Funding for the VITAL/Ready to Teach collection was secured through the United States Department of Education under the Ready to Teach Program.
Academic standards correlations on Teachers' Domain use the Achievement Standards Network (ASN) database of state and national standards, provided to NSDL projects courtesy of JES & Co.
We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.
Students watch a video about the Dogon people of Africa and then complete a chart to categorize the information from the video.
Readers need to be able to identify missing, conflicting, unclear, and irrelevant information so they can analyze texts and determine how to categorize information in usable ways.
1. It is important in this activity that you not discuss the information prior to or during the viewing of the video segments. Allow students to explore their own inquiry in this process.
2. Distribute copies of the Identifying Information Graphic Model handout. Discuss the idea and purpose for identifying missing, conflicting, unclear, and irrelevant information.
3. Read the class one of your favorite picture books. Work through the Identifying Information Graphic Model handout for the book.
4. Show the Dogon video segment. Ask students to watch the video this first time to get the full meaning of the story.
5. After viewing the video, work together with students to construct an example of each of the four categories on the graphic model. Discuss how an example of unclear information may be different for various students: What is unclear to one student may be clear to another based on their prior knowledge. Then students will independently note examples of each of the four categories of information identified on the Identifying Information Graphic: The Dogon of Africa handout handout.For students who need additional teacher guidance:
Show the Dogon video a second time. This time ask students to listen for information to complete and confirm their responses. Assess students' responses on the handout. This activity is inquiry based and student centered. So, as long as the students' responses are logical and based on the video, they should receive credit. Total possible points for the assessment is four.