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LP English - Investigative Documentaries: Assignment and Rubric

This guide gathers together information for the LP Investigative Documentaries Project.

Assignment

‚ÄčInvestigative Documentary Project

LP Language Unit 3 Spring Semester 2019

Performance Assessment (P1)

 

The Challenge:

With your team of 3-4 members, produce a 5-7 minute documentary film that spotlights a potential

problem area in a community (either RC, Istanbul, or beyond).

 

A few guidelines:

  • As your work in this unit will earn you CIP hours, your documentary should help your audience better understand and empathize with an important issue in a community that you investigate.
  • Teamwork is an essential part of this process.  Be ready to actively collaborate, to share responsibilities, to manage deadlines, and to support your team through successes and failures in the project.
  • You will be expected to use a wide range of resources to conduct your investigation.  At minimum, you should have 8-10 sources. You should consider a variety of ways to ask questions and conduct research that will allow you to collect useful data and information.
  • The best documentary from each LP section will be featured in a film festival after spring break.
  • Assessment is process-based.  You will be graded on the summative rubric at each checkpoint listed below.  You may be graded as a team or individually depending on the expectations of the checkpoint.  You will not have the opportunity to re-submit parts of the process, but your final documentary should reflect adjustments and improvements that you make after receiving feedback from your teacher.

The Checkpoints:

Checkpoint 1 (10%):

Investigative Question

due approx. Fri. February 8

In your newly formed teams, write an open-ended question that will guide your investigation and help to focus the topic of your documentary.

Checkpoint 2 (20%)

Research Plan

(2 weeks)

due approx. Fri. February 22

Now that you have a focus for your documentary project, organize a research plan that will allow you to fully investigate your topic.  Your teacher will guide you on the specific requirements of your plan, which may include the following:

  • a revised research question
  • 7-10 sub-questions that will help you to fully investigate your topic.
  • a working bibliography of at least 8-10 primary and secondary sources to use as a starting point for your research.  Be sure to run a CRAAP test for each source to make sure it is a strong source for your project!
  • open-ended questions for any interviews you plan to conduct, and drafts of surveys that will lead to useful information (remember, all surveys must be approved first by your teacher, and then by Mrs. Halicioglu).
  • A day-by-day plan for your research, including copies of all email communication.

Checkpoint 3 (10%):

Project Plan and Annotated Bibliography

due approx. Fri. February 23

At this point, your research should be well underway, and you’ve hopefully collected enough information to start start shaping a vision of your final film (this, of course, may change).  

Now it’s time to seek support for your project.  Imagine you are speaking to a panel of executives (your classmates) who are deciding whether or not to invest in your production.  Decide on a creative presentation format for a 3-5 minute pitch in which you demonstrate the purpose and importance of your film. The presentation might include a trailer or other means of displaying footage and findings.  After your pitch, collect feedback from your audience regarding next steps for your research.

Checkpoint 4 (10%):

Mid-unit Film Pitch

due approx. Fri. March 2

You’re nearly finished your research, and you’ve collected a variety of feedback to help you revise your ideas.  Now it’s time to synthesize your findings and make decisions for your final film.

For this checkpoint, submit the following:

  • an annotated bibliography that contains a 150-word evaluation of eight sources you will use in your final film.  
  • a storyboard for your documentary that demonstrates clear purpose and logical synthesis of your research.


Checkpoint 5 (30%):

Final Documentary

(2 weeks)

due Fri. March 29 @ 3:30pm

Submit your final 5-7 minute documentary with full citations.  All group members are expected to contribute to the narration of the film.

**Each class will choose one film to share in a film festival after Spring Break**

How else will I be assessed in Unit 3? 

Unit 3 Written

(W1)

 

  • Demonstrate your ability to write with informational sources.
  • Demonstrate your ability to evaluate the effectiveness of a source.

Unit 3 Participation

(P2A)

 
  • Work collaboratively and fulfill individual responsibilities.
  • Maintain team communication in English.
  • Manage time effectively.

