LESSON PLANS AND WORKSHEETS:
DOCUMENTARY UNIT IN A FILM STUDIES ELECTIVE
Jenna Miller
Teaching Film/Media
Summer 2011
Dr. Timothy Shea
DAILY LESSON PLANS
Unit: Documentary Films
Class: Film Studies
Day: 1
Topic: Documentary Styles
Objectives:
 Introduce students to expository, interactive, reflexive, and observational styles of documentaries
through notes and film clips
 SWBAT identify type of documentary when viewing clips
 SW watch one reality show for homework, taking notes on the observational style
Materials:
 Baraka clip: http://www.youtube.com/watch?v=6mUitg6oKhc (6 mins – Expository Indirect Address)
 Bowling for Columbine clip: http://www.youtube.com/watch?v=Q1iuEcu7O50 (8 mins - Interactive)
 Food, Inc clip: http://www.youtube.com/watch?v=QqQVll-MP3I (3:30 min – Expository Direct Address)
 Six O'Clock News clip: http://www.youtube.com/watch?v=ztlvbcmiNU8 (2 min - Reflexive)
 Types of Documentary Films worksheet
 Modes of Nonfiction Film worksheet
 Fiction or Nonfiction Films: An Introductory Survey
Standards:
 1.3.12.B: Identify and analyze characteristics of genres (satire, parody, allegory, pastoral) that
overlap or cut across the lines of genre classifications such as poetry, prose, drama, short story,
essay, and editorial.
 1.6.12.A: Listen critically and respond to others in small and large group situations. Respond with
grade level appropriate questions, ideas, information or opinions.
 1.9.12.A: Use media and technology resources for research, information, analysis, problem
solving, and decision making in content learning. Identify complexities and inconsistencies in the
information and the different perspectives found in each medium.
Essential Questions:
How can we identify the different styles of documentary? Does each style cause us to see the film in a
different or specific way?
Procedure:
1. Brainstorm with a partner: what do you know about documentary films? Complete Introductory
Survey and list any documentaries you have seen. (5 minute warm-up activity)
2. Review and discuss survey - make a list on board of docs viewed by students/teacher. (3-5 mins)
3. Distribute Types of Documentary Films worksheet and give notes, discussing as students fill in the
blanks. Ask students if they can think of any examples as you go over each style. (5-10 mins)
4. Distribute Modes of Nonfiction Film worksheet. Show the 4 clips above in any order. Have
students fill in the worksheet as they watch, looking for the style of each clip and identifying
characteristics. Depending on time, the 2 longer clips may need to be stopped early. These clips
will ONLY cover reflexive, interactive, and expository (both direct and indirect) types of films. (1520 mins)
5. Review students' findings and discuss. (5 mins)
Homework:
Since we did not view an example of an observational film today in class, go home and watch one reality
TV show, either live on TV or you may find one on the internet. Take notes on ways that the show fits or
does not fit the observational style of filmmaking as we discussed in class today. Focus on what makes it
observational - do you think it is a true observational show, or do you think there is manipulation from
the director(s)? If so, how? Come prepared with your notes to discuss.
Fiction or Nonfiction Films: An Introductory Survey
Put a check in whichever box you think best identifies the attribute described. In the
space beneath, write the titles of fiction films or documentaries you have seen that
might fit the description or reasons why the description fits.
Which type of film—fiction or nonfiction (documentaries)—could
be described with the following features:
1
Uses real people who play themselves?
2
Uses actors to play characters in the film?
3
Is intended to inform an audience about a particular topic
issue?
4
Uses the structure of conflict, climax, and resolution to
entertain an audience?
5
Focuses on historical, political, social, and/or scientific issues?
6
Is true?
7
Merely captures events on film as they happen without prior
knowledge of how the events will turn out?
8
The events in the film would not occur if the filmmaker had
not set them in motion?
9
Uses a script, and the director rehearses before filming?
10
Uses cinematic elements, such as lighting, music, camera
angles, and specific framing choices?
11
Uses only natural sound recorded at the time of filming?
Fiction Non
Fiction
|
Modes of Nonfiction Film
As you watch each of the following clips, try to determine which documentary mode is most prevalent;
the modes certainly overlap, but which one seems dominant? Then provide a reason for your choice of
mode and describe some of the stylistic choices (shot type, editing style, use of sound, etc.) that this
film demonstrates.
Title
Dominant Mode
Stylistic Elements of the Mode
To consider: What are the stylistic elements for each mode? In other words, how could you recognize
each mode by examining how the information is communicated to the audience? Why do some modes
use elements that others do not? Do any of the modes feel more "real" to you? Why is this?
