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For Real

High School, ELA & Reading

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Description of Unit

In this unit of study, high school students exploring personal communication in English language arts, technology applications, or CTE courses will learn about the elements of documentaries and pseudo-documentaries/fauxmentaries. Independently or in groups, students will choose a topic that is meaningful and relevant to them and utilize appropriate technologies to create a pseudo-documentary/fauxmentary on the topic. Some examples of topics that may interest students include bullying, cyber-bullying, children caught in divorce, homelessness, popularity at all costs, the “sports-over-academics” mentality, growing up as an adopted child, concussions from athletics, cheating, and student competition for top 10 placement in their graduating class. This project will culminate in a student-hosted screening event for the class, campus, or community. Students may also choose to submit their videos to cinematic competition events in their community or online. 

This guide links the For Real unit to the Texas Essential Knowledge and Skills (TEKS) for high school students. For Real is an English language arts unit that can also be used in journalism, communication applications, technology applications, social studies, and fine arts courses. During the course of this unit, students will choose a topic to explore and create a pseudo-documentary/fauxmentary to share their findings. The term “pseudo” is added to indicate that while the premise of the documentary is real, the actual footage that makes up the film may be either completely scripted and filmed or a combination of real and scripted scenes. An example of such a project is the Netflix pseudo-documentary, A Girl Like Her, whereby a student decides to document the relentless bullying she endures. The film is made to seem as though it is an actual documentary, which enhances audience engagement. This project will allow students to research and document issues through a more creative lens. The following document includes the applicable TEKS and the details of the For Real unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008. 

Phase I. Learning Experiences

Students will develop their understanding of both documentaries and pseudo-documentaries/fauxmentaries through viewing, discussion, and analysis.

  1. The teacher will guide students through a classroom discussion regarding the definitions and characteristics of documentaries and pseudo-documentaries/fauxmentaries, generating a K-W-L chart with the class. Students will use this graphic organizer to aid in the creation of a knowledge statement. Students can create an ongoing list of new vocabulary terms they acquire during the discussion.

    2. Possible questions to guide students’ thinking might include the following:

    • What is a documentary?
    • What are the characteristics of a pseudo-documentary/fauxmentary?

    The teacher will provide credible references and information to solidify students’ understanding of the definitions and characteristics of the genres. The teacher may choose to show a video to enhance student understanding of pseudo-documentaries.

    Students will compare and contrast the two genres and revise their original knowledge statements generated during the class discussion.

  2. Following the teacher-led discussion, students will view similar content through the lenses of both genres. Students will discuss and analyze the examples to build their foundational knowledge.

    3. The following questions may be used to guide students through the analysis process. Students will work in pairs to complete the analyses of the genre examples and will share their findings with the class through a Socratic seminar.

    • Why would someone choose to share their views through the medium of film versus other methods?
    • Why would an author specifically choose the genre of documentaries? Pseudo-documentaries/fauxmentaries?
    • How can we evaluate an author’s intent versus the actual impact of the film?
    • Which genre has more impact on today’s society? Why?
    • What populations would be more influenced by documentaries versus fauxmentaries and vice versa? Explain your reasoning.
    • What are some issues that are prominent in today’s society?
    • What makes an issue worthy of the creation of a documentary or pseudo-documentary/fauxmentary?
  3. The teacher will lead a class discussion on digital literacy and source credibility to prepare students for the research process. Students will want to consult Cornell Library’s online resource on critically analyzing information sources.
  4. Students will then research the process and terminology of filmmaking and prepare to create and edit their own pseudo-documentary/fauxmentary through classroom lessons.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. After exploring the filmmaking process, students will choose a topic that is meaningful and relevant to them to research, either in small groups or individually.
  2. Guiding questions. At the high school level, students should be able to generate a list of research questions for their topic, but the following key questions may help guide their thinking:
    • What do you want people to know?
    • What do you want people to feel?
    • What do you want people to think?
    • What do you want people to do?
  3. Developing a project proposal. Students will complete a project proposal that includes a topic, idea, and plan for completion (including a timeline and potential assignments of group roles/duties). Students will present the plan to the teacher and gain approval.

    4. The following steps may aid students in generating their proposal:

    • Specify your concern or issue
    • Decide what you want to know about the specific concern or issue
    • Turn what you want to know into a question
    • Ensure that the question is answerable
    • Check to make sure the question is not too broad or too narrow
  4. Conducting research. Working independently or in small groups, students will research their topic and glean insights and information to be included in their final product. The students must complete a Works Cited page that includes at least 10 references. The references should include a mix of primary and secondary sources.

