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Real to Reel


Students create a short video reel proving their understanding of a concept.


  • Technology and designated app students should use to record their reels (videos)
  • Real to Reel template – Math, Science, Social Studies, Electives (English/Spanish)
  • Real to Reel template – RLA (English/Spanish)


  1. Students create a 2-3 minute reel (video) summarizing what they know about a concept. Students may record a freeform summary, design and record a quick summary movie or skit, or develop and record their video following these guidelines:
    • State the concept on which the reel (video) is focused.
    • Select 2 of the 3 options below as the focus of the reel:
    • Real Words: List and explain at least 3 important words you really know, associated with the concept.
    • Real Visuals: Sketch (or find) and explain at least 2 visuals you really understand, associated with the concept.
    • Real Mistakes: Explain at least 1 mistake you really know how to avoid, associated with the concept.
      NOTE: RLA reels should focus on text comprehension, ways to show, or author’s craft.
  2. After developing scripts and rehearsing with a partner, students record their reels using a teacher-approved app. (Adapt the 3-minute time limit as appropriate.) Students may use the script provided in the template but are encouraged to speak naturally and not simply read the script in their reel.
  3. Explain how students are to submit their final reels.
  4. Evaluate the reels and clarify/verify as a loopback for all or intervention for a few.

Classroom Management

  • Provide examples of high-quality reels so students understand the learning goal.


  • Allow students to tackle the task in video “chunks” instead of doing everything at once.
  • Promote access by allowing students to partner with a supportive peer or adult to complete the task.
  • Promote access by allowing students to use notes, journals, and outlines as they video their reel.

Think It Up!

  • Have students think more deeply about the concept by responding to a Think It Up prompt as an exit ticket or journal entry:
    • Predict how this concept might be assessed on a test.
    • Connect this concept to 2 additional visuals, 2 additional words, and 2 additional mistakes.
  • Encourage students to use lead4ward’s Thinking Stems (English/Spanish) to frame their responses, if needed.