Reading in the Reel World: Teaching Documentaries and Other Nonfiction Texts by John Golden© 2006 NCTE.
Name: ________________________________________________
Date: ______________________
Film Studies
Types of Documentary Films
A. Expository
1. Filmmaker __(explains)____________________ a topic to the audience
2. Can be ___(persuasive)_________________________ or simply _________(informative)_____________
3. Direct Address:
a. The audience is addressed through a _____(narrator)__________
1. _______(voice-over)_________
2. _______(text track)__________
3. ________(on-screen)_________
b. Narration _____(guides)_________________ the viewer
4. Indirect Address:
a. Also referred to as ________(poetic/impressionistic)________
b. No ______(narrator)________ is present
c. Viewer is expected to draw a specific ____(conclusion)____ through use of ____(tracks)______
B. Observational
1. "________(fly on the wall)______________ style
2. No ________(interaction)_______ with ________(subjects)__________
3. Minimal ___(editing)_______ or ________(cutting away)_________ from main action
C. Interactive
1. Filmmakers are _______(actively involved)______________ in the issue
2. Filmmakers can ____________(change the outcomes)____________ of the film based on their
interaction
D. Reflexive
1. Documentary is ____(aware of itself)_____ as a film
2. Filmmaker presents _____(limitations)_______, ____(dilemmas)_____, and _____(aspects)______ of
creating the film
3. Gives audience glimpse of difficulties in presenting a ________(truth)_______
Unit: Documentary Films
Class: Film Studies
Day: 2
Topic: Methods of Persuasion
Objectives:
 Continue discussion of observational films by examining reality television
 Introduce and discuss methods of ethos, pathos, and logos in creating an effective argument
 Identify methods of ethos, pathos, and logos in print media and film clips
Materials:
 Laptop computers
 Power of Persuasion worksheet
Standards:
 1.6.12.A: Listen critically and respond to others in small and large group situations.
 Respond with grade level appropriate questions, ideas, information or opinions.
 1.9.12.A: Use media and technology resources for research, information, analysis, problem
solving, and decision making in content learning. Identify complexities and inconsistencies in the
information and the different perspectives found in each medium.
 1.9.12.B: Evaluate information found in selected sources on the basis of accuracy, validity,
appropriateness, importance, and social and cultural context.
 1.5.12.A: Write with a clear focus, identifying topic, task, and audience.
Essential Questions:
 How are the three main styles of persuasion used in print media?
 How can the three forms of persuasion work together to create a strong viewpoint?
Procedure:
1. Form small groups and have a 5-minute discussion about the reality shows you viewed for
homework - how did they fit, or not fit, an observational style of filmmaking?
2. Whole class discussion of homework (5 minutes)
3. Distribute Power of Persuasion worksheet - give students notes on ethos, pathos, and logos and
have them come up with examples (10-15 minutes)
4. Students should sign on to laptops and complete the activity attached to the Power of Persuasion
worksheet - students have the rest of the period to work
Homework:
Finish Power of Persuasion activity if necessary.
Name: ________________________________________________
Date: ______________________
Film Studies
Power of Persuasion
*The three main types of persuasion are ethos, pathos, and logos. Write your notes in the space below:
ETHOS:
*definition:
*examples:
PATHOS:
*definition:
*examples:
LOGOS:
*definition:
*examples:
IDENTIFYING ETHOS, PATHOS, AND LOGOS IN PRINT MEDIA
*Directions: using the computer, locate 2 news articles and print them. Identify characteristics of ethos,
pathos, and logos in each one using the chart below - you may jot down words, phrases, or whole
sentences. Then, answer the questions that follow.
Article 1 Title: ________________________________________________________________________________________________
Source: ___________________________________________ Date of Publication: _________________________
Evidence of ethos:
Evidence of pathos:
Evidence of logos:
Article 2 Title: __________________________________________________________________________________________________
Source: __________________________________________ Date of Publication: ___________________________
Evidence of ethos:
Evidence of pathos:
Evidence of logos:
Evaluation questions:
1. Which method of persuasion do you think is the most effective? Why?
2. Which method of persuasion was used most frequently in the news articles examined? Why do you
think this is?
