Tag Archive for movie

World Lit: The 11th Hour

Standard: ELAGSE9-10SL2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Learning Target: I can analyze how a documentary establishes point of view and ethos.

Opening Session: Today we’re going to be watching a movie! This is called The 11th Hour and it is about climate change. I know you have probably heard a lot about this topic, so for our Opening Session today, why don’t we share out some of what we know and think about global warming?

Work Session: Let’s watch the movie!

Closing Session: Summarize briefly what we saw today, and we will finish this tomorrow!

Assessment: Informal (closing summary)

Differentiation: Learning Style (visual, auditory)

American Lit: The Crucible Movie Time!

Standard: ELAGSE11-12RL7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist.)

Learning Target: I can examine a film adaptation of a play for its strengths and weaknesses.

Opening Session: Let’s briefly summarize what’s been going on in the play so far!

Work Session: After we summarize where we are in the play so far, we are going to watch The Crucible movie!

Closing Session: How did you like the movie today? Write a brief constructed response as your ticket out the door that explains what you think the movie did well and where it could improve.

Assessment: Informal (TOTD)

Differentiation: Learning Styles

Burn, baby, burn!

Standard: 

  • ELAGSE9-10RL9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Learning Target: I will analyze how the TV show Criminal Minds draws on Dante’s Inferno to create a modern interpretation of circle 6 of Hell.

Opening Session: Grab a sheet of paper and jot down the first five words you think of when you think of Hell…. was fire among those words? Good. Because today we meet the hottest part of Dante’s Inferno (which, now that I think of it, is kind of a silly name)… CIRCLE 6!!!!

Work Session: Welcome to the circle for the heretics, y’all. The burning dead. This particular circle of Hell is one that absolutely terrifies me! Dante discusses some contemporary celebrities with a burning sinner before Virgil moves him on, and with that, I want to go on to our main activity of the day:

CRIMINAL MINDS! How many of you guys watch this show? This particular episode – season 10, episode 2 – is all about a killer who was inspired by Dante’s Inferno. As we watch the video, pay close attention to how the killer chooses each of his victims. He already knows what “punishments” he’s going to give them (the MOs of his murders), so can you figure out how he chooses each victim?

After we finish watching today, I want to do a bit of writing. Give me 3-4 sentences on each of these prompts:

  1. Visual imagery can be a powerful thing. SEEING something is often more impressive and gives us a more lasting feeling than reading about it. Which images/scenes from this episode stand out most in your mind? Why do you think that is?
  2. What is it about the Inferno that makes this particular part – the burning, flaming part – the most memorable part of Hell?
  3. How did the producers of this episode of Criminal Mindsdraw on Dante as source material? What did they emphasize or leave out? Did they make any choices that surprised you?

Closing: Do your poster activity as your ticket out the door!!

Assessment: Writings will be graded; TOTD can be formatively assessed

Differentiation: Summaries given as needed, learning style (visual, auditory), sentence frameworks given.

Movie Wednesday!

Standard:

  • ELAGSE9-10SL2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Learning Target:

Opening Session: Check in, make popcorn, collect last minute permission forms, and get your talking out of the way now…

Work Session: Today we are watching Alien! This movie was made in 1979 and is one of the greatest sci-fi movies of all time. As you watch, keep in mind the concepts of monsters we have discussed in class – specifically, what defines a monster and why monsters scare us. You’ll be using Alien  in class tomorrow and Friday to work on an argumentative essay about The Metamorphosis.

Enjoy the show!

Closing Session: TOTD – movie debrief

Assessment: Formative checks for understanding during movie

Differentiation: Modified writing assignment as needed.

Dr. Simpsons Faustus (…2…)

Standard:

  • ELAGSE9-10RL9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Learning Target: I will read and understand The Tragical History of Dr. Faustus and Faust, and consider the similarities and differences in the two interpretations.

Activator: Bart Sells His Soul

Work Session: So, today we’re learning about a niftyfun play called Dr. Faustus. It’s about a guy who sells his soul to the devil. No, seriously, it is! And after reading Dante’s Inferno, I bet you all can guess that that’s not really such a good idea.

We’re going to start out the day with a Dr. Faustus spoof from The Simpsons, an episode in which Bart sells his soul to Millhouse for 5 bucks. Again with the not so much a good idea, right?

After we watch The Simpsons, we’re going to read Faust from our textbook on page 851. I want you guys to partner up, choose one partner to be Faust and one to be Mephistopheles, and read the play aloud to each other. When you finish, you’ll flip to page 867, keep your same parts and readThe Tragical History of Dr. Faustus. When you’ve finished with both, I would like you to write a summary for me.

  • Write one paragraph that summarizes what happens in the two plays.
  • Write one paragraph that lists the similarities and differences in the two versions you read. You can consider such things as language, characters, plot, and so forth.
  • Hand your summary into me when you’re done, and yes, you will be graded!

Tomorrow and Wednesday is your FINAL EXAM!!!!!!

Differentiation: Learning style, modernization

Assessment: Writing will be graded