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        6-8

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        Identifying Information - The Dogon of Africa

        Students complete a chart to categorize information and identify missing, conflicting, unclear, and irrelevant information in a video.

        Lesson Summary

        Overview

        Students watch a video about the Dogon people of Africa and then complete a chart to categorize the information from the video. 

        Why is this an important concept?

        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. 

        Grade Level:

        6-8

        Suggested Time

        60-minutes

        Media Resources

        Materials

        The Lesson

        Part I: Learning Activity

        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:
        • Provide opportunities for students to view the video segment multiple times, pausing at intervals to allow time for note-taking.
        • Provide further assistance with taking notes, modeling the note-taking process as you watch the video together.
        • Provide opportunities for students to talk with you about the graphic organizer and the information in the video segment.

        Part II: Assessment

        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.

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