3. List ways in which documentary filmmakers can use ethos, pathos and logos to convince us of a
viewpoint. (Give as many examples as possible)
Unit: Documentary Films
Class: Film Studies
Day: 3
Topic: Persuasion in visual, audio and text tracks
Objectives:
 Determine how ethos, pathos and logos are used in the video, audio and text tracks of 2
documentary clips
 Discuss findings from yesterday's activity regarding print media
Materials:
 Power of Persuasion worksheet (completed for homework)
 -Fahrenheit: 9/11 clip: http://www.youtube.com/watch?v=4odmtUBtfeU (2 mins)
 Triumph of the Will clip: http://www.youtube.com/watch?v=ftdQHnOBoI8&feature=related (show
first 10 mins only)
 Food, Inc clip: http://www.youtube.com/watch?v=QqQVll-MP3I (3:30 min)
 Parts of a Documentary worksheet
Standards:
 1.5.12.A: Write with a clear focus, identifying topic, task, and audience.
 1.6.12.A: Listen critically and respond to others in small and large group situations. Respond with
grade level appropriate questions, ideas, information or opinions.
 1.9.12.A: Use media and technology resources for research, information, analysis, problem
solving, and decision making in content learning. Identify complexities and inconsistencies in the
information and the different perspectives found in each medium.
Essential Questions:
 How are the three main styles of persuasion used in documentaries?
 How do the visual, audio and text tracks work together to create persuasion in documentaries?
Procedure:
1. Collect Power of Persuasion worksheet and news articles - give 5 minutes for students to share
any interesting findings, and to discuss evaluation questions from homework
2. Oral review of audio, visual, and text tracks - what are they, and how do they work together? (3
mins)
3. Distribute Parts of a Documentary worksheet - 3 copies per student. Show clips from Fahrenheit:
9/11; Food, Inc; and Triumph of the Will. Students should fill in a worksheet for each clip – in order
to allow them to focus on the clip completely, you may want to have them fill out the worksheet
AFTER viewing. In addition, students should flip the paper over and explain how ethos, pathos
and logos were used in each track. Allow students 2-3 minutes after each clip to jot down notes
and ideas. Allow 3-4 minute discussion after each clip to share ideas as a class and discuss. (35
mins)
4. Ticket out the door: Write down on scrap paper one sentence that explains how visual, audio and
text tracks work together to persuade in different ways.
Homework:
Keep a log (a tally sheet is fine) of all advertisements for food or drink you see or hear from the time you
leave school today to the time you arrive at school tomorrow morning. These can be on billboards, radio,
or television. Try to note the dominant types of food or drink being advertised (is it fast food, alcohol,
etc).
Parts of a Documentary
_____________________________ _________
Primary/archival
footage, still pictures, etc.
Year:
Director:
Visual Track
Title:
_________________
Audio Track
Voices, music, sound effects, etc.
Text Track
Identifications, subtitles, information, etc.
On the back, in a topic sentence, identify the key visual, sound, and /or textual elements used,
and in a paragraph explain the effect of these elements on the viewer.
Reading in the Reel World: Teaching Documentaries and Other Nonfiction Texts by John Golden © 2006 NCTE.
Unit: Documentary Films
Class: Film Studies
Day: 4
Topic: Super Size Me
Objectives:
 Determine Morgan Spurlock's intent and purpose of the film
 Determine the type of documentary film
 Observe how Spurlock uses persuasion in the opening
sequences of the film
Materials:
 Super Size Me (on DVD or Netflix streaming)
 Previewing Survey
 Super Size Me Viewing Sheet
Standards:
 1.5.12.A: Write with a clear focus, identifying topic, task, and audience.
 1.6.12.A: Listen critically and respond to others in small and large group situations. Respond with
grade level appropriate questions, ideas, information or opinions.
 1.9.12.A: Use media and technology resources for research, information, analysis, problem
solving, and decision making in content learning. Identify complexities and inconsistencies in the
information and the different perspectives found in each medium.
 1.2.12.A: Evaluate and critique text organization and content to determine the author’s purpose
and effectiveness according to the theses, accuracy, thoroughness, logic, and reasoning
 1.2.12.C: Examine the author’s explicit and implicit bias and assumptions, beliefs about a subject,
use of fact and/or opinion, and/or the author’s argument or defense of a claim as related to
essential and non-essential information.
Essential Questions:
 Is fast food negatively affecting our culture and health?
 How does Spurlock present his position in the opening sequence of this film?
 What type of documentary is this, and how do we know?
 What do you predict will happen to Spurlock during the course of his experiment?
