Film Study Unit Lesson Plan
Week one
Day & Date: TBD
Class: English Language and Literature
Unit: Sankofa/Kindred — Film/Novel
Teacher: _______________________________________
Unit Objectives — Given four literary works of contrasting genres and four films written by authors of diverse backgrounds students will analyze and compare the similarities of literature and film,
- Identify basic conflicts
- Recognize theme
- Analyze the development of plot in a film and a narrative text
- Identify elements of a film and use them to visualize and predict events of a story
- Identify and examine cause and effect
- Identify the effects of music and sound in a film
- Predict events in a film
- Examine character in a literary work
- Make inferences
- Draw conclusions
- Make judgments
- Understand literary forms and terms as appropriate to films
Standards
ELA11W1, ELA11W2, ELA11W3, ELA11W4, ELA11C1, ELA11C2, ELA11LSV1, ELA11LSV2
Anticipatory Set
Students will be guided in a discussion on what the literary terms mean
Teaching: Input
Teacher will give examples of the terms based on novels already read.
Teaching: Modeling
Teacher will demonstrate the correct usage of literary terms.
Teaching: Checking for Understanding
Teacher will circulate during assignment; answering questions and making sure students are on task. Attention paid to students who may be reluctant to ask questions, but who show signs of confusion.
Guided Practice
Independent Practice
Begin reading Chapter 1 from the novel
Students will spend period reviewing literary terms with an introduction to film terms and the novel Kindred
- Literary and Film terms
- Use dictionary to define unfamiliar terms
Closure
- Issue the novel to students. Students will write in their journal interesting facts that they read and be prepared to discuss in class
Materials
Novel, handout, notebook paper, writing utensils
Duration
85 minutes per day
Film Study Unit Lesson Plans
Week two
Day & Date: TBD
Class: English Language and Literature
Unit: Amistad — Film/Novel
Teacher: _______________________________________
Objectives — *See Week One
Standards
ELA11W1, ELA11W2, ELA11W3, ELA11W4, ELA11C1, ELA11C2, ELA11LSV1, ELA11LSV2
Anticipatory Set
- Handout: Character Analysis
- Handout: Plot Analysis
- Review the literary terms, protagonist and antagonist
Teaching: Input
- Go over directions and rubric for GGT writing pre-test.
- Tell students that they will take the same test at the end of the session to check for mastery.
Teaching: Modeling
Demonstrate the plot and character analysis chart
Teaching: Checking for Understanding
Teacher will circulate during testing, answering questions and making sure students are on task. Attention paid to students who may be reluctant to ask questions, but who show signs of confusion.
Guided Practice
Students will develop a plot and character analysis chart.
Independent Practice
Students will spend the remainder of the class working in groups comparing notes from plot and character analysis chart.
Closure
Collect tests. Students who do not finish will be permitted to finish the at home, to be returned the following day at the beginning of the class.
Materials
Novel, film, rubric, notebook paper, writing utensils
Duration
85 minutes per day
Week three
Day & Date: TBD
Class: English Language and Literature
Unit: Beloved — Film /Novel
Teacher: _______________________________________
Objectives — See Week One
Standards
ELA11W1, ELA11W2, ELA11W3, ELA11W4, ELA11C1, ELA11C2, ELA11LSV1, ELA11LSV2
Anticipatory Set
Icebreaker: Teacher's choice
Housekeeping
- Class procedures
- Literary analysis paper rubric
- Student-choice project guidelines and rubric:
- Theme in a Bottle or Character Suitcase
- Pass out the novel Beloved
- Pass out student supplies: sticky notes, binder, journal, etc.
- Handout: Literary and film terms (assign 2-3 easy terms to look for while reading Beloved)
- Handout:
- Brief explanation of the genre, highlighting Toni Morrison and Haile Gerima
- Preview by mentioning class group activity dealing Morrison's life and times
- Handout: Beloved by Toni Morrison
- Explanation of literary journal/sticky notes
- Handout: Ideas for thinking with sticky notes
Teaching: Modeling
Teacher demonstrates sticky-note thinking by reading and thinking aloud using the first page of Beloved. Be sure that your notes include at least one or two literary devices.
Teaching: Checking for Understanding
Explain about the idea of "connecting to a text" and ask students to give an example of something to which they connect, whether it's a movie or a TV show or something they've read.
Guided Practice
Students practice sticky-note thinking on second page of novel(with an eye toward the assigned lit terms), then share notes with partner. Partners will share two notes with the class, at least one being lit term-related.
Independent Practice
Students will sticky-note remainder of Beloved placing a minimum of two notes per page. Unfinished assignments can be completed for homework.
Closure
Remind students that the notes they take while watching the film will translate directly into their lit analysis paper, so practicing with Beloved makes sense.
Materials
Various handouts, short-story copies, writing utensils, sticky notes, highlighters
Duration
85 minutes per day
Week four
Day & Date: TBD
Class: English Language and Literature
Unit: Hotel Rwanda — Film/Novel
Teacher: _______________________________________
Objectives — See Week One
Standards
ELA11W1, ELA11W2, ELA11W3, ELA11W4, ELA11C1, ELA11C2, ELA11LSV1, ELA11LSV2
Anticipatory Set
- Write Right: Effective Openers
- Reviewing: Literary terms handout, place the life the Paul Rusesabagina in them
Teaching: Input
- Handout: Novel Notes (explanation in Teaching: Modeling below)
- Handout: Biography of Paul Rusesabagina
Teaching: Modeling
- Teacher demonstrates what the literary/film notes/lit journal looks like, models completed Table of Contents.
- Teacher thinks aloud, free writing in her journal on one of the topics provided in literary/film notes
- Teacher uses Paul Rusesabagina life and times to demonstrate product for life and times discussion, using sticky notes to mark important areas that may have affected his work or that relate to "Hotel Rwanda".
Teaching: Checking for Understanding
Students are questioned about lit journal requirements and format in a group setting.
Guided Practice
- Students complete the Table of Contents for their own lit journals, leaving page numbers blank to fill in at completion of film/literary notes
- Students free write on topic from film/literary notes.
- Students affix biographical and historical information in proper section of lit journal.
Independent/Group Practice
- Students break into groups, each with an assigned portion of his life and times. They read, sticky note and discuss, then come back to whole group and share highlights of their reading/discussion with the class.
- Class reads several chapters aloud. Student's sticky note as we go along. If we don't finish, students complete for homework. (Students should be reminded that they will be transferring sticky notes into lit journal upon completion of the film, and that notes will help with lit analysis paper. Minimum two notes per page, with an eye toward lit terms)
Closure
- Explain how historical context will play into lit analysis paper.
- Point out at least one lit term from reading.
- Review literary/film notes, focusing on "During Reading" activities
- Tell them that there will be a quiz over the reading on Friday.
- Remind students that they should be collecting materials for their project (magazine pictures, the bottle, etc.)
Materials
Various handouts, copy of play, journals, sticky notes, writing utensils, highlighters
Duration
85 minutes per day
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