Grade : 9
Instructional Design: Cammy Feehan
Stage 1 - Desired Results
1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
1.1 Discover and Explore 1.2 Clarify and Extend
2. Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.1 Use Strategies and Cues 2.2 Respond to Texts 2.3 Understand Forms, Elements and Techniques
3. Students will listen, speak, read, write, view and represent to manage ideas and information.
3.1 Plan and Focus 3.2 Select and Process 3.3 Organize, Record and Evaluate 3.4 Share and Review
5. Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.
5.1 Respect Others and Strengthen Community 5.2 Work within a Group
Below is a pdf file identifying all of the ICT outcomes touched on throughout this project. Click on the file to download it to your computer.
Art is a variety of mediums and a student’s appreciation is a reflection of personal experiences and preferences.
What appropriate art form successfully respresents/connects/conveys the thematic message of a prose form?
Students will know and be able to:
Stage 2 - Assessment Evidence
A varied approach of media analysis. You will connect your understaning of the movie in a power point slide presentation. This presentation will incorporate as well as demonstrate your understanding of theory of literature (setting, conflict, theme). You will incorporate images and audio clips to produce the desired effect.
Other Evidence (Quizzes, test, etc)
Teacher Observation in Lab( enthusiasim, focus,on task)
Stage 3 - Learning Plan
Teaching and Learning Activities
This assignment occurs well into the short story genre/unit.
Students have been provided narrative prose theory: they have applied it to a variety of short stories , and they have been tested on it. (setting, characters, plot, conflict, theme, symbols, irony, motifs, archetypal symbols).
Students have also previously studied film and have been introduced to the the significant differences and impact this genre is capable of (colour especially blue for surrealism as well as orange as a life force of the passion of love and suffering, film angles and music. This information available in Reel Conversations : Reading Films with Young Adults (Authorized Teacher Professional Resources - LRC)
I have chosen School Ties, for this assignment.The students will be given approximately three classes to complete the viewing. Although this film is rated PG13 I still recommend that teachers preview for content and language. Students must also be taught the benfits of active viewing. (Film may be analyzed like literature except unlike a short story in a classroom situation we can not just flip back pages for clarification. Therefore, students are to take random notes of the setting, the characters, the conflicts, and the plot details. Each night the students are to catagorize the above details into the appropriate catagories. Students may wish to web, use charts, or graphic organizers.
Teacher and Backgound Information:
1950’s - an era of antiSemitism and fear of Communists - Post WWII and Hitler - Pre Martin Luther King. An explanation of prestigious prepatory schools and family connections may be necessary. As well, benefits and downfalls of affluence should be addressed.
Plot - Modern Tragedy - Students should also be taught how the turning point in the plot is functional .(when Charlie finds out that David is Jewish and this becomes his weapon) The audience feels empathy for David which also allows and prepares the audience for the catharsis at the end. Other terms needed to further understanding may be retribution and epiphany.
**I have teacher notes available on request.
Once the students have been led through the film, they will be required to decide a personal statement of theme (their understanding of the message of the story) I want them to be honest and to take a risk of their being no correct answer. Based on the gathered information in setting, characters, and conflict, they will have to create a power point pictoral essay. Images will be gathered that support their understanding and further illustrate the theme. They should all start with an image that demonstrates theme - with an overlay typed in - move to characters (their names and personality traits) and have at least three images of conflict. Each presentation should end with a global undersanding of the message of the movie.
Lab session 1
Show sample PowerPoint to demonstrate the guidelines of a good multimedia project.
-how to select a background and insert a picture for their presentation
-how to add another slide, animate, and view as slideshow
-how to use the croping tool, set a transparent colour, frame pictures
Students begin work
Lab session 3
Demonstrate how to insert music
Additional Teacher Resources
These are documents for teachers and/or students that were developed to support the project. Documents will always be available in pdf format as well as in the original format created (e.g. MS Word, AppleWorks, Inspiration, etc)
Click to download Rubric
The following exemplars are from a team of a female student and the other from a male student. Please click on the exemplar to download a copy.