Procedure:
1. Students should share and discuss their advertising tallies with a partner (2 mins)
2. Share advertising tallies as a class - how many food or drink ads did you see, and what were the
most dominant ones? Make a list on the board. Brief discussion - do these ads effect our
consumption and health? (5 mins)
3. Distribute Previewing Survey. Students should complete and then briefly discuss as a class (5-7
mins)
4. Distribute Super Size Me Viewing Sheet and begin showing the film. Stop at 00:04 minutes and
briefly discuss: what is Spurlock's focus or purpose, how do we know it, and what type of
documentary is this (give evidence)? Resume the film until 00:29 minutes (chapter: "The
Impact"). Students should be taking notes on their note sheet while watching. It is recommended
to pause viewing every 5-10 minutes so that students may jot down notes on their note sheet.
This way, students can focus on the film while viewing instead of concentrating on taking notes.
Objectionable images/language: At 00:07 mins, Spurlock is seen having a rectal exam (scene is 5
seconds long). It is censored, but to avoid objections, mute the projector screen so it goes dark for
a few seconds. At 00:26 mins, a writer for Reason magazine says "fuck you" during an interview.
At this point, sound can be briefly muted by simply turning down the volume for a second if
necessary.
5. End class with a brief discussion of students' predictions and interesting observations. In
addition, discuss the film’s bias. Does the film seem to be forcing you to believe a certain
viewpoint, or does it allow you to begin to form your own opinions? What do you think the “other
side” of this argument might be? How might a filmmaker depict that?
Previewing Survey: Super Size Me
1. How often do you eat at a fast-food restaurant?
every day
once a week
once a month
never/very rarely
2. Why do you eat fast food? (circle all that apply)
tastes good it's quick nothing else to eat
don't eat it
other reasons:
3. How often do you eat your school-provided lunch?
every day
once a week
once a month
never/very rarely
4.What words best describes your school lunch? (circle all that apply)
excellent
terrible
healthy
too few choices
other words:
5. How much exercise do you normally get in a week?
a lot
some
little
none
6.Do you think that people should be able to sue tobacco companies for their
addictions?
yes
no
maybe
don't know
Comments:
7. Do you think that people should be able to sue fast-food companies for their health?
yes
no
maybe
don't know
Comments:
8. In what ways do you think fast food can affect your health?
Name: ________________________________________________
Date: ______________________
Film Studies
Super Size Me Viewing Sheet
*Directions: Each day, take note of scenes or aspects of the film that stand out in terms of the three tracks
and methods of persuasion. Each scene does not need to contain important elements from all six areas,
but they should correlate to one another. (For example, if you write an example of ethos, jot down how it
was portrayed in the video, audio, or text track)
Day 1:
Item/Scene
Ethos
Pathos
Logos
Visual
Audio
Text
Discussion Questions:
1. What is the thesis or position of this film?
2. List ways in which Spurlock gives his position without actually stating it.
3. What problems, issues or challenges do you predict Spurlock might face during his “McDiet?”
Day 2:
Item/Scene
Ethos
Pathos
Logos
Visual
Audio
Text
Discussion Questions:
1. What are some major challenges Spurlock has faced so far?
2. How has this experiment effected Spurlock's health at this point? What do you predict for the rest of
his experiment?
3. If you were Spurlock, would you continue the experiment at this point, or would you stop? Explain
your answer.
4. Continue to think about the other side of this argument. Would the film be as effective if Spurlock had
not presented it in a persuasive manner? Why or why not?
Day 3:
Item/Scene
Ethos
Pathos
Logos
Visual
Audio
Text
Discussion Questions:
1. Are you a heavy user, or a super heavy user, according to the film? How often do you eat fast food?
2. Do you believe people can become addicted to fast food? Why or why not?
3. Has Spurlock changed, or perhaps reinforced, your opinions about fast food? Why or why not? What
evidence or footage from the film was particularly influential on you, and why?
Unit: Documentary Films
Class: Film Studies
Day: 5
Topic: Super Size Me
Objectives:
Observe how Spurlock uses persuasion throughout the film
Materials:
 Super Size Me (on DVD or Netflix streaming)
 student journals
 Super Size Me Viewing Sheet
Standards:
 1.5.12.A: Write with a clear focus, identifying topic, task, and audience.
 1.6.12.A: Listen critically and respond to others in small and large group situations. Respond with
grade level appropriate questions, ideas, information or opinions.
 1.9.12.A: Use media and technology resources for research, information, analysis, problem
solving, and decision making in content learning. Identify complexities and inconsistencies in the
information and the different perspectives found in each medium.
