not all videos are considered informational text.
Learning target:
1. “I can explain the main idea of a
documentary video on researching in the
rainforest.”
What is main idea? Is it similar to gist?
Great Bear Rainforest
• Today you will view another
type of informational text, a
documentary video, in order to
learn more about the work of
scientists in the Great Bear
Rainforest.
Great Bear Rainforest
• The video is almost 7 minutes
long. You will watch the video
several times, just like your have
been doing with your reading.
• The first time you watch the video,
your will focus on gist.
• For this first view, your will watch
six shorter segments or “chunks.”
Great Bear Rainforest
• After each chunk, you will think,
talk, and write, recording a gist
statement about what your
heard and saw.
Tips for taking notes:
Begin a new page in your journal to write
your gist statements. You will write six gist
statements total.
Leave space on the page after each gist
statement, since you will be adding other
notes about each video segment later.
During pauses:
During the video, at each pause point,
take a moment to think.
Then briefly discuss in triads what the
gist of the video segment was…
And then record individual gist
statements in your journal.
Documentary video:
• Please watch the documentary
video now, pausing at the
appropriate pause points (1:30,
2:19, 3:28, 4:22, 5:25, & 6:48).
Learning target:
1. “I can determine the meaning of new
words from context in a documentary video
about researching in the rainforest.”
• What strategies can you use to
determine the meaning of a new word in
a written text?
• Some of the same strategies will apply to
the documentary video.
Tips for taking notes this time:
You will now watch the video again (just like
rereading hard written text).
Listen carefully for words about what and how
these scientists are learning about in the Great Bear
Rainforest.
During pauses:
During the video, use the space after
each gist to write the vocab words.
At this moment, you don’t have to know
how to spell all the words you list.
After the video, discuss your vocabulary
words with your triad.
Documentary video –
nd
2
time:
• Please watch the documentary
video now, pausing at the
appropriate pause points (1:30,
2:19, 3:28, 4:22, 5:25, & 6:48).
1. “I can analyze the features of a
documentary video as
informational text,” and
2. “I can compare and contrast the features
of an interview, an article, and a
documentary video.”
• What does analyze mean?
• What do compare and contrast mean?
Features of Informational Text
anchor chart (in you journals)
“Features of a
video” can include
ideas such as…
- How a video looks
or sounds
- How information is
shared in a video
- etc.
As you watch the
video a third, and
final, time straight
through…
• 1. “What features do you
notice?”
• 2. “What types of oral
and visual clues in the
video help you understand
what scientists are trying
to communicate?”
Documentary video –
rd
3
time:
• Please watch the documentary
video now straight through.
• After the video, discuss with
your triad the features of the
documentary video.
Features of the Documentary Video
Each triad
should share
at least one
feature with
the class.
With your triad, now discuss the
following questions:
1. “What type(s) of technology did they use to track
wildlife?”
2. “What types of wildlife were they tracking?”
3. “What were they able to learn about the wildlife, using
this technology?”
KWL - What have your learned today?
• Use a sticky note to
neatly write 2 facts
your learned today.
• Share with the class,
then put on our class
KWL chart.
“I can explain the main idea of a video on
researching in the rainforest,”
What are you?
Glass!
Bugs.
Mud?
“I can compare and contrast the features of
an interview, an article, and a video.”
What are you?
Glass!
Bugs.
Mud?
• Choose two of the
informational texts
examined so far
(interview, article
and/or video) and
complete a Venn
diagram comparing
and contrasting the
features of these
different types of
informational text.
Venn
Diagram