TEACHING FILM IN THE CLASSROOM
You are to create a lesson plan that will utilize among other activities a film of your choice that will assist your explication of the lesson.
What is the Big Idea Lesson you are trying to teach? How would you set it up? What other things (books, materials, ideas, projects) would be part of the lesson.
Finally, what film do you choose? Why? What do you want the students to get from the film? How does the film fit into your bigger lesson? What questions/assignments would you give the students in relation to the film? What would be the challenges to showing this particular film? What would you hope would be the biggest benefit from your selection?
Please be detailed and thorough in your response. Afterwards, please comment on SOMEONE ELSE'S lesson. Critique it. What would you suggest they could do in addition and INCLUDE a film of YOUR CHOICE which you think would also be appropriate for the lesson. Justify your response and say WHY you would include that additional film
If you were interested, Josh's film site is http://www.blurty.com/users/filmwatcher and his philosophy site is http://www.blurty.com/users/bigquestions which also utilizes a great number of films that address philosophical issues but are used suplementary.
Thanks so much all of you for participating in the class! It was a great deal of fun and a thoughtful experience!
(Post a new comment)
 | jennifer floryan: western el
(Anonymous)
2007-06-04 13:00
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I just did a long written post and it did not go through. I'm getting tired of typing and troubleshooting this site.
I will try once more but honestly don't have the enthusiasm I did on my first try writing this. I am a bg fan of documentaries in the classroom and educational films/videos. For a civil rights theme I would supplement various reading material with the documentary Eyes on the Prize by Ken Burns. I would use clips to enhance instruction. With the whole class I would use direct instruction by modeling the content I want them to record on Thinking Maps specifically compare/contrast and cause and effect. The main premise I want them to take away from this theme, literature and film clips is the power of the people to effect change legislatively and personally. I want them to understand the act of courage that individuals from our history have taken in order to better the lives of many. I also want them to grasp what is humanity and man's inhumanity to man and grapple with these questions together. I teach third grade and although these are complex social problems they can be simplified in ways young children can understand right from wrong, human rights and the struggle for individual freedom. I like reading the autobiography of Richard Wright, Faith Ringgold's books, Martin's Big Words, and the story of Rosa Parks.(Reply to this) (Thread) |
| Re: jennifer floryan: western el
(Anonymous)
2007-06-04 13:59
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Jennifer, I think that "The New Americans" a documentary from PBS woukld be appropriate for this. It has the story of three dirrerent families and one of the famileis has come to America from Nigeria seeking political asylum. The stories depict the challenges faced by immigrant familes and their children. (Reply to this) (Parent) (Thread) |
|
(Anonymous)
2007-06-04 15:11
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I taught a unit this school year based on the “Immigrant Experience” and the idea of the “American Dream.” I felt that this unit could have been a much more enlightening experience for the students; therefore, I want to do much better planning for next year. With this unit I expect the students to become familiar with terminology related to immigration, but specifically, I want students to examine their own feelings and attitudes about the U. S. and immigration, and the idea that surrounds “The American Dream”. I also want them to become familiar with literature relating to the immigrant experience, and gain understanding of other cultures other than their own. Another focus for this unit will also be the use of primary and secondary sources. I will incorporate:
• PBS video “The New Americans”
• Contemporary articles on immigrant issues (if possible articles from past decades, since immigration is an ancient concept) that illustrate the feelings and attitudes of the people
• Chuck Brodsky's song La Migra Viene (The Immigration is Coming), from his 1998 CD "Radio."
• Investigation of their own immigration stories: Family Interviews
• of “Images of Immigration” where artists depict views of the immigrant experience (LAYouth Newspaper November 2006 Issue
Possible literature:
• Novel Lupita Manana by Patricia Beatty
• I have heard of a Land by Carol Thomas
• From Sea to Shining Sea by Amy L. Cohn
• Tea With Milk by Allen Say
• In the Year of the Boar and Jackie Robinson by Bette Boa Lord
• America Street by Anne Mazer
Definitely a film I would like the students to see after we’ve read Lupita Manana is El Norte. El Norte, is the story of a Guatemalan brother and sister who decide to leave for the north (The US) after their parents are killed. Rosita and Enrique go through hard times trying to get to America, and have hard times in America. The movie illustrates the experience that Lupita and Salvador (also siblings) go through coming to the United States. With this film I want the students to examine point of view and compare the story-telling to the literature read and examine the purpose of the authors. The experience of the journey in both the film and the novel is told through the eyes of the teenagers and this makes a huge difference from the articles they will be reading. I want them to be able to explain these differences and the impact that these differences have on the reader or person viewing the film.
