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-984253703320RAZVOJNA NALOGA ZA DECEMBER 2010MEDIA LITERACY UNIT00RAZVOJNA NALOGA ZA DECEMBER 2010MEDIA LITERACY UNITSeznam oddanih razvojnih nalog / List of submitted R&D tasks#Foreign TeacherFLMedia Literacy Unit TitleFilipe de Almeida ENG PersepolisHelen AsherENGThe Railway ChildrenIrma Bandiera ITA Lambert, leone teneroneSoizic Dupuy-Roudel FRA La ParfumSamuel Farsure FRA PersepolisPhilip Jacobs GER Snegulj?icaAndrea Jadrzyk ENG A Clockwork OrangeChristian P. L. Johnston ENG The Body / Stand By MeGerosa Lambergar GER Am kürzeren Ende der SonnenalleeDie SonnenalleeMaja von LeheGERCrazyAndrea Leone ITA Il mondo deve sapere / Tutta la vita davantiMary Ellen Ramasimanana Virti? FRA Cendrillon ou La Petite Pantoufle de VerreIgnacio Escriche Rubio SPA Don QuixoteDaniel Schmidt ENG Fantastic Mr. FoxAmresh Prakash Torul ENG Angles and DemonsBenjamin Tweedie ENG Australian-related texts/filmsAndrea Valenti ITA Io non ho pauraStephen Moses Zulu ENG Billy ElliotNavodila / InstructionsPlan a Media Literacy Unit which uses an outcomes-based approach. The unit should be based on the following expected learning outcome:By the end of this unit, the students will be able to compare the printed form of a media text (book) with its visual media productio (film).The plan needs to include the following information:Expected learning outcomeLanguage (structures)Content (vocabulary and factual knowledge)Evidence of outcomes (knowledge and skills, attitudes)Student learning activities (lesson-by-lesson breakdown and sequencing/timing)Teacher activitiesTools and resourcesFilipe de AlmeidaComparison of the graphic novel Persepolis and the filmOverall Expected Outcome: Students will be able to compare printed form of media text(book) with its visual form (film)Target students: Higher level secondary school studentsRequired minimum knowledge:Some knowledge in narrative elementsBasic research skillsBasic knowledge in note takingInterest in media and literatureBasic knowledge in essay writingBasic knowledge in critical thinkingEvidences of outcome (knowledge, skills and attitudes): The students will write an essay on a relevant theme dealt with in the novel or produce a small graphic novel, in which they will be expected to show what they have learned through their portrayal of key themes and ideas raised in the class. Filled in Hand outs and the quality of discussions will work toward providing ongoing assessment of their progress. Language Structures: Introduction to basic language of a graphic novel compared to language used in films adapted from graphic novelsMaterials: Computer, Whiteboard, Paper, Handouts, Writing materialMaximum number of students: 10 – 15Unit duration: 13 hours (1 block lesson = 2 teaching hours)Content: New vocabulary associated to graphic novels and films, information on the socio-historic situation of Iran in the late 1970s, knowledge on analysis of graphic novels vs. mediaOverview of lessons:Lesson 1Duration: 1 block lessonBrief overview: Central Question: What is a Graphic Novel?Materials: Handouts, Video, Worksheets, Writing MaterialExpected outcomes: Evidences of outcomes:Increase fluency in analyzing and interpreting textual materials based on different features of a particular genreA story board textGroup discussion, prompted by key questions from the facilitatorExamine the common aspects and conflicts between the visual and print messages (e.g., humour, irony, or metaphor) and recognize how words, sounds, and images are used to convey the intended messages.Students will present their work, and with class the teacher will discuss the workCriteria established during presentationExpand their vocabulary associated to this particular genreAssessed in final evaluationTeacher: Students:10minShort introduction to the course, give students a mini folder with important vocabulary and concepts which will be done in this unit as an aid to the complex issues of this textStudents get a photocopy of a page within a graphic novel without the text (they should hand it in at the end of the class for evaluation.10minBrief introduction the idea of what a graphic novel is to students.Listening and answering questions prompted by teacher20minGives story board with no explanationWrite down information on concepts that relate to graphic novels (captions, speech balloons, internal/external dialogues) etc. vs. media (moving images, audio, style etc).30minFacilitate the understanding of how graphic novels can convey a message in our social context.30minExplain to the students how images and text work/visual impact/interpretationLesson 2Duration: 1 block hourBrief Overview: Critical analysis of static vs dynamic image Materials: Handouts, Video, Worksheets, Writing MaterialExpected outcomes: Evidences of outcomesStudents will be able to critically analyse difference between static and visualNotes taken and handed in at the end of the class which will be gradedThe quality of the discussion of students in their group workTeacherStudents45minCharacter Analysis: Discuss the type of characters represented in graphic novels/media (alter ego, evil, good, hero etc…). Teacher will give students a lecture on thisStudents will take down notes on lecture done by teacher and hand their notes in at the end of lesson for evaluation45minComparison of static vs. Dynamic image related to graphic novels which affect how they are read in comparison to a media stream (Teach the elements and structures of graphic novels)Students will be in groups and discuss different ideas related to the topic(explain the relation picture/text)Lesson 3/4Duration: 2 block hours (Can also be done as 2 separate lessons)Brief Overview: Social context in which the novel is set Materials: Map, Writing Material, Visual aids, Computer Expected outcomes: Evidences of outcomeStudents will be able to place the novel/film in its social contextPlace Iran on the map and understand its geographical positionDistinguish how social context is presented in a graphic novel compared to a media streamRecognise gender as a main thematic in the novel/filmKnowledge, skills and attitudes will be assessed in the final essay handed in at the end of the courseFilled in Hand-outs given in at the end of lessonQuality of individual feedbackIn their final essay students should show knowledge of gender as a main part of the novel/filmTeacher: Students:45minTeacher provides power point on Iran so students have an idea of the historical background of the novelStudents listen and take down notes on information provided by teacher45minProvide students with panels from the novel as well as clips from the film with examples of different issues which are relevant to genderNote-taking which will be handed in at the end of the lesson for evaluation45minProvides the main topics for final essay/thesis(will be written in the final block lesson), giving them the main guidelines on how to write it as well as how it will be graded giving them time to think about it as well as the deadline to hand in essayDiscussion on the different panels provided by teacher giving their individual feedback on what takes place and the role of gender45minStudents take down notes Lesson 5Duration: 2 block hoursBrief Overview: Watch film and apply what they have learnt to interpret it according to the complex ideas we have learnt about as well as write final essayMaterials: Handouts, DVD, Projector, Writing material Expected outcomes: EvidenceViewing and critically analysing filmHanded in WorksheetQuality of Arguments provided during discussion(knowledge, skills and attitudes)Assessment in final thesisApply the knowledge gained in order to understand the different messages in the filmWill be able to distinguish the different aesthetic aspects by comparing the movie to the text and