Lesson Plan 3
Language Pictured in Colored Perfection
Goal: Students will gain insight into the contents of literary films. Students will analyze uses and effectiveness of literary elements as it relates to interpreting a story within a film. Students will learn to connect reading the novel in correlation to the film; comparing and contrasting its similarities and differences. Students will be able to recognize cinematic techniques and their purpose of use in order to reach the marketed audience. This lesson will take four to six days of 45 to 55 minute periods.
Objectives: PA State Academic Standards for Reading, Writing, Speaking and Listening
1.1.11.A, .D, .E, .F, .G, & .H; 1.2.11.A, & .B; 1.3.11.A, .B, .C, & .E; 1.4.11. B, & .C; 1.5.11.A, .B, .C, .D, .E, & .F; 1.6.11.D, .E, & .F; 1.7.11.B, & .C; 1.8.11.B, & .C. Academic Standards for the Arts and Humanities 9.1.12.B, .C, .E, & .J; 9. 2.12.G, .I, .J, & .K; 9.3.12.A, .D, & .E; 9.4.12.C. PA Academic Standards for History 8.1.12.B, & .C; 8.4.12.D.
Materials: A class set or text projection xii of the play, The Visit; VHS or DVD of Hyenas (1992); DVD/VHS Projection or TV unit with DVD/VHS capabilities. (This lesson will be successful using several other combinations of text and film.)
Procedure: Students will be introduced to the lesson by previewing the hard copy of both selections, reading the titles, headings (play)/chapters (DVD), skimming first and last paragraphs of the play. They will be asked to fill in open-ended questions that will be provided to them using an overhead projector. (See appendix — "Frame It" strategy). Next, students will be given a list of difficult vocabulary found in the text. They will be asked to hold on to the list for further inquiry when later viewing the movie. Students will share answers to open-ended statements, and be asked to then write their answers on poster size paper for classroom décor and as reference material.
While reading the play, students will be required to keep a dialectical journal xiii for further analysis and record. By using this strategy, students will have information about the written story then comparing the text to script variations in the film. At the completion of reading (2-3 days), students will receive a test that will be posted on a whiteboard, requiring detailed answers on a sheet of lined paper provided by the teacher. After completion of testing, students will be required to turn in all notes, which will be graded and redistributed for student inspiration subsequent to viewing the first 15 minutes of the film.
Next, students will be required as a homework assignment to write an original opening script for the movie, altering what has been represented in the cinematic form. The following day students will share their responses in small group discussions. The group will decide which of their scripts are worthy of sharing out to the whole class. Each group will share two opening scripts. Allow student groups to decide upon presentation norms. Following the discussion and presentations, we will begin to watch the entire film. They will be given vocabulary to comprehend in the film. Students will have already recorded questions for use in analysis. The questions will be representative of similarities and differences between the printed work of literature and its cinematic counterpart. How much of the original format of the play was preserved on the screen? How did the filmmaker substitute visual language for text narrative? Were characters and plots seriously altered in the screen version? Why would a filmmaker want to make such alterations? Is the film version necessarily inferior to the literary work, if such changes are made? How could the script be altered to favor the protagonist? Has any cinematic technique been used to change the perception of character(s)? Students will be aware that by answering these questions they will have completed the final test for the lesson.
For additional activities, give students a chance to appreciate the differences between print and film, have them become scriptwriters. This activity will use the conventions of creative writing. Grammar, punctuation, sentence and paragraph structure must all be emphasized. Yet, at the same time, they will be involved in creative communication. To adapt for the learning support class no emphasis has to be placed on the previously mentioned conventions however, emphasize the need for authentic dialogue.
Assessments: Students will receive various quizzes unplanned and planned enlisting four to five written responses. Student will use a Venn diagram xiv to compare film and play for home assignment. Students will have a technological test on the reading and another written response test on the film. Students will discuss both media in the classroom and be graded upon their level of participation.
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