Unit Film As Literature – Summer Reading Unit
Date December 10, 2009

State/District Standard(s): New York Course: ELA Commencement

Standard C2.1 Language for Literary Response and Expression
Listening and Reading: Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.

  • Item C2.1.1 read and view independently and fluently across many genres of literature from many cultures and historical periods
  • Item C2.1.2 identify the distinguishing features of different literary genres, periods and traditions and use those features to interpret the work
  • Item C2.1.3 recognize and understand the significance of a wide range of literary elements and techniques, (including figurative language, imagery, allegory, irony, blank verse, symbolism, stream-of-consciousness) and use those

State/District Standard(s): ISTE Standards

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Students:

a. apply existing knowledge to generate new ideas, products, or processes.

b. create original works as a means of personal or group expression.

1. Creativity and Innovation

Students demonstrate creativity by producing a video trailer depleting one of the books from their summer reading list.
Apply existing knowledge of Windows Movie Maker & Symbolism to generate a new “product”

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively. They asked their peers to group together to become actors in their movies and sought advice and input from each other every step of the way.

They communicated their idea/symbolism using a variety of digital media.

Once the videos were done they critiqued/reflected on each one based on a series of questions using a forum on Moodle.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information.
Students:

a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

3. Research and Information Fluency

Students used a variety of sources for their movies. Images were obtained from the internet, digital cameras and YouTube. Movie files were created using digital video recorders and from YouTube. All files were organized on the shared drive for use in Windows Movie maker. Students evaluated each shot for its use and effectiveness.

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Students:

a. advocate and practice safe, legal, and responsible use of information and technology.

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

c. demonstrate personal responsibility for lifelong learning.

d. exhibit leadership for digital citizenship.

5. Digital Citizenship

Students practiced ethical behavior by learning the legal Copyright uses for their media used in their movie and by citing their sources in the movie credits.

Lesson Objectives

What should students know and be able to do?

Understanding(s)

How Does literature translate into a visual montage?
How does film reflect the human experience?

Essential Knowledge

To understand a piece of literature through the eyes of a filmmaker.

To become acquainted with technology

To portray the main idea of film through a creative venue.

To use literary elements effectively, such as symbolism and foreshadowing.

Essential Skills

Camera use

Windows Movie Maker software (video editing software)

Team leaders and followers. Defined roles within the project.

Assessment (How will I and they know when they are successful?)

  • Pre-
  • Formative
  • Summative

· Summer reading response. (Pre)

· Storyboard (Formative)

· Monitor project while editing is taking place. (Formative)

· Review projects once they are completed. (Summative)

· Respond to Moodle thread forum (Summative)

Task Analysis What does an analysis of the tasks reveal about the skills and processes that students need to successfully complete the task?

  • Misconceptions (how will I help students build on prior knowledge, but deal with misconceptions and reframe their thinking when appropriate?)
Differentiation (how will I differentiate for students who lack the prerequisite skills to do a task and for those who have already mastered the skills this task will teach?)

· Students will demonstrate the ability to use standard written English (summer reading response)

· Students will demonstrate the ability to use camera/film language to create project.

· Students will demonstrate the ability to express creativity through multimedia.

· Students will demonstrate the ability to show their understanding of symbolism by depleting essential idea.

Misconceptions – That this may be too big of a task. Students will make a quality product with limited resources.

Differentiation – every student can work at his or her own level for success.

Prior skills and knowledge needed to be successful –

· Understand Symbolism

· Be able to think in outline form (storyboard)

· Earlier use of Moviemaker?

Learning Experiences (How will learners acquire new skills and/or information?)

Motivation (How will the learning connect with student’s lives beyond the classroom?)

Motivation/Framing the Learning

· encourages creativity

· peer interaction

· technology

Input/Modeling/Practice

Organization!

- Folders on the shared drive to save multimedia into

- Storyboard your shots

- collect URLS of multimedia used as the students work.

- Modeling of software broken down to functions. Introduce a couple a day, check for understanding.

· Provide clear directions and explanations

· Peer interaction

· Software review

Check for Understanding

· Monitor their progress

· Work one-on-one guiding them through the software

· Encourage creativity

Closure

· Knowledge of applying software to create movie trailer

· Summary of learning through the completion of essay, storyboard and movie trailer.

· The whole process shows student thinking

Viewing a movie trailer allows for peer and self assessment

Reflection

Using Moodle to have students discuss on a forum

· What did I learn?

· What went well?

· What could have been improved?

Realization is that students see the difficulties and complexities of film making.

Examples of student work
Night

Endgame

Last modified: Monday, August 15, 2011, 12:55 PM