how they affect the themStudents will be sensitized the geo- political situation in Iran at the timeAssessment in final essay Teacher: Students:45minTeacher will bring the movie and watch it with students in classWill supply hand outs to be filled in during the movieStudents will watch the movie and fill in related hand out during the movieListen when teacher gives insight on particular parts of the film45minWill stop the film at important points and give the students a quick insight into that particular scene Teacher will draw out the main points in the movieAdd this information to their folder of notes/information pack45minAsk particular questions after the film relating to the history of IranStudents will discuss the movie and share ideas in different groups and at the same time write these ideas down45minAsk students to use what they have learnt in previous lessons to analyse the film/novelIn the second part of the lesson students will start writing their essay using the knowledge they have gained in previous lessons and use their information pack as an information resourceLesson 6Duration: 1 hourBrief Overview: Students will get feedback on their essays and discuss the main ideas presented on the comparison of the novel/film. (2 weeks after completion of essay)Materials: Projector, Writing material, PaperExpected outcomes: EvidenceFinal ideas on the classGraded essayQuality of final discussion Teacher: Students:45minGives back essay to students and prompts discussion on final ideasGet back their essays and ask relevant questions concerning their work/gradesHelen AsherLESSON PLAN SUBJECTS: ENGLISHUNIT TITLE: Students will be able to compare the printed form of a media text (book) with its visual media production (film).DATE: November 2010TIME SPAN: 45 minutes x 8YEAR GROUP: Year 8GROUP SIZE: whole classSUBJECT LINKS -LESSON OBJECTIVES/AIMS Able to form a range of WH questions in relation to the set media text.Understand the context, setting and background of a set text.To relate to characters in the story and express feelings.To choose the most appropriate or best theme or idea to depict.Able to notice and record similarities and differences in two types of media.Able to write an opinion with evidence supporting this.Resources Books The Railway Children.Penguin readers Both the abridged and long versions.FilmThe railway children1970 Version and 2000 version.ProjectorPowerPoint unit plan year 8 film book background information. Interactive whiteboard if available.WorksheetsYear 8 worksheet WH questions.Year 8 Worksheet reading comprehensionYear 8 Storyboard worksheet chapters 1-10 Year 8 Worksheet reviewsYear 8 worksheet Bluebell RailwayASSESSMENT (Ongoing) through both direct methods - ongoing questioning and group discussions. Along with indirect methods of observation whilst student work in their groups. (Direct) Writing Storyboard. Character review and favourite scene work.VocabularyPresent simple, present continuous, past simple and past continuousANTICIPATED MISCONCEPTIONS/DIFFICULTIESDue to potential time restraints and students busy schedules, it may be advantageous to think students will have the time or opportunity to read the whole book in English out of class, therefore it is important to offer abridged version of the chosen book to give all students the opportunity to know the outline and main themes of the story.ANTICIPATED OUTCOMES AT THE END OF THE UNITAll students will be able to demonstrate a basic understanding of the main themes of the book and the film.Most students will be able to demonstrate a detailed understanding and be able to make a basic comparison between the book and film.Some students will be able to demonstrate a detailed understanding and be able make more detailed comparisons between the book and film. They will also be able to give a detailed review of an actor in the film.Lesson 1: Familiarising ourselves with the ‘Railway children’INTRODUCTIONLook at the picture on the screen (PowerPoint, unit plan year 8 film book) at the front of the class and ask the students as a class to start to think of what type of WH questions you could ask about the picture to find out as much information as possible. Ask students to come to the front and write their questions around the screen. Try to encourage all students to come to the front and write. Independent Task: Hand out the worksheets and the students should write their own WH questions on their sheet. Once completed tell the students that later in the unit you will be going back to the questions they have come up with to see if we can answer them. (Year 8 worksheet WH questions).MAIN Next , look at the cover of ‘the railway children’ and start to predict what you think the story will be about. The students after seeing the picture should start to come up with ideas of the story. As a class read the summary of the book and discuss words or phrases in the text the students may not understand. I.e. What is ‘the three chimneys’? What does a constant source of entertainment mean? etc...Look at the picture of the author and tell them that her early years as a child gave her inspiration for writing this book. Discuss what does the word inspiration mean?Independent task: Read the reading comprehension and then answer the questions. (Year 8 Worksheet reading comprehension)As a class go through the comprehension and highlight any words they don’t understand and then answer the questions.PLENARYStart to look at chapter one of the book. Whilst reading ask them to think about the characters in the book and explain that later they will chose one of the characters to talk about in more detail.HOMEWORKRead chapter one of the Railway Children – the full version. Lesson 2: Starting to summarise the text.INTRODUCTIONTalk about how the students feel after reading the first chapter of the book. Ask them to describe what happens in the first chapter, how will the children’s lives in the book change, now their dad has gone away? Put yourselves into their shoes, what if something bad in our lives, how would we feel? What does the word ‘strong’ mean in this context etc....MAIN Tell the student they need to now look at the chapter again but focus on the main characters. They should choose one and start to describe this character in detail – both physically and personally. They should try to visualize in their head and imagine that if they could see that person in front of them ‘what would that person be like?’Independent task: Draw a picture of their chosen character and write a short physical and character description. Use a blank A4 sheet. They should leave the character blank and not write the name at the top.Paired activity: each child walks around the class and chooses a person to go to and look at their work. They read the information and look at the picture, do they know who the character is, tell their partner. Have they guessed right?PLENARYIntroduce the abridged version of book, ‘the railway children’. Start to discuss what a storyboard is. Look at the example on the board. Start to read chapter one of the abridged version together as a class.Look at the blank storyboard on the PowerPoint and discuss how we could condense the information in the first chapter into 3 scenes and a few sentences. Emphasise we only need to summarise events in the chapter. It should be short, to the point and concise. Look at the example modelled in the PowerPoint presentation. The students can take pictures from the internet to illustrate their point or draw. It is their choice. (Year 8 Storyboard worksheet chapters 1-10)HOMEWORKComplete the storyboard for chapter one. Read chapters 2,3,4 of the abridged version. Complete the story board for chapters 2,3,4. Lesson 3: Starting to analyse and look at the text in more detail.INTRODUCTIONDiscuss the story so far. Why