The biggest challenge in showing the film would probably be getting approval for the viewing of the film. So I will probably have the students take the permission slips home first and present these signed slips to the principal with a lesson plan, in order to get approval.
(Reply to this) (Thread) |
| "The Immigrant Experience" Luz Reynozo
(Anonymous)
2007-06-04 15:13
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Forgot to add my name to the posting above. Luz Reynozo (Reply to this) (Parent) (Thread) |
| Laurie Burnett - Warner Elementary
(Anonymous)
2007-06-06 21:29
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Another good movie about traditions that impact the immigrant experience is "Like Water for Chocolate," a 1992 Mexican film. (Reply to this) (Parent) (Thread) |
| Responce by Moises Garcia
(Anonymous)
2007-06-08 00:38
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This sounds like a class I would be interested in. Another movie and book that would also fit into your lesson is "A day without a Mexican" which can be related to the modern day protest that happened across the nation on May 1st. The book is "The Tattoed Soldier" by Hector Tobar. A novel about a profesional from Guatemala who gets forced out of Guatemale when his wife gets murdered by the death squads (the tottoed soldier) for her involvement in the guerrilla. The book is set in Guatemala and in South Los Angeles circa 1992 during the Los Angeles rebellion. The main character and the mystirious tattoed soldier have an epic encounter when he sees him walking through McArthur Park. The novel is a true study of the social, political, and psycological trauma of war in Guatemala and can be related to expiriences from Colombia to El Salvador. (Reply to this) (Parent) (Thread) |
| Bill Montileone-My Lesson/Film
(Anonymous)
2007-06-04 20:43
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How About Bernardo Bertolucci's, The Last Emperor
This lesson plan is intended for students with disabilities (mental retardation/autism). The lesson will work best for students with reading abilities ranging between K-4. Literature (reading) is important for all students. To incorporate World History and reading the picture literature text “The Seven Chinese Brothers,” by Margaret Mahy will be used to increase listening and speaking abilities. Students should be able to retell the story in their own words using drawings, words, or phrases.
Synopsis: Once upon a time in China there lived seven brothers who looked alike but each possesses an amazing power. But it is only when the brothers combine their special powers that they fool Chin Shih Huang, the cruel first emperor of China, and save each others lives.
Ideas for set up: A field trip to Chinatown will immerse students into the Chinese-American culture, a brief video of A & E’s, Modern Marvels, “Great Wall of China” will be viewed (20 minutes), and have students discuss the importance (agree/disagree) of having brothers and sisters.
The film I would choose to go with the lesson would be Bernardo Bertolucci’s, The Last Emperor. The film is beautifully made and has some magnificent scenes of what the last Emperor of China experienced. I would not show the entire film; however the first 30 -50 minutes demonstrates the power and control of the imperial family in China as well as images of the imperial palace. Since the Seven Chinese Brother’s literature text is about the first emperor I thought the movie the last emperor could demonstrate that as powerful as emperors are eventually their power fades and changes over time.
Some challenges to showing the film is it is rather lengthy and probably best viewed in its entirety by an AP History class or older students. However, my students would enjoy the film as it shows another part of the world that they might not get to see or be fully aware of the history of China. I would hope the biggest benefit for my students is to be able to retell the story of what it must be like to be an emperor and the consequences for decisions that effect others. A great effect for reading of the literature text is playing classical Chinese music. The music is also heard in the film.
(Reply to this) (Thread) |
| Re: Bill Montileone-My Lesson/Film_Makeisa's Response 
(Anonymous)
2007-06-07 22:59
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Nice lesson plan. I was thinking since you mentioned concerns because you have a special educ class, you may be able to enhance the lesson for your students by utilizing the music in the film. Maybe extracting it and allowing them to listen to it while they create art based on how the music makes them feel. They might enjoy that. (Reply to this) (Parent) (Thread) |
| Lesson Plan: Censorship Barbara Stam
(Anonymous)
2007-06-04 22:22
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Here is my lesson plan!
Objective: Students will understand and experience that censorship occurs not just in totalitarian nations but in "democratic" countries as well. However, the media delivery of censorship may not be by exclusion but by overemphasis of one aspect of a story to the exclusion of the most critical parts. Students will get background on Tianamen Square through film and political cartoons as well as text.
Big Idea: Censorship occurs even in so called "free societies."
Materials : Film: Tank Man by Frontline (PBS)
China google search engine and US google search engine
Center for Learning background on press censorship and where it occurs
Worksheet to fill in findings of google search for "Tianeman Square" in China
BBC article on Tiananmen Square which students will "censor."
