Lesson Plan 2
Woman at the Heart
Goal: Students will critically analyze characteristic traits in the roles of women as visually portrayed in varied movie clips. Students will utilize the five-paragraph essay to describe the varying characteristics of women in interaction with self and/or others. This lesson is designed for students to be able to identify use of film technique and the influences upon our thinking. This lesson will activate prior knowledge and connect them to the film.
Objectives: PA State Academic Standards for Reading, Writing, Speaking and Listening 1.4.11.B & C; 1.5.11.A, .B, .C, .D, .E, .F, & .G; 1.6.11.A, .C, .D, .E, & .F; 1.8.11.B & .C. Academic Standards for the Arts and Humanities 9.1.12.A, .C., .F, & .J; 9.2.12.A, .D, .F, .G, & .L; 9.3.12.A, .C, & .D; 9.4.12.B.
Materials: Four or six African and African-American film clips that your class has not seen in their entirety. This lesson works best when using the same number (2:2 or 3:3) of clips from the continent and the country. DVD and/or VHS Projection or TV unit.
Audience: This lesson is designed specifically for the high school ELA and film theory classes. This lesson can be adapted to meet the needs of a learning support classroom environment.
Procedure: This lesson consists of two to three days of activities. Day one: Students will be counted as groups by giving each student a specific number one to four, or one to six depending upon the number of clips to view. Students will then write the number assigned to them in their notebooks. Next, students will be asked to look at a specific Black woman in each of the clips. They must jot down a list of note about who or what the Black woman might represent in society and in the movie. The class will be given a list of criteria that must be answered and/or addressed in the form of an essay for completion of the lesson assignment.
Students will be instructed to write an essay about the Black woman (as specified) represented in the film. Students will be required to include at least two cinematic techniques to describe and support their position in determining the woman's characteristic traits and identity. A discussion will follow giving examples of what will be expected from students. The class discussion will begin with a review of a five paragraph formatted essay; terms used to describe someone's personality traits; and a review of already learned cinema technique vocabulary.
Next, students will watch each clip that will be designated by a corresponding number that represents each student group (one to four, or one to six). Clips will be excerpted from movies like Hyenas (1992), Xala (1975), Mama Africa (2002), Killer of Sheep (1978), Daughters of the Dust (1999), and Scar of Shame (1926). It is best if you have prepared the clip for showing in VHS format. If using DVD format, record what scene/chapter needs to be viewed. Make sure you guide students through the viewing, maybe giving them one-word suggestions or using film clip that is not a part of the assignment for modeling the process. Students must take notes while watching. After showing each clip a two-three minute discussion can occur then, directly begin the next clip. To make the viewing more intriguing and interesting, break up showing African and American clips.
Day two: Student volunteers will share their essays with the class by reading aloud their responses. Essays will be presented in order of the numbered group for the clip. The class will respond to each other's responses. A debate forum can be prepared for further discussion.
Day three: Show the entire film that most intrigued or baffled students first. Then decide upon a viewing schedule for the others to integrate into the curriculum guide.
Assessments: Day one: For homework, students will be required to write and complete a five-paragraph essay. Day two: classroom discussion using film technique and personality trait vocabulary. Day three: Students will write a two-paragraph analysis of the specified woman in the film shown in its entirety.
Learning support modifications: Use only two films, one from the Africa, the other from America. Allow for a more detailed modeling process. Write vocabulary to be used on the board or provide a handout with already learned and acceptable terms. After number designation occurs, have students sit together in number groups. Develop a list of questions for students to answer for homework assignment. Have students write a two or three paragraph response. Allow additional time for questions and answers. Show film in two segments, over two days. Give this lesson an extended amount of time period in the lesson plan, one that will suit the needs of the student population.
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