did Peter steal the coal? Who did the children meet on the railway? Who did they wave to? etc.. MAIN Take another look at the WH questions they asked in the first lesson. Can we start to answer any now. What have we learnt in the story so far.Independent task: Start to answer the questions they made on an A4 sheet. How many can we answer at this point? Do we need to modify any of the questions?Group work: In small groups of three or four, the children participate in group readings of chapters 5 and 6 in the abridged version. As a group they discuss what they would put in the storyboards for these two chapters.Ideally the students will comment on what aspects they plan to choose to illustrate a part of the text and back up why they think these parts are most relevant to the overall theme of these two chapters.Independent task: bearing in mind what others the students discussed in their groups, each student now independently continues the storyboard for chapters 5 and 6.PLENARYIntroduce the 1970 film version and tell the students that next lesson you will be watching the film, ‘The railway children’. Show the students the two reviews for the film. Don’t tell them anything, just ask them to read. Now ask, what are these? The students should offer that they are - reviews of the films. Ask a series of questions around the reviews, for example are they positive? Why? Did the second reviewer watch the film as a child or recently? Are the reviews from a long time ago? Etc.... Read as a class and discuss words they don’t understand such as, middle age, severe, womanhood etc.HOMEWORKRead the final four chapters of the abridged version and summarise each chapter on their storyboard. Leave the pictures till later.Lesson 4 and 5: Watching the film. (Double lesson)INTRODUCTIONRemind the students of the reviews they looked at last lesson. Ask them to define a review, what is it? Why is it useful? Before choosing a film why might someone look at the review? Tell them to take out a pencil and a blank sheet. MAIN Discuss the different people involved in making the film – director, cameraman, lighting person, actors, costume, producer etc....Explain that whilst they watch the film you would like them to record scenes, quotes or actions that interest them. They don’t need to write in sentences, it is only for their reference.WATCH THE FILM.PLENARY Ask the students to look at the character they wrote about and drew in lesson two. How does their image and description compare with the directors choice? What are the similarities and differences? Do they think the director chose the right actor to play the part? Do they think the actor played the character well? What could the actor have done better? (if anything).HOMEWORKExtension work: Higher levels, write a review of their characters performance in the film. Back up why they think this with evidence or examples from the film. Draw on the information discussed in the plenary. Middle/Lower levels; write a short paragraph about what they liked in the film. Try to explain and give reasons why they liked this particular part or section of the film. If necessary, give the students copies of the film reviews worksheet to help them form their own work on the characters,Lesson 6: Researching information about the second film.INTRODUCTIONAsk the students if they enjoyed the 1970s film ‘the railway children’ or did they prefer the book. Can they tell you why? Were there any scenes that they noticed were missing in the film? Ask if they think these scenes should have been there or if they didn’t need them.MAIN Explain that this lesson they will be researching a website on the internet to answer a series of questions about the film and book of the railway children. The second film is mentioned in this website also.In pairs, the students work on the computer and look through the Bluebell railway website and try to find the answers to the questions. Some of the questions look at both the film and the book.(Year 8 worksheet Bluebell Railway.)PLENARY Students start to think back to what scenes are missing from the book, for example; the canal fire. They should re-look at their storyboards and both books. Who is in this scene? How can we display this? Do we need any props? What script do we need? Remember the characters don’t have to speak, you could just have actions and a narrator or they could have full dialogue.HOMEWORKIn set groups of 3-4, plan a two-five minute sketch of a missing scene. Use the storyboards, the both books to help.Lesson 7 and 8: (Double lesson) Performance and comparison.INTRODUCTIONSpend the first part of the lesson in small groups practicing short scenes.MAIN The groups take it in turns to come to the front and show their short productions or scene. Other students watch while the other groups perform.Whilst watching students think of positive statements to say about peers performances.PLENARYWatch the canal scene in the 2000 version of the film. Discuss how the film show the scene. Is it the same as in the book. Did we act it similarly as in the film etc..HOMEWORKIrma BandieraRazred:-114302080704500Tretja triada na osnovni ?oli ali 2. leto u?enja italijan??ine na srednji ?oli.Minimalno znanje:Slovni?ne strukture (za sloven??ino in italijan??ino):spreganje glagolovsedanji ?aspretekli ?asJezikovne strukture:opis ?loveka v sloven??ini in italijan??inibranje v italijanskem jezikupisanje (argumentiranje) v italijanskem in v slovenskem jeziku.U?enci morajo znati govoriti o sebi in izra?ati ?ustva v sloven??ini in italijan??ini.Obseg trajanja:6 urTematski sklopPREDSODKI Primer medpredmetnega povezovanja med TJI, SLO, DDE.Minimalno znanje za DDE:Kaj so predsodki?Kaj je druga?nost?Kaj so stereotipi? Kaj je marginalnost?Kaj pomeni biti diskriminiran?Razmi?ljanje o ovirah, ki lahko nekoga potisnejo na rob dru?beMedsebojno razumevanjeSpoznavanje novih kulturSporazumevanje med ljudmiPrehod iz ene generacije v drugo in konflikti med generacijamiCilji:U?enci se urijo v jezikovnih spretnostih in ve??inah: slu?no razumevanje, bralno razumevanje, ustno izra?anje, pisno izra?anje, branje v italijan??ini, u?enci razlikujejo med pisnim besedilom (pravljico) in filmskim posnetkom (risanko), utemeljujejo razlike med obema vrstama besedil.Jezikovne strukture: pridobivajo besedi??e - la primavera, la notte, il leone, la pecora, la cicogna, l'agnello, la luna, il lupo, l'ariete, il montone, la madre, il gregge, la lana, la coda, le orecchie, la lotta, il belato (il belare), il ruggito, (il ruggire), l'ululato (l'ululare), l'errore, i fratelli, il cucciolone, il colore giallo, la criniera, la diversità, i pregiudizi, lo stereotipo. Besedne zveze: mi sento diverso, mi sento/non mi sento accettato dagli altri, non sono uguale agli altri, mi sento emarginato, mi vergogno, mi sento in imbarazzo, sono felice/infelice, riesco/non riesco a parlare come gli altri, capisco/non capisco la lingua degli altri, capisco/non capisco la cultura degli altri, ho/non ho dei pregiudizi verso gli altri.Razvijajo socialne spretnosti: razumevanje in sprejemanje druga?nosti, ozave??anje, prepoznavanje predsodkov, stereotipov.Pri?akovani rezultati:U?enci uzave??ajo medijsko/bralno pismenost.U?enci znajo opredeliti ?ustvena stanja v italijan??ini in sloven??ini.U?enci se seznanijo in razumejo besede diversità, pregiudizio, sterotipo, emarginazione, discriminazione (druga?nost, predsodek, stereotip, marginalnost, diskriminacija)U?enci opazujejo bistvene razlike in podobnosti med literarnim besedilom in risanko ter jih uporabljajo za pisanje obnove.U?enci debatirajo v sloven??ini in v tujem jeziku.Metode delaRazlaga neznanih besed v ciljnem jezikuBranje besedilaRefleksija DebataPrimerjava med literarnim besedilom in risankoPisanje novega besedila v sloven??iniOblike delafrontalna, individualna, v dvojicah, skupinska, razlaga, razgovor, sodelovalno