Procedure:
*Background on Communist China / show picture of "Tankman" and have students analyze the photo
1) Students go over Center for Learning material on censorship and mark countries with highest level of censorship.
2) Students read timeline of events of Tiananmen Square at Frontline website
3) Students view a 30 minute segment of the film which describes complex events leading up to the famous photo that everyone has seen of the lone man standing in front of the looming tank. However, the events leading up to that include demonstrations in which Chinese soldiers sided with the demostrators.
4) Once students see that "Tiananmen Square" was not an isolated event but a series of protests stretching over a long period of time, they go to china google and search "Tank man" and do the same with the US google....what they find is almost no information on Tiananman square at all except tourist information on China google, but nothing but thousands and thousands of entries for the one event that is so famous - the small man in front of the large tank. They record the numbers of entries and their observations.
5) Class discussion on skewing of information and lack of complexity (US) and pure censorship (China)
6) We then view the end of the video where students in China are shown a picture of "TankMan" and do not recognize the photo/ The implication is supposed to be devastating the way Frontline has framed it but I also show students photos from a very famous disaster scene from the same time period and ask them if they recognize it and they say "no."
7) Students then become censors of a BBC article on Tiananmen Square and they mark out in red felt pen what they think the Chinese government would censor.
8) Debriefing questions:
1) We have focused almost solely on China’s suppression of the events of Tiananmen Square and especially of the so-called erasure of history related to the events of 1989. But what about the United States media’s almost single-minded obsession with the Tankman at the exclusion of other events surrounding the democracy movement, such as the fact that it essentially failed? Are the US and other western media just as culpable in creating a superficial “hero” (see headlines) while ignoring the real significance and outcome of the democracy movement? Explain. Is the US google a form of censorship via skewing information? Explain.
2) The United States talks much about freedom and human rights. Yet Google bowed to Chinese pressure to censor its search engine, without any apparent criticism from the US government. Why do you think this is? Should Google be allowed to aid in the restriction of freedom in other countries while obtaining business tax breaks and all of the benefits of beginning its business in a free country? Explain your answer.
3) Are there any search terms that the U.S. government might monitor or censor?
Identify these terms and explain.
(Reply to this) (Thread) |
| Comment on Censorship for Barbara from Bill Montileone
(Anonymous)
2007-06-04 23:14
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Barbara I like your lesson plan. It is important for students in the United States of America that they are just as susceptible to censorship as anyone else in the world. One movie I think would be a great addition to you lesson is called "Good Night, And Good Luck." It takes place during the early days of broadcast journalism in 1950's America. It chronicles the real-life conflict between television newsman Edward R. Murrow and Senator Joseph McCarthy and the Permanent Sub-committee on Investigations (Government Operations Committee). With a desire to report the facts and enlighten the public, Murrow, and his dedicated staff - headed by his producer Fred Friendly and Joe Wershba in the CBS newsroom - defy corporate and sponsorship pressures to examine the lies and scaremongering tactics perpetrated by McCarthy during his communist 'witch-hunts'. A very public feud develops when the Senator responds by accusing the anchor of being a communist. In this climate of fear and reprisal, the CBS crew carries on and their tenacity will prove historic and monumental. This description I got off the internet and thought it summed up the movie better than I could none-the-less it certainly touches the topic of censorship. (Reply to this) (Parent) (Thread) |
| Re: Lesson Plan: Censorship Barbara Stam
(Anonymous)
2007-06-08 13:45
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This lesson is very descriptive, involved, and compelling. I love how you use scaffolded techniques to address the lesson for students who may have special needs. And you have lots of interesting materials you use in the lesson. (Reply to this) (Parent) (Thread) |
| burnett
(Anonymous)
2007-06-06 21:22
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My lesson would be a high school social studies lesson about exploring gender discrimination/roles worldwide. The big idea that I would be trying to teach is to be aware of some of the discrimination that has existed and still exists against women. The movie I would show would be "King of Masks," after other readings, discussions and projects. The lesson would take several days up to two weeks..
First I would have students study about American female discrimination. I would have students read short biographies and/or articles about various American women’s rights leaders, including Susan B. Anthony, and Betty Friedan. This would be followed by a teacher led discussion for the purpose of determining what these leaders wanted to change and why. Then, I would have them research the internet, print out a picture of a woman’s rights leader and find a quote that represents her beliefs to paste on or below the picture. All the student pictures with quotes would then be used for a collage bulletin board in the classroom, entitled something like: Leaders in the American Women’s Rights Movement.