B. The product

The students will storyboard, plan, and produce a pseudo-documentary/fauxmentary, incorporating knowledge gained from their research. Students will edit their products with peers in small groups prior to conducting a student-hosted screening event for the class, school, or community.

C. Communication

Students will communicate their learning through a seven- to nine-minute presentation— including the video—engaging their audience in the content of their work. Audience members should ask unscripted questions for the students to answer.

D. A completed project consists of:

  1. The research proposal, including guiding questions
  2. A research log, note cards, or resource-process sheet (may be created digitally)
  3. A Works Cited page with at least 10 references (please address source credibility with students)
  4. A storyboard and student-created pseudo-documentary/fauxmentary
  5. A screening for the class, campus, or community

Finally, students will write a reflection about this project and their learning. Potential guiding questions they may want to consider in their reflection include the following:

  • What did you learn about documentaries and creating pseudo- documentaries during this process?
  • In terms of planning your film, what did you find helpful? Explain.
  • After having gone through the editing process, what would you go back and change or do differently?
  • After viewing your finished film, what worked and what did not?
  • What role did you play in your group? How or what did you contribute? Be specific.
  • Ηοω might you have improved your performance?
  • Did the final product meet the initial goal? Explain.
  • Did your understanding and appreciation of the genre change as a result of participating in this process and project?

This unit may address the following TEKS.

110.31, English Language Arts and Reading, English I

110.31(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.31(b)(2)
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.31(b)(12)
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.31(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.31(b)(17)
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.31(b)(19)
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
110.31(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.31(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.31(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
110.31(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.31(b)(25)
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give presentations using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

110.32, English Language Arts and Reading, English II

110.32(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.32(b)(2)
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.32(b)(8)
Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details.
110.32(b)(9)
Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
110.32(b)(12)
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.32(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.32(b)(14)
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing.
110.32(b)(16)
Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes:
110.32(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.32(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.32(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.32(b)(25)
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advance a coherent argument that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

110.33, English Language Arts and Reading, English III

110.33(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.33(b)(2)
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.33(b)(12)
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.33(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.33(b)(14)
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing.
110.33(b)(16)
Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes:
110.33(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.33(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.33(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:
110.33(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.33(b)(25)
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices, and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

110.34, English Language Arts and Reading, English IV

110.34(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.34(b)(2)
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.34(b)(6)
Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze the effect of ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and overstatement in literary essays, speeches, and other forms of literary nonfiction.
110.34(b)(8)
Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the consistency and clarity of the expression of the controlling idea and the ways in which the organizational and rhetorical patterns of text support or confound the author's meaning or purpose.
110.34(b)(11)
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.34(b)(12)
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.34(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.34(b)(15)
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
110.34(b)(17)
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.34(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.
110.34(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.34(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.34(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:
110.34(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.34(b)(25)
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to formulate sound arguments by using elements of classical speeches (e.g., introduction, first and second transitions, body, and conclusion), the art of persuasion, rhetorical devices, eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

117.315, Theatre, Level I

117.315(c)(2)
Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations.
117.315(c)(2)(A)
demonstrate safe use of the voice and body;
117.315(c)(2)(B)
define creativity as it relates to personal expression;
117.315(c)(2)(C)
employ effective voice and diction to express thoughts and feelings;
117.315(c)(2)(F)
create, write, and refine original monologues, improvisations, scenes, or vignettes that reflect dramatic structure to convey meaning to the audience through live performance or media forms.
117.315(c)(3)
Creative expression: production. The student applies design, directing, and theatre production concepts and skills.
117.315(c)(3)(C)
perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others in a production role to tell a story through live theatre or media performance;
117.315(c)(5)
Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances.
117.315(c)(5)(C)
offer and receive constructive criticism of peer performances;
117.315(c)(5)(E)
evaluate film, television, or other media in written or oral form with precise and specific observations using appropriate evaluative theatre vocabulary such as intent, structure, effectiveness, and value;
117.315(c)(5)(G)
use technology such as electronic portfolios, research projects, and journals to document and present information in a clear and coherent manner;

