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Media Lesson Plan
|Media Specialist: Katy Fay |School: Horizon Elementary |
|Lesson Title: Fantastic Flying Books |Grade Level(s): 4th-5th |
|Strand: Library Procedures |Lesson Length: 30 minutes |
|Materials: |
|Book and video – The Fantastic Flying Books of Mr. Morris Lessmore, by William Joyce |
|Standards: |
|LAFS.4.RL.3.7 Make connections between the text of a story or drama and a visual or oral presentation of the text. |
|LAFS.4.RL.3.9 Compare and contrast the treatment of similar themes and topics and patterns of events |
|AASL 1.1.6 Read, view and listen for information presented in any format (textual, visual, media, digital) in order to make inferences and gather meaning. |
|Objectives: |
|Students will watch the video animation of The Fantastic Flying Books of Mr. Morris Lessmore. Students will analyze the illustrations and the events of the story. |
|Activities & Strategies: |
|Ask students if they’ve seen the movie of the Harry Potter? Read the book? BFG? Wonder? Which came first, the movie or the book? (Book) |
|Introduce the movie of Fantastic Flying Books, and explain that the video was created before the book. The video won the 2012 Academy Award for short animated |
|film. Explain that the video is wordless. |
|Tell the students that you want them to look for elements that remind them of other movies or books. Explain that the movie has color and black-and-white elements,|
|and that you want them noticing these elements, thinking about why the artist/movie maker made those choices. |
|Play the video, pointing out, if necessary (younger students): |
|Takes place in New Orleans |
|What does the tornado scene remind you of? (Wizard of Oz) |
|Notice the environment is now black and white? (Wizard of Oz) |
|Morris is still black and white as he enters the library. |
|Humpty Dumpty is encouraging Morris to read the book (sick book) |
|Notice the patrons start out black and white |
|Note the passage of seasons. |
|After the movie: |
|What is the setting of this film? What is the weather event that takes place? Does anybody know of a real-life weather event that took place in New Orleans ten |
|years ago? (Hurricane Katrina) |
|Discuss color: |
|Color of landscape after tornado. Why? What feeling(s) is invoked by this choice? |
|When does Morris gain color? When do the patrons gain color? |
|What makes them gain color? Reading/touching a book. Why? Books bring you to life. |
|Discuss the books: |
|Are books alive? Point out the flying books. They even sound like birds. They fly, they have arms and legs, they eat and dance. They are, in the film, alive. |
|What about the sick book? What happens to it? What does Morris do to try to fix it? What does the “flatline” indicate? What does Humpty encourage him to do? |
|Read the book. What happens when he reads the book? It comes back to life. |
|Saying – a book comes to life – the story is so real the characters and plot feel real |
|Morris “gets lost in the book.” What does this mean? |
|Discuss an “old” book that hasn’t been read in years. It comes back to life when read. |
|Discuss time passing, and the movie trick of seasons passing. |
|What happens when Morris flies? He drops his book, and it begins to fly for the first time. |
|Who catches the book? Does she come to life? Will she be the new caretaker? Notice the pictures on the wall. |
|This book was written with many books and movies in mind. Let’s make a text-to-text connection. Kagan Structure: Shoulder Partner – Talk to your shoulder partner |
|about a text-to-text connection between this book and another book or movie you have read/seen. i.e. Wizard of Oz (B&W to color/ tornado), Humpty Dumpty, Harry |
|Potter (people move in picture frames). |
|Assessment: |
|Notes & Reflection: |
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|Extension Activity: |
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