Then I would have students read several news articles about rules for women in Afghanistan by the Taliban in recent years, and I would show a film clip I saw on a newscast about the difficulties for women in this country and lack of educational opportunities. We would have a class discussion following the reading, comparing rights of women in Afghanistan to those of women in America.
Each student would select a country to research one area of discrimination in that country. For example, it could be the inability of women to own land in an African Country, the need for male heirs to the throne in some European countries, or the lack of educational opportunities for women in another country. Students would then have to create a political magazine ad on a poster advocating for change of the discriminatory law. The poster should include pictures from the internet or elsewhere, showing women in a setting in that country, and words advocating change for women. The big idea of this project is to have them appreciate the different costumes and settings in different countries, in preparation for King of Masks, where the unique cultural costumes and settings play an important part in the impact of the movie. I would be trying to get the idea across that female discrimination, is in many ways similar in different countries, but it may look very different on the outside because of vastly different settings and cultural practices.
One challenge with the movie would be to prepare students for subtitles, since many may not have seen movies with subtitles before. I would explain that this is better than dubbing because the tone of the language can still be heard, and dubbing can seem comical since the mouth movements often don’t match the words. After the movie, there would be a discussion about gender discrimination in the movie, where I would ask them questions such as: 1. Why did it matter to the King of Masks so much that Doggie was a girl? 2. What did it take for him to change his opinion about girls’ roles? I would hope to elicit from these questions an understanding that even though the King of Masks of Masks was a good man, it was difficult to break from strong cultural teachings and traditions, and that it took an extreme act on the part of Doggie to effect a change. I would then have students write a response to questions about what stood out to them in this movie regarding gender roles and discrimination. Their responses would help me assess what they have learned through this lesson, which is hopefully an understanding of the big ideas that gender discrimination exists worldwide, that some good people may do it because of strong cultural traditions, that is unfair, and that it is difficult but not impossible to change people’s views..
(Reply to this) (Thread) |
| Re: burnett
(Anonymous)
2007-06-08 02:16
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I think that students will learn invaluable lessons from your activities. Often we take our societal norms form granted. We still have some work to do, but we have definitely made some progress in the last fifty years. Our students are growing up in a more progressive and liberal society. It would be enriching to assist students in learning about gender cultures around the world. (Reply to this) (Parent) (Thread) |
|
(Anonymous)
2007-06-07 00:32
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Hi this my lesson by Dawn Averiette
Lesson Plan On the Bluest Eyes Grades 6-9
The big idea is to develop an expanded knowledge and appreciation of the language and culture of African American Language and Culture by * using oral language skills, responding to literature in discussion and writing, discussing figurative language and imagery, and elements of litrature, using personal thesauruses and the dictionary, using constrastive analysis to translate from African American Language into Mainstream English, developing a personal defition of beauty, exploring character development through literature, and writing about literature.
Materials To Prepare
For each student in the group,
*a copy of the book The Bluest Eye
*student journals
*a dictionary
*personal thesauruses
To use with the group as a whole: access to biographical information on Toni Morrison, pencil and paper for writing and a viewing of the video of the old film "Imitation of Life" starring Lana Turner, video equipment for showing the film, and a movie screen for showing the film. I will show this film to close the unit on the novel "The Bluest Eye."
PART 1: INTO the Lesson
INTRODUCTION: Discuss physical appearance and the assumption, good and bad, that people make based on physical appearance. Discuss what students see as what is handsome or beautiful
Direct the discussion to the past, aroung World War I, when discrimination against African Americans was blatant and acceptable. Discuss what students think might have been most Americans' concept of physical beauty at that time.
Ask students what they think the title of the book might mean. Have students record their predictions to check after reading.
Working in small groups, have students prepare a group list of what the word beauty should mean, and how it should be determined. Allow time for each group to share its list with the class and discuss.
Have students write in their journals about what physical beauty means.
Complete word journals for new vocabulary terms.
PART 2 THROUGH the Lesson
Show a picture of Shirley Temple who was a child actor and what she looked like, with ger blonde curly hair and blue eyes. If available I will show students a video of Shirley Temple.
Vocabulary Development: Discuss students' words, compiling a class lost on the whiteboard. I will have students try to determine word meaning from context, then help students with the precise meaning. Allow students to use dictionaries to help. Have students add new words to their personal thesauruses.
Oral Whole Group Reading: Students read the excerpts in THE Bluest Eye near the front of the book.