u?enje, debata.DejavnostiGledanje risanke v italijan??ini.Pisanje obnove besedila v italijan??ini.Razgovor o ?ustvenih stanjih junakov v risanki in literarnem tekstu.Pisanje slovenskega teksta za sinhronizacijo.Debata ali okrogla miza o druga?nosti.U?ila in u?ni pripomo?ki: interaktivna tabla, ra?unalnik, splet, knjiga.Literatura in mediji: risanka ?Lambert, leone tenerone , Knjiga ?Lamberto, leone inesperto“. DVD z risanko Walt Disney.POTEKUVODU?iteljU?enciMotivacija - U?itelj predvaja risanko “Lambert, leone tenerone” v italijan??ini.Gledajo risanko v italijan??ini.JEDROObravnava - U?itelj postavi vpra?anje – Kaj se dogaja?U?itelj predvaja ?e enkrat risanko v italijan??ini.U?itelj razdeli u?ence po parih in da navodila za delo:Izbrati glavno temo risankeOpisovati glavne dogodke v zgodbiIzbrati nauk cele zgodbeU?itelj da u?encem navodilo za doma?o nalogo: Prebrerejo literarno besedilo v italijan??iniAnalizirajo besedilo in ga razdelijo na ve? delov.Opazujejo bistvene razlike in podobnosti med literarnim besedilom in risanko.U?itelj poslu?a branje u?encev.U?itelj bistvene razlike in podobnosti zapi?e na tablo.U?itelj predvaja risanko dvakrat brez zvoka.Ustno odgovorijo na vpra?anje in pojasnijo glavno temo risanke.U?enci si ponovno ogledajo risanko in usmerjajo pozornost na detajle.U?enci se razdelijo v pare in v dvojicah pi?ejo obnovo zgodbe (sodelovalno u?enje).Pari preberejo zapisane obnove.U?enci berejo doma zgodbo v italijan??ini.U?enci berejo zgodbo v italijan??ini.U?enci analizirajo literarno besedilo in i??ejo razlike in podobnosti med literarnem besedilom in risanko. U?enci i??ejo razlike in podobnosti med literarnim besedilom in risanko in jih napi?ejo v zvezek.U?enci zapisujejo besedilo za sinhronizacijo risanke v sloven??ini.U?enci si razdelijo vloge in sinhronizirajo risanko v sloven??ini in italijan??ini.ZAKLJU?EKU?itelj skupaj z u?enci oblikuje trditev za debato o druga?nosti.U?itelj vodi debato o druga?nosti (tuji u?itelj se udele?i debate kot tujec, ki pripoveduje o lastnih izku?njah s stereotipi o tujcih v Sloveniji).U?enci pripravijo argumente za debato.U?enci debatirajo o dani temi.POTEK VSEH 6 UR1. ura2. uraU?ila in u?ni pripomo?ki: interaktivna tabla, ra?unalnik, splet.Literatura in mediji: risanka ?Lambert, leone tenerone“ HYPERLINK "" ,. DVD z risanko Walt Disney.Cilji: slu?no razumevanje, ustno izrazanje, pisno izra?anje.PRI?AKOVANI REZULTATIU?enci bodo razumeli besede: la primavera, la notte, il leone, la pecora, la cicogna, l'agnello, la luna, il lupo, l'ariete, il montone, la madre, il gregge, la lana, la coda, le orecchie, la lotta, il belato (il belare), il ruggito, (il ruggire), l'ululato (l'ululare), l'errore, i fratelli, il cucciolone, il colore giallo, la criniera,Bodo razvijali socialne spretnosti: razumevanje in sprejemanje druga?nosti, ozave??anje, prepoznavanje predsodkov, stereotipov.UVOD - motivacija: - U?itelj predvaja risanko v italijan??ini ?Lambert, leone tenerone?JEDRO - obravnava, u?itelj postavi vpra?anje – Kaj se dogaja?U?enci ustno odgovorijo na vpra?anje in pojasnijo glavno temo risanke.U?itelj predvaja ?e enkrat risanko v italijan??ini.U?enci si ponovno gledajo risanko in usmerjajo pozornost na detajle.U?itelj razdeli u?ence po parih in da navodila za delo:Izbrati glavno temo risankeOpisovati glavne trenutke cele zgodbeIzbrati nauk cele zgodbeU?enci se razdelijo v pare in v dvojicah pi?ejo obnovo zgodbe (sodelovalno u?enje).ZAKLJU?EK – utrjevanje in preverjanje: Pari preberejo zapisane obnove.U?itelj da u?encem navodilo za doma?o nalogo: Prebrati literarno besedilo v italijan??ini,Analizirati besedilo in ga razdeliti na razli?ne dele.Opaziti bistvene razlike in podobnosti med literarnim besedilom in risankoU?enci berejo doma zgodbo v italijan??ini.EVALVACIJA: u?enci znajo napisati obnovo zgodbe na podlagi risanke.Tuji u?itelj spodbudi nekatere u?ence k raziskovanju o situaciji v Italiji (begunci, Lampedusa …). U?enci s pomo?jo tujega u?itelja poi??ejo vloge ljudi iz Italije in njihove zgodbe, ki pri?ajo o (ne) strpnosti v Italiji.Predstavniki italijanske skupnosti v KopruBegunciMarginalci v ItalijiExtracomunitariOdnos Italijanov do hendikepiranihSlovenski u?itelj podobno usmerja u?ence glede na situacijo v Sloveniji.EVALVACIJA: med debato u?itelj ocenjuje u?ence po razli?nih kriterijih znanja – ustno izra?anje, uporaba posebnega besedila, pravilna izgovorjava, ali so usvojili nauk oz. glavno temo cele u?ne enote (predsodke). Kaj so se nau?ili o predsodkih? Znajo uporabljati besede predsodek, stereotip, druga?nost, marginalnost, diskriminacija v pravilnem kontekstu? Ali so se pravilno pripravili na debato/okroglo mizo? So bili dovolj motivirani? Ali so se ?ustveno v?iveli v osebo, ki so jo predstavljali v debati? Ali so se znali orientirati na italijanskih in slovenskih spletnih straneh, ki so jih odprli, da bi pri?li do informacij o razli?nih ljudeh?U?ila in u?ni pripomo?ki: interaktivna tabla, ra?unalnik, splet.Literatura in mediji: risanka ?Lambert, leone tenerone“ HYPERLINK "" ,. DVD z risanko Walt Disney, knjiga ?Lamberto, leone ineseperto?.Cilji: bralno razumevanje, branje v italijan??ini.PRI?AKOVANI REZULTATI: u?enci znajo analizirati besedilo v tujem jeziku in ga uporabljati za tvorjenje drugih besedil v italijan??ini in sloven??ini. UVOD – U?enci berejo zgodbo v italijan??ini in u?itelj jih poslu?a.JEDRO - obravnava.U?enci analizirajo literarno besedilo in i??ejo razlike in podobnosti med literarnem besedilom in risanko.U?itelj bistvene razlike in podobnosti zapi?e na tablo.U?enci i??ejo razlike in podobnosti med literarnim besedilom in risanko in jih zapi?ejo v zvezek.U?itelj predvaja dvakrat risanko brez zvoka.U?enci zapisujejo besedilo za sinhronizacijo risanke v sloven??ini, naknadno pa si razdelijo vloge in sinhronizirajo risanko v sloven??ini in italijan??ini.ZAKLJU?EK – utrjevanje in preverjanje: u?enci si razdelijo vloge in sinhronizirajo risanko v sloven??ini in italijan??ini.EVALVACIJA: u?enci znajo igrati/sinhronizirati osebe v risanki.4.,5.,6. ura Cilji: pridobivanje novega besedi??a, razvijanje socialnih spretnosti.PRI?AKOVANI REZULTATI:U?enci bodo razumeli besede: la diversità, i pregiudizi, lo stereotipo. Besedne zveze: mi sento diverso, mi sento/non mi sento accettato dagli altri, non sono uguale agli altri, mi sento emarginato, mi vergogno, mi sento in imbarazzo, sono felice/infelice, riesco/non riesco a parlare come gli altri, capisco/non capisco la lingua degli altri, capisco/non capisco la cultura degli altri, ho/non ho dei pregiudizi verso gli altri.Razvijali bodo socialne spretnosti: razumevanje in sprejemanje druga?nosti, ozave??anje, prepoznavanje predsodkov, stereotipov, pomen marginalnolsti, razmi?ljali bodo o ovirah, ki nekoga potisnejo na rob dru?be ter se v?ivljali v polo?aj tistih, ki so potisnjeni na rob dru?be.U?enci debatirajo v sloven??ini in v tujem jeziku. U?enci znajo opredeliti ?ustvena stanja v italijan??iniU?enci se seznanijo in razumejo besede diversità, pregiudizio, stereotipo, emarginazione, discriminazione (druga?nost, predsodek, stereotip, marginalnost, diskriminacija).UVOD – motivacija. U?itelj skupaj z u?enci oblikuje trditev za debato o druga?nosti – SLOVENCI SMO NESTRPNI DO DRUGIH IN DRUGA?NIHKaj je druga?nost? Kaj so predsodki in stereotipi? Kaj je marginalnost? Kaj je diskruminacija? Kak?ne so ovire, ki potisnejo nekoga na rob dru?be?U?itelj zapi?e miselni vzorec na tablo.U?enci razmi?ljajo o druga?nosti, predsodkih in stereotipih in zapi?ejo miselni vzorec v zvezek. JEDRO - obravnava, utrjevanje: u?enci pripravijo argumente za debato. Kako se po?uti lev?ek Lambert med ovcami? U?itelj zapi?e razli?ne odgovore na tablo v italijanskem jeziku.U?itelj razdeli u?ence po skupinah.U?enci v skupinah napi?ejo besedilo za debato in si razdelijo vloge.ZAKLJU?EK – U?itelj vodi debato o