Rubric

Team Members’ Names: ___________________________________________________________________________________________________


 

Checkpoint

Exceeds Expectations

10-9

Meets Expectations

8-7

Approaching Expectations

6-5

Does Not Meet Expectations

4-0

#1: Investigative Question (10%)

Investigative question is original, open-ended, and will lead the team to produce a meaningful product.

Investigative question is open, but may lack some originality or viability.  Team should consider some small adjustments.

Investigative question has potential, but may be closed, limited, or excessively biased.  The question should be revised.

The investigative question is inappropriate and will not lead the team to a successful project.  The team should consider a new topic.

#2: Research plan (20%)

The team’s research plan and related communication is organized, professional, and will lead to a full investigation of the main topic.  The team’s sources, questions, and approach will lead to a diverse and useful pool of information.

The team’s research plan and related communication is mostly organized and professional; the team should consider additional sources or revisions of its questions and approach to lead to a fuller investigation.

The team’s research plan is somewhat disorganized and/or unprofessional; the team’s sources, questions, and approach are currently limited.

The team’s research plan is disorganized and/or unprofessional.  The team lacks sources, questions, and/or a plan that will lead to investigation of its topic.

#3: Film pitch (20%)

The team’s 3-5 minute pitch clearly demonstrates the purpose and importance of their film through effective presentation choices, strong evidence from their research, and persuasive speaking skills.

The team successfully responds to questions and accepts feedback from the audience.

The team’s 3-5 minute pitch mostly demonstrates the purpose and importance of their film through adequate presentation choices, evidence from their research, and persuasive speaking skills.  

The team can mostly respond to questions and feedback from the audience.

The team’s pitch is a little more or a little less than 3-5 minutes.

The team has some success in demonstrating the purpose and importance of their film.  

 

The team’s pitch requires more evidence, improvement in speaking skills, or re-consideration of some presentation choices.

The team can respond minimally to questions from the audience.

The team’s pitch is too long or too short.

The team is not successful in demonstrating the purpose and importance of their film.  There is minimal evidence, and ineffective choices in delivery of the information.

 

The team is unable to respond to questions, and does not accept feedback from the audience.

#4: Annotated bibliography and storyboard (20%)

The team’s annotated bibliography effectively evaluates at least 8 sources and successfully demonstrates their relevance to the research.

The team’s storyboard demonstrates clear purpose, logical organization, and skillful synthesis of research.

The team’s annotated bibliography adequately evaluates at least 8 sources and mostly demonstrates their relevance to the research.

The team’s storyboard adequately demonstrates purpose, logical organization, and skillful synthesis of research.

The team’s annotated bibliography is partially complete and only somewhat demonstrates the relevance of sources to the research.

The team’s storyboard struggles to demonstrate purpose or present a logical organization and synthesis of research.

The team’s annotated bibliography is largely incomplete and/or missing.  The annotations do not demonstrate the relevance of the sources to the research.

The team’s storyboard is incomplete, and/or randomly assembled.

#5: Final production (30%)

The final documentary has significant impact.  It reflects careful revision of earlier steps, and clear purpose fulfilled with meaningful synthesis of research, entertaining narration by all group members, and substantial attention to editing the visual and auditory elements of the film.

The final documentary has some impact.  The team has revised some of its earlier steps.  The film reflects a generally clear purpose fulfilled with adequate synthesis of research and clear narration by all group members.  Some consideration has been given to the visual and auditory elements of the film.

The final documentary lacks impact.  More attention should have been given to revision of earlier steps.  Sometimes the purpose of the film is unclear. Research is present, though not enough and/or not synthesized effectively.  Contributions of group members may be unbalanced. The film would benefit from more editing.

The final documentary has no impact.  There is no clear purpose, and the film does not reflect application of feedback from the process.  Research is largely missing and/or disorganized. The film requires significant editing.

Final Documentary Assessment:

 

Checkpoint

Teacher Feedback

Score (out of 10)

Weighted

1

   

x 1 =

2

   

x 2 =

3

   

x 2 =

4

   

x 2 =

5

   

x 3 =

 

                                                                     TOTAL = ____________/100