Responding To Literature: Orally discuss the excerpt. Guide the discussion to identify cultural elements of African American life at the time of the novel, and the use of language in both Mainstream and African American Language to create a work of literature.
Discuss what the author meant by her choice of the title. Relate it to physical beauty at the time of the novel and today.
Identify ways that the characters come alive by thier individual uses of language.
Discuss how students feel about the conflicts the main character experiences. Discuss the setting and theme of this excerpt.
Part 3 BEYOND the Lesson
Viewing: close the unit by having students watch the film "Imitation Of Life" and write a movie review contrasting the book excerpt from the Bluest Eyes and the movie "Imitation Of LIfe". Disuss the similarities and differences orally.(Reply to this) (Thread) |
| Great Lesson Dawn- from Barbara
(Anonymous)
2007-06-08 00:08
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Hi Dawn, I really like your lesson...I have not read the bluest eye but I want to very soon!! Great idea about using Shirley Temple pictures in your lesson! (Reply to this) (Parent) (Thread) |
| Makeisa 
(Anonymous)
2007-06-07 22:54
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Lesson Plan---Autobiography of Miss Jane Pittman
Big Idea Lesson: Civil Rigts Movement (Open Court Unit Theme); exploring segregation and the civil rights era
Set up/Materials: Read various story selections in the Open Court textbook; read The autobiography of Miss Jane Pittman; display pictures of Jim Crow/segregation signs; research Jim Crow laws; play "segregation game" (divide students into two groups and students take turns role-playing acts of discrimination against each other for things such as not wearing the color blue or having on a button up shirt etc. and students use art to create signs to represent their discrimination, such as "People wearing the color blue only" and "People witha button up shirt only". The "privileged" group will role-play to distiguish themselves as the "privileged" people and then students reverse roles with a follow-up class discussion afterwards).
Film: The autobiography of Miss Jane Pittman
Student Outcome: To understand and describe the Civil Rights Movement of the 1960's and the effect of Jim Crow laws in the United States on Black Americans
The Film and the Bigger Lesson: The film fits into the bigger lesson because the students will be able to relate to the novel by being able to actually "see" the characters and the differences between today and the 1960's.
Questions for students: What are Jim Crow laws? What is segregation (give a specific example of it)? How is 2007 different from the 1960's in regards to segregation? How is the same? Have you ever felt segregated? What was the most important event that shaped the Civil Rights Movement? If there had not been a Civil Rights Movement, do you think America would still be segregated today (why or why not)?
Assignments for students: Written refelction on the role-playing exercise; research report on an important person connected to the Civil Rights Movement; Compare & Contrast graphic organizer of 1960's South and 2007 Los Angeles
Biggest challenges for showing this film: Probably not many challenges because Civil Rights is one of the Open Court themes but would definitely need the permission form for students to view it.
Biggest benefit: Aside from the obvious academic aspect, character development in terms of better understanding of diversity and how the lack of such could create terrible injustices to people without cause(Reply to this) (Thread) |
| Pi, circumference and area of a circle by Moises Garcia
(Anonymous)
2007-06-08 00:26
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The objectives are that students will be able to :
A) NS 1.4 Differentiate between rational and irrational numbers.
B) MG 2.1 Use formulas routinely for finding the perimeter and area of basic two-dimensional figures and the surface area and volume of basic three-dimensional figures, including rectangles, parallelograms, trapezoids, squares, triangles, circles, prisms, and cylinders.
The text I use named College Preparatory Mathematics CPM is usually helpful in setting up lessons. When we are discussing pi students usually are told to bring in items from home that are circular like a water bottle, the cap of any bottle, and records. It usually works better if they bring items of different sizes. The students then measure the circumference and the diameter of the items. I usually have them work in groups and each group measures two items. Then on a table of information on their paper they will record the information for circumference, diameter, name of item, and the ratio of the circumference over the diameter. Students will then share their findings with the class. If they measure accurately they will find that the ratio of the circumference over the diameter will generate the constant pi.
In this lesson I will use the CPM foundations for Algebra Vol. 2 chapter 6. In this chapter we get introduced to pi, circumference, and area of the circle. Students will also have the opportunity to conduct hands on experiments where they explore how to obtain pi and find the area of the circle using the area of a parallelogram as the formula that will help them generate the formula for the area of the circle (A= (pi) (radius squared)).