druga?nosti.U?enci debatirajo o dani temi.EVALVACIJA: u?enci znajo debatirati v slovenskem in italijanskem jeziku. Znajo uporabljati izraze stereotipo, pregiudizio, diversità, emarginazione, discriminazione (stereotip, predsodek, druga?nost, marginalnost, diskriminacija) v slovenskem in italijanskem jeziku in jih uporabljajo v pravilnem kontekstu. Znajo izra?ati ?ustva v obeh jezikih.Soizic Dupuy-RoudelI will present a unit of 20 hours (10 times 2 hours). I will reserve this work for the 4th class of high school and for a small group (10 to 15 students), because of the level of French and reflexive activities. The book is “Le Parfum” of Patrick SUSKIND published in 1985. The film version arrived in 2006.The book will be presented in French (extracts). For the complete reading, they could read it in Slovene but outside my courses. The film (some chosen scenes) will be seen in French with French / Slovene subtitles (it depends of the student level).Required minimum knowledge:Knowledge in essay writingSome vocabulary for description and comparisonKnowledge in discussing ( debate’s main rules)Vocabulary and expressions for argumentationHigh level of FrenchOVERALL AIMS: “The students will be able to compare the printed form of a media text (book) with its visual media production”.OBJECTIVES AND EXPECTED LEARNING OUTCOMES:To analyze and to make hypothesis of readingTo imagine and describe a characterTo compare two “media object” ( book, DVD)To identify and describe your feelings / your sensationsTo judge / criticize the morale of the story and to argue for itTo express and defend your point of viewFor others disciplines: To understand the context of the story ( France in 18 century) / HISTORYTo define and to locate few French cities ( Paris, Grasse…) and the region (Provence)/ GEOGRAPHYTo experiment the “distillation technique” and to create a simple perfume / CHEMISTRYLANGUAGE STRUCTURESParatext vocabulary (title, subtitle, summit, the cover of the book, illustration, incipit…)Vocabulary of physical description (adjectives and assumption structures: “je pense que”, “je crois que”, “j’imagine que”…)Vocabulary of moral / mental description (??sympathique, antipathique, touchant, effrayant…??)Description of smells (words or expressions “?a sent bon”, “?a ne sent pas bon”…)Vocabulary of feelings and emotions (“j’aime”, “cela me fait peur”, “je suis surprise”…)How to give your opinion (“Je pense que”, “je trouve que”, “c’est vrai”, “je suis d’accord”…) Specific words ( historic, geographic and technical for chemistry) Argumentation words / expressions (“ je préfère le film parce que…”)CONTENTThe presentation of the book / film boxThe character comparison in the book/ filmImagination/ description of the main characterThe vocabulary of smells, visual description in the book, “feeling” description in practiceFeeling structures and lexical wordsWhat is moral / immoral ( story, person)France and French cities in this century (dirtiness, violence…)A French region: la Provence Techniques in chemistry (distillation…)EVIDENCES OF OUTCOMES To present the main character (imagination) and to check hypothesis after with film extracts.To compare and to build a table about two objects (book- film) with positive and negative points.Discussion about the differences of the main character presentation and conclusion (more positive presentation of him in film than in the book).To describe the smells of different examples (food, objects…) and to use the vocabulary already known.To write an essay about yours feelings and use the specific vocabulary.To make a presentation by group for others with this topic “l’histoire est-elle morale ou non?”To debate and express clearly your point of view and to use interesting arguments (final debate who shows the main goal “to compare film-book”, students have to answer, develop and argue this question “Préfères-tu le livre / le film et pourquoi? They can use all the content of unit to answer).To be able to explain the society of 18 century and to identify the French cities.To practice and create a perfume in chemistry lesson.Theirs attitudes would be shown during the last sequence:Students will have to respect the opinion of others students.A possible feedback: when we will discuss about the morality of the main character (“Gribouille est-il une personne avec ou sans morale??”), they could think again to the first question about the title and subtitle “Le Parfum, Histoire d’un meurtrier” (story of murderer) and theirs first suppositions.LEARNING ACTIVITIESSéance 1: Outcome: discovering the book, the students will analyze the title, subtitle and illustration. They will make some suppositions about the story and main character.For motivation: the teacher will bring some oranges; they will have to smell it and to “feel” the fruit. I will bring also some “perfume publicities” in order to present the book topic.This first séance is a kind of introduction to the project.Séance 2: Outcome: to imagine and describe a characterChosen extracts of the book (reading). Essay on the main character, working by group (imagination).This essay appears like an assessment. Students have to use description vocabulary and suppositions expressions.Séance 3: Outcome: they compare two “media objects”- Presentation of the DVD (box) and summary.- Discussion about the suppositions of reading. - Comparison between the two Medias (objects), with a table.Assessment: with this table, students have to write the negative and positive aspects of these two objects. They realize the differences between these two approaches.Séance 4: Outcome: to compare, describe and qualify a characterWatching few extracts of the film, comparison of the two characters (the childhood of Gribouille), how they are presented in the book- film (picture positive and/ or negative and why).Assessment: Students will be able to make a final comparison and to arrive to this conclusion: Gribouille is sympathique, sensitive and touches us in the film ( attachment)Gribouille appears like a monster in the book, without feeling.And this finale question: in which aspect, the book/ film brings, underlines this difference?Séance 5: Outcome: to identify and describe your sensations (about smells)Working on the smells and theirs descriptions in the book’s extracts (to find / underline the “smell vocabulary”).Assessment: Practicing about real food, or smelling objects and using the new vocabulary learned. Students will realize that to write about smells is very specific and original.And to compare the film / book? How the smells are described in the film (visual description).What is the difference? The effect? Where can you imagine the smells the most (in book / film)?How can you imagine the smells? (to give some concretes examples: the smell of the grass is soft and fresh…)Séance 6: Outcome: To identify and describe your feelingsTopic of feelings. Discussion about the general impression of reading this book, watching the film. Redaction of impressions (character, story…) and comparison film / book.Assessment: Essay on your personal feelings. Are they different in the book, in the film? And why (link with the next topic: the morality)?Séance 7:Outcome: to judge / criticize the morale of the story“Est-ce que l’histoire vous choque?”