 1.2.12.A: Evaluate and critique text organization and content to determine the author’s purpose
and effectiveness according to the theses, accuracy, thoroughness, logic, and reasoning
 1.2.12.C: Examine the author’s explicit and implicit bias and assumptions, beliefs about a subject,
use of fact and/or opinion, and/or the author’s argument or defense of a claim as related to
essential and non-essential information.
Essential Questions:
 Is fast food negatively affecting our culture and health?
 How does Spurlock present his position throughout this film?
 How has Spurlock's experiment begun to affect his health? What does this tell us about fast food?
Procedure:
1. Students should write in their journals: Think about what Spurlock has undertaken to prove his
point. How far would you go to prove a point or stand up for something you believe in? Would
you risk your job, health, freedom, your life or the lives of your loved ones? What are some causes
you could see yourself going "out on a limb" for, and why? (5 minutes, plus 3-5 minute discussion
time)
2. Resume the film at 00:29 (chapter: "The Impact") and continue until 01:10 (chapter: "Addiction").
While viewing, students should be continuing their notes in the Day 2 viewing log. Continue to
pause the film every 5-10 minutes so students may write down their notes and have time to think
about the segment they have seen.
Objectionable images/language: From 01:05 - 01:06, Spurlock's girlfriend discusses how his diet
has affected their sex life. If this cannot be shown, simply fast forward for the minute, or mute the
sound and/or projector screen.
3. End class with a brief discussion - how has Spurlock's health been affected thus far? Are you
surprised? How does he continue to prove his point without coming out and stating it?
Unit: Documentary Films
Class: Film Studies
Day: 6
Topic: Super Size Me
Objectives:
 Observe how Spurlock uses persuasion throughout the film
 Determine whether Spurlock met his goal of persuading the audience
Materials:
 Super Size Me (on DVD or Netflix streaming)
 Super Size Me Viewing Sheet
Standards:
 1.5.12.A: Write with a clear focus, identifying topic, task, and audience.
 1.6.12.A: Listen critically and respond to others in small and large group situations. Respond with
grade level appropriate questions, ideas, information or opinions.
 1.9.12.A: Use media and technology resources for research, information, analysis, problem
solving, and decision making in content learning. Identify complexities and inconsistencies in the
information and the different perspectives found in each medium.
 1.2.12.A: Evaluate and critique text organization and content to determine the author’s purpose
and effectiveness according to the theses, accuracy, thoroughness, logic, and reasoning
 1.2.12.C: Examine the author’s explicit and implicit bias and assumptions, beliefs about a subject,
use of fact and/or opinion, and/or the author’s argument or defense of a claim as related to
essential and non-essential information.
Essential Questions:
 Were you convinced by Spurlock's film?
 Is Spurlock's experiment realistic?
 How were the methods of persuasion used in conjunction with the three tracks to create a
persuasive piece?
Procedure:
1. Resume the film at 01:10 (chapter: "The Impact") and continue until closing credits (01:40).
While viewing, students should finish their notes in the Day 3 viewing log. Continue to pause the
film every 5-10 minutes so students can write down their notes and think about the segment they
have seen.
Objectionable images/language: From 01:16 – 01:18, a gastric bypass surgery is shown. Simply
mute the projector screen for any students with a sensitive constitution – there is a classical piece
of music played over the surgery, so it is easy to determine when the scene is over (at the end of
the song).
2. End class with a discussion: was Spurlock convincing? Why or why not? In what ways was this
film persuasive, and in what ways was it unrealistic or biased? Do you think you will continue to
eat fast food? Should fast food companies be held responsible for obesity and health problems in
America?
Suggestions for Closing Questions and Activities
 Students could film their own mini-documentary (5-10 minutes) or a short PSA that shows the fast
food industry from the “other side” of Spurlock’s argument. This would be a good way to have
students engage in persuasion and looking at an issue from both standpoints. Materials needed
would be smart phones, video cameras, or Flip cameras, and computers. This could be an activity
that takes place over the course of 3-4 days. Allot 2 days for scripting and filming, and 1-2 days for
uploading and editing. Then, have a screening day in which students share their videos.
 Spend a day showing clips from documentaries that are NOT persuasive – “Born into Brothels,”
“The Devil’s Playground,” and “Freakonomics” are good examples. Have a Socratic seminar or
class discussion about how these docs are different from a persuasive one. How do the audio,
visual and text tracks interact to allow the viewer to form their OWN opinions?
 Students could choose a documentary to watch outside of class. They could then write a paper
describing the style of the documentary and its use of audio, visual, and text tracks. What is the
purpose of the film? What effect did it have on you? How was the “story” told?