117.316, Theatre, Level II

117.316(c)(2)
Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations.
117.316(c)(2)(A)
model safe, appropriate techniques to allow for physical, vocal, and emotional expression;
117.316(c)(2)(B)
explore creativity as it relates to self and ensemble;
117.316(c)(2)(C)
demonstrate effective voice and diction to express thoughts and feelings;
117.316(c)(2)(E)
develop physical techniques consistently to express thoughts, feelings, and actions non-verbally;
117.316(c)(3)
Creative expression: production. The student applies design, directing, and theatre production concepts and skills.
117.316(c)(3)(D)
perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others to tell a story through live theatre or media performance;
117.316(c)(5)
Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances.
117.316(c)(5)(C)
offer and receive constructive criticism of peer performances;
117.316(c)(5)(D)
evaluate the treatment of artistic elements such as theme, character, setting, and action in theatre, musical theatre, dance, art, music, or other media and integrate more than one art form in informal presentations;
117.316(c)(5)(F)
use technology such as portfolios, research projects, and journals to document and present information in a clear and coherent manner;

117.317, Theatre, Level III

117.317(c)(1)
Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre.
117.317(c)(1)(E)
distinguish between the theatrical conventions of theatre, film, television, and other media;

117.318, Theatre, Level IV

117.318(c)(1)
Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre.
117.318(c)(1)(D)
compare the structure of theatre to that of film, television, and other media;

117.323, Technical Theatre, Level I

117.323(c)(1)
Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre.
117.323(c)(1)(E)
read scripts and apply basic script analysis techniques to technical theatre elements.
117.323(c)(3)
Creative expression: production. The student applies design, directing, and theatre production concepts and skills.
117.323(c)(5)
Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances.
117.323(c)(5)(G)
use technology to communicate and present findings in a clear and coherent manner.

117.324, Technical Theatre, Level II

117.324(c)(1)
Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the world using elements of drama and conventions of theatre.
117.324(c)(1)(E)
read and analyze scripts to determine technical theatre elements.
117.324(c)(3)
Creative expression: production. The student focuses on a specific area of technical theatre production concepts and skills. The student demonstrates an understanding of and skills in scenery, props, lighting, costumes and makeup, sound, or theatre management.
117.324(c)(5)
Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances.
117.324(c)(5)(I)
use technology to communicate and present findings in a clear and coherent manner.

113.41, United States History Studies Since 1877

113.41(c)(29)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.41(c)(30)
Social studies skills. The student communicates in written, oral, and visual forms.

113.42, World History Studies

113.42(c)(25)
Culture. The student understands how the development of ideas has influenced institutions and societies.
113.42(c)(29)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.42(c)(30)
Social studies skills. The student communicates in written, oral, and visual forms.
113.42(c)(31)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

126.41, Digital Design and Media Production

126.41(c)(2)
Communication and collaboration. The student understands professional digital media communications strategies.
126.41(c)(2)(A)
adapt the language and design of a project for audience, purpose, situation, and intent;
126.41(c)(2)(B)
organize oral, written, and graphic information into formal and informal publications;
126.41(c)(2)(C)
interpret and communicate information to multiple audiences;
126.41(c)(2)(D)
collaborate to create original projects, including seeking and responding to advice from others such as peers or experts in the creation and evaluation process.
126.41(c)(4)
Critical thinking, problem solving, and decision making. The student implements problem-solving methods using critical-thinking skills to plan, implement, manage, and evaluate projects; solve problems; make informed decisions using appropriate digital tools and resources.
126.41(c)(4)(A)
employ critical-thinking and interpersonal skills to solve problems and make decisions through planning and gathering, interpreting, and evaluating data;
126.41(c)(4)(B)
identify and organize the tasks for completion of a project using the most appropriate digital tools;
126.41(c)(4)(C)
distinguish design requirements as they relate to the purposes and audiences of a project and apply appropriate design elements;
126.41(c)(4)(D)
seek and respond to input from others, including peers, teachers, and outside collaborators;
126.41(c)(4)(E)
evaluate a process and project both independently and collaboratively and make suggested revisions;
126.41(c)(4)(F)
transfer critical-thinking, problem-solving, and decision-making processes when using new technologies.
126.41(c)(6)
Technology operations and concepts. The student uses technology concepts, systems, and operations as appropriate for a project.
126.41(c)(6)(H)
deploy digital media into print, web, and video products to:

126.42, Digital Art and Animation

126.42(c)(1)
Creativity and innovation. The student demonstrates creative thinking, constructs knowledge, and develops innovative products and processes using technology.
126.42(c)(1)(A)
evaluate, edit, and create scripts for animations;
126.42(c)(1)(B)
identify and apply color theories, including harmony rules, tints, shades, gradients, color mixing, new color creation, and the visual impacts of specific color combinations using a digital format;
126.42(c)(1)(C)
compare, contrast, and integrate the basic sound editing principles, including mixing and manipulating wave forms, audio tracks, and effects;
126.42(c)(1)(D)
compare and contrast the rules of composition such as the rule of thirds or the golden section/rectangle with respect to harmony and balance;
126.42(c)(1)(E)
evaluate the fundamental concepts of a digital art and design such as composition, perspective, angles, lighting, repetition, proximity, white space, balance, and contrast;
126.42(c)(1)(F)
analyze digital art designs to interpret the point of interest, the prominence of the subject, and visual parallels between the structures of natural and human-made environments;
126.42(c)(1)(G)
distinguish among typefaces while recognizing and resolving conflicts that occur through the use of typography as a design element;
126.42(c)(1)(H)
use perspective, including backgrounds, light, shades and shadows, hue and saturation, and scale, to capture a focal point and create depth;
126.42(c)(1)(I)
use the basic principles of design such as proportion, balance, variety, emphasis, harmony, symmetry, and unity in type, color, size, line thickness, shape, and space;
126.42(c)(1)(J)
edit files using appropriate digital editing tools and established design principles such as consistency, repetition, alignment, proximity, white space, image file size, color use, and font size, type, and style;
126.42(c)(1)(K)
identify pictorial qualities in a design such as shape and form, space and depth, or pattern and texture to create visual unity and desired effects in designs.

126.43, 3-D Modeling and Animation

126.43(c)(2)
Communication and collaboration. The student uses digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning experience of others.
126.43(c)(2)(A)
use vocabulary as it relates to digital art, audio, and animation;
126.43(c)(2)(B)
demonstrate the use of technology to participate in self-directed and collaborative activities within the global community;
126.43(c)(2)(F)
collaborate with peers in delineating technological tasks;
126.43(c)(2)(G)
publish and save information in a variety of ways, including print or digital formats;
126.43(c)(2)(H)
analyze and evaluate projects for design, content delivery, purpose, and audience;
126.43(c)(2)(I)
critique original 3-D digital artwork, portfolios, and products with peers.

126.44, Digital Communications in the 21st Century

126.44(c)(2)
Creativity and innovation. The student uses innovative thinking to develop new ideas and processes for solving real-world issues and conveying those ideas to a global audience through a persuasive digital product.
126.44(c)(2)(A)
examine real-world issues relating to current topics such as health care, government, business, or aerospace;
126.44(c)(2)(B)
develop innovative solutions to address issues;
126.44(c)(2)(C)
create unique methods and products conveying solutions to audiences beyond the classroom such as school officials, non-profit organizations, higher education officials, government, or other stakeholders;
126.44(c)(2)(D)
demonstrate the effective use and importance of verbal and nonverbal communication skills when presenting ideas and solutions to diverse audiences;
126.44(c)(2)(E)
use appropriate techniques to manage communication apprehension, build self-confidence, and gain command of information.
126.44(c)(5)
Research and information fluency. The student uses a variety of strategies to acquire and evaluate information relating to real-world issues.
126.44(c)(5)(A)
locate authoritative information from primary and secondary sources such as field experts, online full-text databases, or current news databases;
126.44(c)(5)(B)
make decisions regarding the selection, acquisition, and use of information gathered, taking into consideration its quality, appropriateness, effectiveness, and level of interest to society;
126.44(c)(5)(C)
demonstrate fluency in the use of a variety of electronic sources such as cloud computing, emerging collaboration technologies, data mining strategies, and mobile or other technologies.
126.44(c)(6)
Research and information fluency. The student uses a variety of digital tools to synthesize information related to real-world issues in student-created materials.
126.44(c)(6)(A)
construct real-world informational materials that inform, persuade, or recommend reform of selected issues;
126.44(c)(6)(B)
identify and employ a method to evaluate the design, functionality, and accuracy of the student-created materials;
126.44(c)(6)(C)
use effective strategies to organize and outline presentations to support and clarify points.
126.44(c)(7)
Critical thinking, problem solving, and decision making. The student uses critical-thinking skills to conduct research, manage products, solve problems, and make informed decisions for real-world local, state, national, and global issues.
126.44(c)(7)(A)
identify and define authentic problems and significant questions for investigation;
126.44(c)(7)(B)
design and implement procedures to track trends, set timelines, and review and evaluate progress for project completion;
126.44(c)(7)(C)
read and use technical documentation, including appropriate help options, to complete tasks;
126.44(c)(7)(D)
analyze the audience, occasion, and purpose when designing presentations.
126.44(c)(12)
Technology operations and concepts. The student demonstrates knowledge through various cloud and network technologies such as web-based interactive presentations, document sharing, and online scholarly databases.
126.44(c)(12)(A)
use necessary vocabulary related to digital tools;
126.44(c)(12)(B)
retrieve and discriminate between authoritative and non-authoritative data sources;
126.44(c)(12)(C)
adopt, adapt, and transfer prior knowledge to multiple situations when retrieving, manipulating, and creating original digital projects.

