Double Vision Video

Learning Targets

Students will:

Connection:

In addition to communicating with students directly, reach out to parents via email or a parent-teacher communication app.
Encourage the use of all the languages that each student speaks in order to leverage participation from family members.
Recommend to family members to extend this activity by watching videos in their home language about the same content, and discuss what new information each has learned.

Before Activity:

Select a short (3-10 minute) content-related video clip. Preview the clip to identify language that students will need to understand to make the video comprehensible, focusing on new content-specific vocabulary and signal words.
Decide options for students to share their learning and completed graphic organizer.
Customize the email template, adding the link to the video, to send to students with the steps to completing this activity.
Set up a time and place to discuss the video, once students have watched and taken notes.

During Activity:

Share the objective and steps to the activity with the students, via the online classroom, as a pre-recorded message, or as an email or text message. Provide any specific focus points that align with your content goals.
Ask students to view the video on mute, encouraging them to focus on specific content.
Using the graphic organizer, students take notes about their observations and share with a family member, if possible.
Ask students to view the video again, with sound.
Students take notes on the graphic organizer, focusing on new language, details, and learning.
Students prepare to discuss what they saw and heard with a family member or in an online environment.

Ask students to explain in written form, or articulate in an online environment, how and why their interpretation of the video’s meaning changed once sound was added.
Encourage students to pause the video when they hear content-specific vocabulary and create a vocabulary list.
Ensure clear communication to families that students are being asked to view educational videos for this activity, and not entertainment videos.

Notes in the graphic organizer are unique and descriptive.
Students use content language to write about and discuss the video.
Students are able to discuss the content language and the differences in what they learned in each viewing.

Too lengthy or too complex of a video may challenge students’ attention span and ability to absorb content and language. Choose wisely!
Emphasize that students should be watching out for certain language and content.
Ensure that students who lack technology are able to play a video on a mobile device without needing a password or login to participate in the activity.

Provide links to online glossaries and dictionaries if there is a need for further explanations of the content-specific vocabulary.
Provide suggested timestamps for students to pause and digest rather than watching the full video at once, even if it’s short.