Along with working from our books and doing hands on experiments I will also show a couple of clips from the movie Pi. The opening credits which starts with the number pi being generated by a computer gives the true immensity of the constant that has no end. Then in a clip where Max Cohen is sitting in a coffee shop contemplating his brilliant idea and relating it to how pi is generated by dividing the circumference of any circle by the diameter. In the opening clip students will see that with better measuring devices one can get the real circumference and diameter of the circle and generate pi. This will lead into a discussion and the definitions of a rational and irrational since pi is a number that cannot be described by a simple fraction such as 22/7 = 3.14. Pi is bigger and infinitely long that is why its irrational. I would ask them to write about how the film relates to the topic we are studying. It will be easy for them to make the connection between the movie and the math topic. However, what will be hard is not being able to show the whole movie do to explicit content. They will be disappointed. The benefit is that they will see pi for what it truly is.
(Reply to this) (Thread) |
| Re: Pi, circumference and area of a circle by Moises Garcia
(Anonymous)
2007-06-10 07:44
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This is exactly the film I used for my students. I used only a short clip in the perspective of showing them how Pi came about so that they will reduce their thought of its being abstract and derived from the 'moon'. I really like from the context you used it in algebra-irrational numbers. (Reply to this) (Parent) (Thread) |
| Re: Pi, circumference and area of a circle by Moises Garcia
(Anonymous)
2007-06-10 07:46
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Mercy. Forgot to write my name on the above comment on Pi. (Reply to this) (Parent) (Thread) |
| Societal Rules
(Anonymous)
2007-06-08 02:07
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Big Idea Lesson: The Individual in Society-A person’s identity is determined by place in society.
Materials:
Text-Animal Farm by George Orwell
Movies: Antz, Animal Farm, A Bug’s Life
Procedure:
HISTORICAL BACKGROUND
1. Research the Russian Revolution and create a timeline. Answer the following questions: What are the political philosophies of capitalism and communism? How are they different? Why might so many people have been disillusioned with capitalism at the turn of the century?
2. Make a list of the main players and symbols of the Revolution (i.e. Stalin, Trotsky, Lenin, propaganda, KGB, citizens, etc.) As students watch Animal Farm, they should compare their list of historical participants with the list of characters/animals from the film. They can try to figure who the main animals in the story represent.
LITERARY ELEMENTS
Introduce students to the major literary elements used in Orwell's Animal Farm: Fable, Allegory, Symbolism, Point of View, and Irony. As they watch the film Animal Farm, have them consider how each is conveyed in the television medium as compared with the novel.
Allegory questions for students:
1. Can you provide an example of an allegory? What other allegories are you familiar with? Do you know of them from school? From a religious setting?
Activity for students: Take a case where you've made a mistake and learned a lesson and re-tell it as an allegorical story. What human qualities do you represent in your story? What temptations do you face? What's the moral?
Point of View questions for students:
1. What techniques do writers use to convey point of view in books? What techniques do filmmakers use to convey point of view?
2. How do the techniques used affect how the audience experiences and interprets point of view?
3. How would the film and/or book be different if it were told through the eyes of an all-knowing narrator?
Activities for students:
1. Re-write one or two key scenes from the point of view of the pigs. How might they talk while putting together a newsreel? While planning an amendment to one of the commandments?
2. Re-write one or two key scenes from Jones's point of view. How does he feel about the rebellion?
Irony Questions:
1. What do you think is more powerful, irony or satire? Why? For what purposes? Can you give examples?
2. Why does the TV version use more satire and less dramatic irony? Is satire better suited for TV? Why or why not? Do today's TV shows or films allow for subtle points?
3. How do the different mediums of print and TV help to dictate how dramatic irony and satire are used? What does the visual image of the animals enable filmmakers to do that writers cannot?
NOVEL TO FILM: MEDIA LITERACY
1. Compare the movie Animal Farm to the book (after reading the novel). How do they compare? Dialogue? Plot? Characters? Message? Perspective and Point of View? Use the chart that compares the film with the novel as a point of reference. How do you account for the differences?
2. Evaluate the changes that were made - which version do you prefer? Explain.
3. Discuss whether or not the fact that this film is created after the fall of Soviet communism has an impact on its editorial or directorial choices? Explain.
Student Outcome:
The movies Antz, Animal Farm, A Bug’s Life are chosen materials that have an interconnecting theme of the individual in society. There are numerous opportunities for a variety of scaffolding techniques—teacher led discussions, literacy circles, think-pair-share, and independent assignments to assist students in reflecting on how individuals are perceived in society. There should not be many challenges to implementing this lesson in the classroom. It can be considered a unit plan that requires some review, engagement, and thought before implementing.