126.45, Digital Video and Audio Design

126.45(c)(5)
Communication and collaboration. The student understands professional communication strategies.
126.45(c)(5)(A)
adapt language such as structure and style for audience, purpose, situation, and intent;
126.45(c)(5)(B)
organize oral and written information;
126.45(c)(5)(C)
interpret and communicate information, data, and observations;
126.45(c)(5)(D)
present formal and informal presentations;
126.45(c)(5)(E)
apply active listening skills;
126.45(c)(5)(F)
listen to and speak with diverse individuals;
126.45(c)(5)(G)
exhibit public relations skills;
126.45(c)(5)(H)
employ leadership skills;
126.45(c)(5)(I)
employ collaborative and conflict-management skills;
126.45(c)(5)(J)
conduct and participate in meetings;
126.45(c)(6)
Research and information fluency. The student understands the pre-production process.
126.45(c)(6)(A)
identify critical elements in the pre-production stage, including design procedures, timeline development, technology specifications, scripting techniques, and budgeting procedures;
126.45(c)(6)(B)
analyze script and storyboard development processes for a successful production;
126.45(c)(6)(C)
identify and participate in the team roles required for completion of a production;
126.45(c)(6)(D)
identify equipment, crew, and cast requirements for a scripted production;
126.45(c)(6)(E)
understand the casting or audition process.
126.45(c)(9)
Technology operations and concepts. The student develops a basic understanding of the history, current practice, future trends, and procedural protocols in the use of audio and video production.
126.45(c)(9)(A)
explain the origin and evolution of audio, video, and film;
126.45(c)(9)(B)
describe how changing technology impacts the digital society;
126.45(c)(9)(C)
define terminology associated with the industry;
126.45(c)(9)(D)
apply knowledge of audio and video script production;
126.45(c)(9)(E)
discuss the impact of audio and video selection on human emotion;

130.82, Principles of Arts, Audio/Video Technology, and Communications

130.82(c)(2)
The student applies English language arts in Arts, Audio/Video Technology, and Communications projects.
130.82(c)(3)
The student applies professional communications strategies.
130.82(c)(4)
The student understands and examines problem-solving methods.
130.82(c)(4)(A)
employ critical-thinking skills independently and in groups;
130.82(c)(4)(B)
employ interpersonal skills in groups to solve problems.
130.82(c)(19)
The student applies technical skills for efficiency.
130.82(c)(19)(A)
employ planning and time-management skills to complete work tasks;
130.82(c)(20)
The student develops a basic understanding of arts, audio/video technology, and communications.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.

Social Studies:

SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2
 Analyze ethical issues in historical, cultural, and social contexts.
SS.II.B.1
 Explain and evaluate the concepts of race, ethnicity, and nationalism.
SS.II.B.2
 Explain and evaluate the concept of gender.
SS.II.B.3
 Analyze diverse religious concepts, structures, and institutions around the world.
SS.II.B.4
 Evaluate how major philosophical and intellectual concepts influence human behavior or identity.
SS.II.B.6
 Analyze how individual and group identities are established and change over time.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.IV.D.2
 Recognize and evaluate counter-arguments.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.C.1
 Analyze a situation to identify a problem to be solved.
CDS.I.C.2
 Develop and apply multiple strategies to solve a problem.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.1
Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.3
Follow relevant rules governing attribution.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.B.2
Distinguish between and among primary and secondary sources.
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