(Yes / No and why?) will be the first question for students and they will have to argue for answering. Presentations of students in the class “cette personne a une morale ou non”? Gribouille is a good person or not?They could work in groups.The philosophy teacher could come during the lesson to explain about the morale (general presentation)Assessment: To prepare a presentation of arguments for whole class.Séance 8: Outcome: to understand the context of the story. History, questions about the society of 18 century and French cities (they can observe that in the film). Presentation of the problem of the “death penalty” (two persons are condemned in the film / book). A link can be done with the morality: on 18 century, the people moral is the same? (Comparison with our modern period).Geography: presentation of some French cities and this region (Provence), working on maps, and pictures with internet.Séance 9: Outcome: to experiment the “distillation technique” and to create a simple perfume.Chemistry: explanation of the three techniques to make a perfume (“distillation, maceration et enflorage”).One French city (Grasse) will be presented and also the perfume industry.Assessment: We will practice the technique in chemistry lesson (perfume creation).Séance 10: Outcome: to express and defend your point of view. This is the final conclusion of the project; one debate will be organized between students (finale assessment with using all arguments and knowledge of the last 18 hours).“Who prefers the book / the film and why?”Two students could be designed to write both arguments.A questionnaire could be given to students for the feedback about this media unit with some simple questions (if they like or not, what was the most interesting part, what they learned, what was difficult for them…). TEACHER FACILITIESThey will work by group or individually for personal reflection.For others disciplines, team-teaching will be organized (French teacher for vocabulary and Slovene teachers for specific explanations).For the final debate, teacher will be the coordinator.E) TEACHING AND LEARNING TOOLS The students will have to get the book before the unit.The teacher will bring the film.Dictionary could be used for writing the personal essay.Internet could be useful for more explanations about the region of the film (picture of Provence).Samuel FarsureAn example of unit planning: PERSEPOLIS: THE COMIC BOOK AND THE FILMThis unit is based on the graphic novel Persepolis and it adaptation on screen into an animated film/cartoon. The story was widely popular all over the world and translated in many languages. It seems to be a very good starting point for the students because, among other things:It offers a strong insight in French speaking cultures as it is concerned with cartoons, a media widely popular in many countries and among young people.It deals with the difficulty of growing-up and being a teenager who struggles to find his/her identity.It provides an interesting background on the recent history of Iran.It provides clues to discover some elements of Iran culture (some of them very different from the ones “western countries” have been used to hear and see in the recent years).It provides concrete examples (in the storyline of the comic book itself) of what an intercultural experience is.The unit is aimed at 2nd or 3rd year students in French with a maximum of 15 students. The on-going process of assessment and the role of the teacher as a mentor does not allow for a larger number. Duration: 16 hoursTime organisation: 2 hours a week or 2 times 2 hours a week.General comments:This course or unit is aimed at 2nd or 3rd year students in French inside the Slovenian school system. The overall aim of the course is to provide the students an opportunity to discover a new field, be creative, challenge some of their conceptions and help them to practically use their knowledge in French to define, and compare two media. Though the teacher will provide lexical and grammatical help and revision (adapted to the students and their needs), grammar study is not the main focus of the course. The unit includes for example practical work with comparative and superlative in French, tenses (present and past) but is not designed to be an introduction to these notions.The course is based on the media Persepolis in its written and filmic forms. The students should be able to access the book (in French, Slovene or English) so they can run a structural analysis of the media: They are not expected to read the entire book as it is long and expensive. The school will provide them with a sufficient number of items so that it allows for an efficient work: there should be one book for a group of five students so they can identify some of the characteristics of Persepolis as a comic book in group activities (black and white, chapters, sub-chapters…) and later on compare it to its media form.Therefore this course is open to students who want to actively use their knowledge and competences which means to those who like/can draw, film and write or would like to do so, and think they are up the tasks involved.In terms of class organisation, the lessons will include: group work, individual work, active lectures with note taking, grammar exercises and/or revisions, mentoring, Overall expected outcome:The students will be able to compare the printed form of a media text (book) with its visual media production (film).Expected outcomes:The students should be able to define and name the constitutive elements of a film, a comic strip/book and a cartoon as different media and identify some of their common points and differences.The students should be able to write a biography of the main character. The students should be able to identify the main differences between Persepolis in its written form and on-screen form.The students should be able to discuss the idea: why do we need to adapt a book? The students should be able to create their own mini-autobiography, using film, graphic novel, written story, photo story, CV.Assessment/evaluation:The students have to fill-in a portfolio containing all the documents they have realised: a set of definitions, table (common points and differences), short summary, questionnaire (early version and final version), and mini-autobiography. The questionnaire: run at the beginning of the course and at the end. The questionnaire in the end may differ from the one at the beginning of the course. It will allow the teacher and the students to measure changes in some areas concerning knowledge, skills and attitudes.It will be both written in French and Slovene to measure some changes in cultural knowledge and some in terms of competences in French. Language content:Lexicon of comic books, cinema and film-making restricted to the purpose of the course: definitions and comparisons.Lexicon of professional, educational and more generally life experience (ex: being born, getting married, find a job ...)The comparative and superlative grammar structures in French.Present and past tenses in French.Adjectives.Content involved: The background of Persepolis.Cultural and historical facts about Iran and Islam.Child age and teenage life.Different forms of auto-biography.A brief introduction to the birth of the film industry (the Lumière Brother).Students’ activities:Defining types of paring those media.Reflecting on the process of “adaptation”.Creating their auto-biography.Reflecting on their learning.Group work and individual work.Teacher’s role:Provide the students with a coherent learning environment: guiding students with worksheets, access to resources, time.Provide the students with a proper feed-back on their learning: among other things, creation of a questionnaire to be used at the beginning and end of the course to measure changes in terms of attitudes and abilities in French and in knowledge in Slovene.Prepare and organise individual, group work and individual consultations if needed.Preparatory work: The students answer a questionnaire.Lesson 1: The students collect information about Persepolis and they carry-out a guided analysis of the structure/form of the comic book to be used later for comparison.Duration: 2 school hoursExpected outcome: The students are able to present briefly Persepolis.Assessment: The students are able to answer some questions about Persepolis.Lesson planning and expected