Tag Archive for movie

World Lit: DiCaprio Sheds Light on The 11th Hour

Standards

  • ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
  • ELAGSE9-10RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Georgia ELA
  • ELAGSE9-10RI6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Georgia ELA

Learning Target
Students will analyze an interview to evaluate the impact of subjectivity on a text and identify fallacies in order to evaluate a text’s credibility.

Opening Session
Read the article “DiCaprio Sheds Light on 11th Hour” in Springboard, page 413, and then answer the Second Read questions that follow it if you finish early.

Work Session
While I cue up the DVD, look at the fallacies on page 415 in Springboard. Read over them and highlight the important information that will help you remember them. I’m going to show you a clip from the movie we just read about, The 11th Hour, which is a documentary about climate change made by Leonardo DiCaprio. While I show you chapter 5 of the movie, take notes using the SMELL organizer on page 416 of the Springboard book.

Next, we’re going to do the chart on page 417 together. We’ll look for each fallacy in the clip, then consider if it is fair or not.

Closing Session
Flip to page 418 and look at the Check Your Understanding question. Write a short response and then we will share out!

Assessment
Formative (book check)

Differentiation
Process (scaffolding, learning style) Interest

World Lit: Troy!

Standard: 

  • ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.

Learning Target: I can analyze a film adaptation of The Iliad and consider its differences from the original text.

Opening Session: I need to collect those permission forms!

Work Session: All day today and tomorrow we are going to watch the movie Troy, which was made in 2004 and directed by Wolfgang Petersen. We will need the entire class period, both days, to get through this epic movie!

Here is the IMDB on the movie:

https://www.imdb.com/title/tt0332452/

Closing Session: Share out! Let’s summarize what we watched today and where that brings us in The Iliad story.

Assessment: Formative (Class discussions)

Differentiation: Process (learning style)

AP Lang: Movie Analysis

Standards

  • 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.) Georgia ELA
  • ELAGSE11-12SL2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Georgia ELA
  • ELAGSE11-12SL3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Georgia ELA

Learning Target
I can analyze a film presentation of Arthur Miller’s The Crucible.

Opening Session
Did you know that Arthur Miller – the same guy that wrote the play – also wrote the movie screenplay? Can you tell it is the same writer, and if so, why? If that was surprising, why?

Work Session
Let’s finish the movie! We will have about half an hour left.

After the movie is over, I want everyone to grab a sheet of paper and do a little analysis. Look at the two pivotal scenes (we can re-watch them if you want) and consider how Hytner chose to represent them. Which interpretation was he going for? Why do you think he made that choice? Give some evidence from the movie to back your claims!

Closing Session
What did you think of the movie? Turn and Talk with a partner about what you liked, didn’t like, and would have done differently. I’ll call on a couple of people to share!

Assessment
Formative (analyses)

Differentiation
Learning style (visual)

AP Lang: Watching The Crucible

Standards

  • 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.) Georgia ELA
  • ELAGSE11-12SL2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Georgia ELA
  • ELAGSE11-12SL3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Georgia ELA

Learning Target
I can analyze a film presentation of Arthur Miller’s The Crucible.

Opening Session
Grab your popcorn because it’s MOVIE TIME! Before we get the movie going, make a prediction of how you think the director, Nicholas Hytner, is going to have the actors interpret the Pivotal Scenes we have focused on in class.

Work Session
Let’s watch the movie!

If you’re following along from home, here’s the IMDB on the movie: https://www.imdb.com/title/tt0115988/

You can rent it to watch on YouTube if you won’t be here to see it in class.

Closing Session
Exit Ticket! On your way out, tell me your reactions to the movie so far. Good? Bad? Did they misinterpret the play? Did they change things you think should have been left alone, or vice versa?

Assessment
Formative (class discussions)

Differentiation
Learning style (visual)

World Lit: The Art of Objectivity

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 write and revise an effective, objective summary.

Opening Session: Let’s finish The 11th Hour from yesterday! We should have just a few minutes left.

Work Session: Flip in your books to page 407 and let’s talk summary! We’re going to briefly discuss the Looking For Evidence section on page 407, then turn over to 408 and I would like each of you to complete the chart. Afterwards, you will share with a peer. Finally, we will do the Explanatory Writing Prompt on page 409 to summarize the movie we just watched.

Closing Session: Share out! What did you think of the movie? Did it change your opinion on climate change?

Assessment: Informal (book check of summary)

Differentiation: Process (Scaffolding)