A. Combine and Revise Documentary Script – SL.7.4 (20 minutes)

• Review the appropriate learning targets relevant to the work to be completed in this section of the lesson:

“I can collaborate with my group to strengthen our documentary script, focusing on how well purpose and audience have been addressed.”

“I can choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.”

• Inform students they will combine and revise their parts of the documentary script, focusing on the content and language of the scripts. Tell students that today’s lesson will provide an opportunity to think more deeply about how listeners will understand the information in their script.
• Ask:

“What are some of the ways we might revise a piece of writing if we intend for people to hear it in a documentary film, instead of reading it?” (Responses will vary, but may include: We should think about how people only get to hear things once, usually, and so we should focus on making the sentences simpler and clearer where we can. We should revise our writing to emphasize certain words or sentences when we speak. We know that we can’t script everything, as some parts will depend on interviews and interactions with others. Also, we can think about how images and action sequences can add to our script.)

• Display and distribute the Presentation checklist. Inform students that as they combine their scripts today, they will use the first three rows of this checklist. Read aloud the first three rows. Then ask students to Think-Pair-Share:

“How will the first three criteria on the Presentation checklist help you make decisions about the content and language of your presentation?” (The Presentation checklist focuses on “emphasizing salient points” and presenting findings in a “focused and coherent” way, which helps remind us to really focus on emphasizing what is most important in a spoken presentation.)

• Explain that the Presentation checklist will help students refine the content and language of their written scripts to make them effective when read aloud.
• Allow several minutes for students to generate criteria for the third column of the first three rows of the Presentation checklist based on this discussion. Students can work independently or in triads. Circulate to identify any criteria to review as a class, using the Presentation checklist (example for teacher reference) for sample criteria as necessary.
• Invite students to join with their triads and retrieve their narrative lead and documentary script section to begin combining and making revisions to their scripts, focusing on transitions between sections; using clear, concise language to present findings about plastic pollution and highlight important points; and including pertinent facts, details, and examples in each section. Students should retrieve their action plan journal and Documentary Script planner to make sure they have included all the important claims, facts, details, and examples in all the sections of their documentary script. They may need to consult the texts from Module 4 to add facts, details, or examples.
• Circulate to support students as they work. Ask questions to guide their thinking:

“What are the key findings you want to include about plastic pollution?” (For students who need more support, ask, “What did you learn about the plastic pollution? Where did you include that information in your script?” ▲)

“Do you present your findings in a focused and coherent manner?” (For students who need more support, ask, “Do you tell the events of the action plan in order? Do you use transition words between paragraphs and sections?” ▲)

“Do you emphasize salient points?” (For students who need more support, ask, “Do you have an exciting hook or opening? Do you end with a message and reflection on plastic pollution?” ▲)

“Do you use descriptions, facts, details, and examples to help the reader understand your action plan and the problem of plastic pollution?” (For students who need more support, ask, “Do you include dialogue and description to make some events seem exciting?” ▲)

“What is the purpose of the documentary film?” (To convince others to take action to stop plastic pollution.)

“How and where did you address purpose in the documentary film script?” (Responses will vary.)

“Who is the audience for our documentary film script? (Responses will vary.”)

“How and where did you address audience in the documentary film script?” (Responses will vary.)

• Invite students to record Y for yes and the date in the final column of their Presentation checklist if they feel they have achieved the criteria marked on their checklist in their writing in this lesson.
• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.