outcomes:An example of lessonLesson 2: what is a film, a comic book and a cartoon?Duration: 2 school hoursExpected outcomes:The students should be able to define and name the main characteristics of a film, a comic strip/book and a cartoon as different media and identify their common points and differences.Assessment: The students are able to produce a set of definitions.Activities:Time Students activities Role of the teacherMaterial neededComments and underlying questions45 minIn 3 groups, the students with the help of dictionaries, the teacher, internet and the school library have to come up with a satisfying definition of all 3 media: a proper written definition in the target language.Mentor, guide, dictionary, everything except the usual role of a teacher in class (=frontal approach).The teacher is a resource person!Monitoring.Keep track of the lexical terms.Access to internetDictionaries The classroom is only a physical place where each group has to gather to organise at the beginning and to finalise their definition and finally report. Students should be allowed to go to the computer room and library. As a place of learning/teaching it should be open.15 minEach group presents their definition to the class. Everybody is invited to ask questions and comment.Write the definitions on a ppt or word document visible to all students so they can take notes.Moderator.Provocateur. ComputerProjectorCan we all agree on one definition?Are some definitions offensive/provocative?Ultimately, the students should be aware that a film/cartoon/strip is not only a piece of art but also a product designed to be sold to targeted audiences.15 minThey sort out the questions of differences and common points by themselves.They take notes.Gather information for the students on ppt or word available/visible to all students in the form of a table.15 minShow examples of strips to all the class and see differences, common points, comment.Encourage to comment and add elements to the previous table.Items brought by the students and the teacher.Homework for everybody:Between lesson 2 and 3: viewing/watching of PersepolisLesson 3: What is the story of Persepolis? Who is Marjane (the main character)? Duration: 2 school hoursExpected outcome: The students should be able to write a biography of the main character. Assessment: The students write a biography of the main character.Lesson 4: The book and the filmDuration: 2 x 2 school hoursExpected outcome: The students should be able to identify the main differences between Persepolis in its written form and on-screen form.Assessment: Next time.Lesson 5: Why do we need a film?Duration: 2 school hoursExpected outcome: The students should be able to discuss the idea: why do we need to adapt a book? Assessment: The students will debate and give their opinion about which form of the media they prefer and why. Lesson 6: My autobiographyDuration: 2 x 2 school hours with time in between to finalise their autobiography.Expected outcome: The students should be able to create their own mini-autobiography, using film, graphic novel, written story, photo story, CV.Assessment: The students have created an auto-biography and they present their work. They answer a questionnaire Sources:Persepolis, written by Marjane Satrapi, reprinted by L’association in June 2007.Persepolis, directed by Marjane Satrapi and Xavier Rigault, 2007Film, an introduction, 4th edition, William H. Philips, 2009 Philip JacobsNaslovPrimerjava pravljice ?Snegulj?ica“ s filmom ?Snegulj?ica in skrivnost pal?kov“Splo?ni ciljDijaki znajo primerjati literarno besedilo (?Snegulj?ica“ Grimmovih bratov) s filmom posnetim po njem (igrani film ?Snegulj?ica in skrivnost pal?kov“). Dijaki spoznajo nem?ko pravljico in film v nem?kem jeziku.Ciljna skupinaDijaki z znanjem nem??ine B1 ali vi?je, vsaj ?etrto leto u?enja?tevilo udele?encev8-20Potrebno predznanjeSplo?no znanje o knji?evni zvrsti ?pravljica?Osnovni pojmi iz knji?evnosti (zgodba, okvir dogajanja, na?in pripovedovanja)Osnovni pojmi iz kinematografije (re?iser, producent, igralci, inscenacija, prizori??e, gledalci)Pisanje spisovZnanje o avtorskih pravicah in pravilnem citiranjuDovolj znanja nem??ine, da dijak razume pravljico in film ter lahko razpravlja o njih in pi?e spisPri?akovani rezultatiDijaki znajo prepoznati in primerjati jezikovne, slogovne in vsebinske elemente pravljice in filma. Znajo uvrstiti pravljico in film v ustrezni ?asovni in kulturni kontekst. Dijaki znajo razlagati razli?ni kulturni pomen pripovedovane pravljice in filma ter oceniti njuno razli?no delovanje na poslu?alca oz. gledalca. Znajo razpravljati o razlogih za razlike med filmom in pravljico.Dokazi za u?ni uspeh1. Ustni prispevki dijakov (u?itelj jih lahko zapisuje na obrazcu). Vsak dijak pride na vrsto vsaj enkrat na ?olsko uro. 2. Pisne doma?e naloge vsakega dijaka. 3. Pisna zaklju?na naloga (spis) vsakega dijaka: Primerjava pravljice s filmom posnetim po njejBesedi??e, jezikovne struktureKlju?no besedi??e iz posamezne pravljice in posameznega filma, slog pravljice iz za?etka 19. stoletja v primerjavi s slogom filma iz konca 20. stoletja, pojmi iz knji?evnosti in filma (prim. ?potrebno predznanje?) v nem??ini, jezikovna sredstva za tekstno analizo, primerjanje knji?evnosti, razpravljanje.Obravnavane vsebineLjudska pravljica, ?ivljenje in delovanje Jacoba in Wilhelma Grimma, primeri filmov posnetih po pravljicah, lastnosti filma v primerjavi s knji?evnostjo.Dejavnosti dijakov:Dijaki povedo v nem??ini, kaj vedo o nem?kih pravljicah in o Grimmovih bratih. Poro?ajo o filmih posnetih po pravljicah, ki jih poznajo. Povedo u?itelju in razredu, kaj vedo o pravljici ?Snegulj?ica? in katere filme o Snegulj?ici poznajo.Skozi celo u?no enoto prepisujejo tabelne podobe ter si zapisujejo nove besede ali vsebine.Dijaki berejo pravljico ?Snegulj?ica? v nem?ki originalni verziji Grimmovih bratov. Uporabljajo slovar in vpra?ajo u?itelja ali tudi so?olce, ?e imajo te?ave z razumevanjem. Delajo si zapiske o osebah in drugih vsebinah ter o zna?ilnih jezikovnih strukturah.Doma napi?ejo povzetek vsebine pravljice. Navedejo vse osebe in karakterizirajo vsako osebo. Opi?ejo prizori??e dogajanja.Dva ali trije dijaki preberejo svoj povzetek vsebine. Vsak od ostalih prebere opis posamezne osebe iz zgodbe. Poslu?ajo?i si delajo zapiske in primerjajo s svojim delom.Dijaki skupaj gledajo nem?ki film ?Snegulj?ica in skrivnost pal?kov“ (?Schneewittchen und das Geheimnis der Zwerge“) iz leta 1991. Delajo si zapiske o osebah, prizori??u, zgodni in jezikovnih strukturah.Doma napi?ejo povzetek vsebine filma, karakterizirajo vse osebe in primerjajo jih s pravljico.V razredu primerjajo in razpravljajo o razlikah med filmom in pravljico glede zgodbe, oseb in njihovih lastnosti, prizori??a, sloga in delovanja na poslu?alca ali bralca oz. gledalca. Pri tem govorijo tudi o ?asu in kulturnem kontekstu, v katerem je nastala pravljica oz. film.Vsak dijak pi?e spis s pribl. 