A major benefit to implementing this lesson is the connection of a classic literary work to popular movies that students can engage in. The other benefit is the ability to effectively tie in major components of the periodic assessment such as literary devices, reading comprehension, literary response and analysis, and vocabulary and concept development.
Tania Ward
(Reply to this) (Thread) |
| Re: Societal Rules
(Anonymous)
2007-06-09 17:00
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I LOVE this lesson plan! I could definitely adapt this to fit my middle school English classes - Animal Farm is a book I've always been interested in teaching. I love the use of Antz and A Bug's Life to further the study of individual in society. My students would definitely learn to look at animated films in a new light.
Great idea.
Heather Rhodes(Reply to this) (Parent) (Thread) |
| Heather Rhodes
(Anonymous)
2007-06-09 16:57
(link) |
Big Idea: Redemption/Growth (somewhat "coming-of-age" though some characters in the chosen literature are beyond typical "coming-of-age" age!)
Set up/other materials: I would start with a comparison/contrast of two O. Henry stories that each feature criminals, though in one story the criminal does not turn his life around, and in the other, he does. The former is "After Twenty Years" and the latter is "A Retrieved Reformation." After reading the stories, we would complete a venn diagram comparing and contrasting the two main characters - the "bad" guys, the two "good" guys, and the plot and setting. Then, students would convert their findings into an essay.
After this, I would show Tsotsi, though I would definitely find it challenging to get permission to show it in 7th grade. Perhaps I could sway the parents of the Honors students first, along with the principal, in order to show academic and creative merit for this age group. The theme of redemption and turning one's life around would parallel the change that Jimmy Valentine goes through in "A Retrieved Reformation" but in a much more realistic, complex way, since Jimmy's turning point comes from the rather cliched idea of falling in love with the young, pretty girl.
During the film, I would ask students to create a character arc of Tsotsi in order to trace his change from gangster to honest, changed man.
I hope the biggest benefit that would come from showing this film would be students witnessing the change of Tsotsi from a wounded boy to a healed man. I hope they would see how his initial choices were detrimental and that once he opened himself up to love and caring, he was able to begin the journey toward redemption.
After the film, I might close the unit with The Outsiders to gain additional perspective on gang mentality, good vs. evil, and what makes characters change...or not.(Reply to this) (Thread) |
| Film Food Lesson Plan--Mack Polhemus
(Anonymous)
2007-06-09 20:32
(link) |
The Big Idea: Because I work in the hospital, I constantly address much more than the student’s academic curriculum. In that context, we discuss the student’s basic physical needs such as pain, health, diet and relationships. Specifically, I want to teach the how to have a better understanding of what they’re eating and how that food effects their health. Often I see kids with diabetes, pancreatitis, anorexia and obesity. I want to the students to connect food to a bigger picture by showing where it comes from and how our choices effect the world.
First the student records his/her daily diet. The student lists as much as he or she can remember throughout the day (breakfast, snack, lunch and dinner). The student also makes a list of a worst food day (this could be a day they ate too much junk, or it could be they didn’t get enough food). The student also makes a list of a best day (it could be a day that they enjoyed food the most or their ideal day like going out to a restuarant). I would also share my daily diet with them.
Bring various advertisements for food (including toys from fast food restaurants, logos for soft drinks, packages for candy). What do you think makes these food items more attractive (color, adjectives, location, situation etc.). Discuss each of these. I want them to be aware of the bombardment of advertising to influence their decisions. What are advertisers keying in on: hunger, style, convenience, affordability, and attention. What does this food look like without a package? Do you even need packages? (As an aside, when I lived in Africa none of the food was ever packaged or advertised).
Bring in sample article. An NPR article shows that kids need to be served a food item 17 times before it becomes familiar enough to eat. Show Dr. Seuss’s “Green Eggs and Ham”. How many times was the character served green eggs? How many McDonalds advertisements do you see a day?
Read sample article from “The Jungle”. Show clip from “Soylent Green”. Finally, I would show “Super Size Me”. This movie smashes all the advertised images of fast food to show the truth behind food.
After watching the movie, the students can reexamine their lists of food and explain where it came from and if they will continue to eat it (why or why not?). If it’s better to eat healthy foods, how can we get people to do it? Include prizes in healthy food packages?
I want the students not to necessarily change their eating habits, but at least to know what their eating habits are and what they’re eating. If they wanted to change their eating habits, what would they do? How would they do it? What effect would that change have in terms of cost, health, and the world at large.
