Sample Lesson Plans
All of the unit's lesson plans are to be developed in 82-minute classes. However, they can easily be changed according to teachers' needs.
Lesson 1: Newspaper Film Reviews
Goal
Understand and analyze the purpose of newspaper reviews and their structure as a vehicle to express one's own point of view.
Learning Objectives
As a result of this lesson students will be able to:
- Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. (Standard 1.1)
- Understand and interpret several newspaper film reviews in the target language. (Standard 1.2)
- Students demonstrate an understanding of the relationship between the film reviews, films and perspectives of the culture in them. (Standard 2.2)
- Reinforce and further their knowledge of other disciplines through Spanish. (Standard 3.1)
- Use (reading and writing) the target language in the classroom. (Standard 5.1)
Special Needs
Students have already (partially) seen Alfonso Arau's Como agua para chocolate. They will be familiar with it.
Materials
LCD projector, computer with Internet access, computers for students with Internet access, copies of the New York Times Movie Review for Como agua para chocolate, dictionaries.
Procedure
Teacher will start the lesson asking students what they think a review is, what they think it is for and whether they read them or not. Then teacher and students will read Janet Maslin's New York Times' movie review for Como agua para chocolate. Teacher will handle a handout with various questions (in English) about the structure and interpretation of the review and finally, if they agree with the author. Teacher and students will discuss their answers in detail. Later on, the teacher will provide students with a list of websites in which they can find film reviews of the same movie in Spanish. Students will have to go on line, choose one of them, print it and then they will compare both of them in a 20-25 line paragraph they will turn in at the end of the period.
Assessment/homework
Students will be asked to write their own film review of a Latin American/Spanish movie.
Lesson 2: The Film World
Goal
Examine basic film techniques and terms to help students to become critical viewers.
Learning Objectives
As a result of this lesson students will be able to:
1. Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. (Standard 1.1)
2. Students present information, concepts, and ides to an audience of listeners.
3. Demonstrate an understanding of the relationship between the products and perspectives of the culture studied (Standard 2.2)
4. Reinforce and further their knowledge of other disciplines through the foreign language (Standard 3.1)
Special Needs
Students are already familiar with film analysis concepts such as mise-en-scéne, cinematography and sound.
Materials
Computer and LCD projector, copy of Bille August's The House of the Spirits (in Spanish), graphic organizers and questionnaires.
Procedure
The teacher will start the lesson showing the first 7 minutes 45 seconds of The House of the Spirits to follow up with questions to the students, asking them to summarize what they have seen and noticed. The teacher will then ask different studentswho will have their notes in front of them—brief questions (What's a prop, a shot...?). Next, the teacher will divide the class in 3 groups. The teacher will assign each group different tasks: the first group will be in charge of the mise-en-scène (props, actors, costumes and lights); the second group will be in charge of the cinematography (shot, frames, depth and movement) and the third one will be working with the voice, music and sound effects. Once the students get in their respective groups, they all get a copy of their specific graphic organizer, as well as a questionnaire on their section to be completed while watching and taking notes of the fragment for a second time. Students then will have time to discuss their notes and complete both their graphic organizers and questionnaires. Finally, they will briefly expose their answers to the rest of the class.s.
Lesson 3: Press Book
Goal
Help students understand the importance of film promotion.
As a result of this lesson students will be able to:
1. Work cooperatively in groups (of 2 or 3) using Spanish (and eventually produce a press book of a movie.) (ACTFL standard 1.1)
2. Understand and comprehend the 2007 press book for Pedro Páramo written in the target language. (Standard 1.2)
3. Read about and discuss the already mentioned press book. (Standard 2.2)
4. Use (reading and writing) in the target language in the classroom. (Standard 5.1)
Special Needs
Students are already familiar with the structure and all the main narrative and stylistic characteristics, as well as cultural connections of Juan Rulfo's Pedro Páramo.
Materials
Computer, LCD projector, printed copies of the 2007 Pedro Páramo's press book, copies of the project's rubric, and computers for students to use.
Procedure
To initiate the lesson, the teacher will informally ask different students questions about Pedro Páramo: symbology, characters, structure, etc. Teacher will then group students, mainly in pairs, so they will be able to collaborate. The teacher then, will give copies of the storybook and present it to students through the LCD screen so they will be able to appreciate and describe the illustrations (in Spanish). The teacher will ask some student to read some of the sections out-loud. Once students have a clear idea of what the press book is and what is the teacher is asking for, they will sit down in their groups to decide a work plan for their own press book of a movie they like, the only premise is that it has to be a Latin American or Spanish movie. The students will handle a brief pre-draft with the title of the film and a couple of ideas at the end of the period.
Assessment/homework
Students will be asked to choose one of the nine wonderful illustrations included in the press book in order to write a 10-15 detailed description of it.
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