--Mack Polhemus
(Reply to this) (Thread) |
| CIRCLES THE CONSTANT Pi, AND THE HOW -circumference and area) -MERCY
(Anonymous)
2007-06-10 07:36
(link) |
LESSON PLAN (CIRCLES THE CONSTANT Pi, AND THE HOW -circumference and area)
By Mercy Ajuonu
Subject: Geometry
Grade level 10
Standard(s):
8.0 Students know, derive, and solve problems involving the perimeter, circumference, area, volume, lateral area,
and surface area of common geometric figures.
http://www.cde.ca.gov/be/st/ss/index.asp
Single day Lesson
DESCRIPTION OF CONTENT: -
Fact: There are the known facts that geometric figures are any set of points on a plane or in space. Area is the
amount of space inside the figure. In understanding our topic very well we should also note that the different figures
have different shapes and sizes. This therefore means that the areas, perimeters and circumferences of figures are
dependent on the shape and sizes of the figures. The concept of circumference and area of a circle is one that
shows the relationship between Pi, radius and diameter.
Objective: Students will:
• Learn the concepts of circumference and areas of circles with 90% accuracy using formulas for circumference and areas of circles.
• Derive the constant Pi by measuring the circumference of circular objects and there diameters.
CURRICULUM CONNECTION:
This lesson fits into UNIT 3, Concept 2-Understand the properties of circles because SWBAT derive and solve
problems involving circumference and areas.
The lesson topic that precedes ‘Understand the properties of circles is ‘Understand volumes and surface areas.
INSTRUCTIONAL SEQUENCE:
Different approaches would be used for this section. They are regarded as steps:
Step #1: Teacher gives students warm up and discusses the warm up exercise with students.
Step #2: T will show a visual representation of different cylindrical and circular figures and ask students to attempt
to measure the distance around them after the initial demonstration from the teacher.
Step #3: Teacher introduces circumference and areas by having students record there answers to the
measurements.
Step #4: Teacher now shows some clips of the film ‘Pi’ to show the students the constant Pi before they will find the
ratio of circumference and diameter. Activity carried out by the different groups in the class.
Step #5: Teacher-Centered method:
a. In this step the teacher gives direct instructions
b. Asks for understanding
Step #6: Teacher: Word Splash: Inform students that now they have different ideas
about how to find Pi, circumference, diameter and radius, we are going to read a brief passage on circumference
and areas of circles. List out the words in the text and write their meanings (Note taking). For this lesson, if time
permits the students will derive the formula for the areas of circles using cardboard papers, cut into circular shapes,
cut into sectors and arranging as rectangles. Using the formula for rectangle they would find how the area of circle
is pi*r2.
Step #7: Independent work
APPLICATION ACTIVITY:
Students will figure out at home if the pi is the same approximately with circular objects they have at home.
MATERIALS & RESOURCES:
Cylindrical objects/figures of deferent sizes.
Measuring Tape, yarn/string and ruler.
Prentice Hall: Geometry Text Book
ASSESSMENT STRATEGIES:
There are different ways of measuring (evaluating) students’ achievement on outcome of the teachers teaching in
other to maximize the various strengths of students and their learning styles. Some of the evaluation instruments
used are:
Direct Questions and answers.
Analysis of the film clip.
ACCOMMODATIONS:
The instruction is differentiated in terms of using visuals to aid understanding. The activity and the film clip also
should be of importance for the special education students in The Inclusion Program.
HOMEWORK: Application activity at home.
(Reply to this) (Thread) |
| From Fizzah
(Anonymous)
2007-06-15 14:11
(link) |
My Lesson Plan (Finally!)
Sorry it's so late!
I am planning on teaching a unit on the history of the African American struggle in the United States. The purpose of the lesson is to introduce students to aspects of African American history and culture that they are not already exposed to in the media or in their history books.
I plan on having students first read excerpts from Up From Slavery as a way of introducing the topic. Then students will read excerpts from Souls of Black Folks by WEB DuBois. In particular, the discussion would revolve around the concept of double consciousness. This would allow students a different perspective from the first. Students will then complete a Venn diagram to compare and contrast the two views.
We will tie the texts in this section, especially double consciousness, to the concept of privilege. Students will relate such concepts to speeches by Malcolm X and the Black Panther Party.
Movie clips will include sections from Malcolm X the movie as well as documentary clips. In addition, students will view a short video presentation about Black History Month that was designed by a fellow teacher.
The culminating project will include a presentation by pairs of students about a significant person, period or event in African American that is not usually covered in American history. Presentations can be in the form of a Powerpoint or video or live.
(Reply to this) (Thread) |
| friend, it is very good
 m5361205
2011-12-21 09:26
(link) | |
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