1000 besedami na podlagi ?e narejenih doma?ih nalog in zapiskov. Raziskuje tudi dodatne informacije iz sekundarne literature (knji?nica, internet).Dejavnosti u?iteljaU?itelj vodi dogajanje v u?ilnici kot moderator. Povzema prispevke dijakov v preglednih tabelnih podobah. Na tabli tudi zapisuje pomembne besede ter jih smiselno povezuje.U?itelj pripravi originalno besedilo pravljice ter ga fotokopira za dijake v primernem ?tevilu. Podpira dijake pri razumevanju besedila in spoznavanju zna?ilnih slogovnih elementov.U?itelj priskrbi DVD, upravlja DVD predvajalnik in nadzira dijake med gledanjem filma. Pomaga pri te?avah razumevanja filma ter ga evtl. prekine za razlago.U?itelj da jasna navodila za izdelavo doma?ih nalog in zaklju?ne naloge. Pogovarja se z dijaki o njihovih izdelkih individualno ali pred razredom.Kot naravni govorec je v posebni meri sposoben dijakom pomagati pri spoznavanju razli?nih jezikovnih ravni, slogov, arhai?nih jezikovnih elementov ali namigov v govoru. Isto velja za jezikovno kompetentno svetovanje za izdelavo pisnih nalog.Literarno besedilo, filmJacob und Wilhelm Grimm (ed.): Schneewittchen (deutsch)Film Schneewittchen und das Geheimnis der Zwerge (D/?SFR/I/E 1991 mit Gudrun Landgrebe, Eberhard Feik, Dietmar Sch?nherr, 87 Minuten)Mediji, pripomo?kiTabla in kreda, svin?nik in papir, berilo (pravljica), DVD predvajalnik in videoprojektor, DVD, sekundarna literatura iz knji?nice ali interneta, slovar (Debenjak)Trajanje6 ?olskih ur pouka, 2 ?olski uri ogled filma, v 4 ?asovnih enotah. Petminutne individualne konzultacije po dokon?anju zaklju?nega spisa (2 ?olski uri). Skupaj 10 ?olskih ur.?asovni potekdan (90 minut). Cilj: Dijaki znajo prepoznati in karakterizirati besedilo pravljice ter ga uvrstiti v njegov zgodovinski kontekst. Spoznajo pravljico ?Snegulj?ica“ v nem?kem originalu. Dejavnosti/ Vsebine: ?ivljenje in delovanje Grimmovih bratov (kratko besedilo). Kaj je pravljica? (povzetek) Kaj ve? o Snegulj?ici? Skupno branje pravljice ?Snegulj?ica“. Doma?a naloga: Povzetek vsebine, karakterizacija oseb.dan (90 minut). Cilj: a. utrjevanje od 1. b. Dijaki znajo na?teti razlike v strukturi in delovanju med filmom in literarnim besedilom. Dejavnosti/Vsebine: a. Branje doma?ih nalog in kratka razprava. b. Kratko strokovno berilo o filmih. Povzetek lastnosti filmov. Kateri filmi so posneti po pravljicah, kateri po pravljici ?Snegulj?ica“? Povzetek podatkov o filmu, ki ga bodo gledali.dan (90 minut): Cilj: Dijaki spoznajo film v nem??ini, ki je bil posnet po pravljici ?Snegulj?ica“. Dejavnosti/Vsebine: Skupen ogled filma ?Snegulj?ica in skrivnost pal?kov“. Doma?a naloga: Povzetek vsebine, karakterizacija oseb in primerjava s pravljico.dan (90 minut). Cilj: Dijaki znajo prepoznati in obrazlo?iti razliko med filmom in literarno osnovo. Znajo uvrstiti film v njegov zgodovinski in kulturni kontekst. Dejavnosti/Vsebine: Branje doma?ih nalog, primerjanje in skupna razprava o razlikah med filmom in pravljico. Priprava dijakov na zaklju?ni spis, delovna navodila. Doma?a naloga: Zaklju?ni spis.Individualne konzultacijedan (90 minut). Cilj: Dijaki znajo prepoznati in karakterizirati besedilo pravljice ter ga uvrstiti v njegov zgodovinski kontekst. Spoznajo pravljico ?Snegulj?ica“ v nem?kem originalu. Dejavnosti/ Vsebine: ?ivljenje in delovanje Grimmovih bratov (kratko besedilo). Kaj je pravljica? (povzetek) Kaj ve? o Snegulj?ici? Skupno branje pravljice ?Snegulj?ica“. Doma?a naloga: Povzetek vsebine, karakterizacija oseb.dan (90 minut). Cilj: a. utrjevanje od 1. b. Dijaki znajo na?teti razlike v strukturi in delovanju med filmom in literarnim besedilom. Dejavnosti/Vsebine: a. Branje doma?ih nalog in kratka razprava. b. Kratko strokovno berilo o filmih. Povzetek lastnosti filmov. Kateri filmi so posneti po pravljicah, kateri po pravljici ?Snegulj?ica“? Povzetek podatkov o filmu, ki ga bodo gledali.dan (90 minut): Cilj: Dijaki spoznajo film v nem??ini, ki je bil posnet po pravljici ?Snegulj?ica“. Dejavnosti/Vsebine: Skupen ogled filma ?Snegulj?ica in skrivnost pal?kov“. Doma?a naloga: Povzetek vsebine, karakterizacija oseb in primerjava s pravljico.dan (90 minut). Cilj: Dijaki znajo prepoznati in obrazlo?iti razliko med filmom in literarno osnovo. Znajo uvrstiti film v njegov zgodovinski in kulturni kontekst. Dejavnosti/Vsebine: Branje doma?ih nalog, primerjanje in skupna razprava o razlikah med filmom in pravljico. Priprava dijakov na zaklju?ni spis, delovna navodila. Doma?a naloga: Zaklju?ni spis.Individualne konzultacijeAndrea JadrzykOverall Aim:At the end of this unit, students will be able to compare the printed form of a media text (A Clockwork Orange) with its visual media production (A Clockwork Orange).Targeting: Grade: 3rd and 4th (Age 17 – 18)School Level: High School StudentsMaximum number of students: 10Prerequisite for course:Students must have already read the novel in questionSome knowledge of literary elements (plot, setting, character portrayal, etc.)Basic knowledge of note takingBasic knowledge of essay writing Higher level of EnglishLearning Outcomes:Students will be able to:identify and compare various narrative elements (plot, characters, setting, etc.)identify constraints on the part of the film production and the resulting script changes (production budget, time, etc.)compare and discuss similarities and differences present in the film and the novelpresent their preferences towards these similarities and differences and arguments in an essay to describe their effect.Language structures involved:vocabulary necessary to accurately compare the two including useful phrases and vocabulary for both literature and cinematography (setting, protagonist, antagonist, mood, camera angles, lighting, sound effects, etc.).Content involved:vocabulary: unofficial in-class assessment of their previous knowledge (in terms of literary and cinematography analysis) and the addition of new, more extensive terms and phrases.Evidence of outcomes:Students can discuss the novel and their opinions on it.(Assessment: group work and discussion)Students identify the general similarities and differences between the film and the novel.(Assessment: in-class discussion, note taking)Students identify and compare the narrative aspects of the text and the film (plot, setting, point of view, mood, etc.).(Assessment: group work, reporting)Students can describe the effect the said differences have on the reader / viewer (if the film has a stronger impact on them than the novel or vice versa) and why.(Assessment: group work, reporting)Students can discuss the choices of the author and / or director in portraying the events of the plot and speculate as to reasons for these choices.(Assessment: in-class discussion)Activities of Students and TeacherStudent Learning Activities:practical use of the acquired knowledgeparticipating in class discussionsnote takinggroup workonline researchessay writingTeacher Activities:monitoring providing and teaching the necessary information (vocabulary, background information on the film and novel, useful phrases for essay writing, etc.)offering support throughout the course (discussions, group work, essay writingguiding pair work and leading discussions1st block hour:TIMINGSTUDENT ACTIVITYTEACHER ACTIVITY10’The students listen and then introduce themselves to the class.Introduce myself and invite the students to do the same.15’Students listen and tell each other about their experiences with such films (what they liked, did not like, why things were added / left out, etc.).I ask students to tell me what they know about books that have been made into films (the response it generates, differences, similarities, etc) to establish a basis for discussion. 10’Students tell me what they thought of the book as a whole and why (if they liked it and why or why not) in order for them to express an honest opinion on the subject matter.I make sure everyone has read the book and ask each student to give me their general opinion on it in order to establish their opinions and preferences. 45’Each group of students discuss an aspect of the novel and make notes of their conclusions. They then report back to the class. Students add to the findings of the other students and disagree if necessary.I encourage students to discuss certain aspects of the novel (character portrayal, metaphors, the setting, potential symbols…) in groups to get them thinking about subject matter beyond the storyline and then report their findings back to the class. Students are encouraged to add to or disagree with anything that is said.10’Students listen and complete their notes where necessary and take note of what should be done by the next meeting. This will allow them time to prepare for the in-class essay (research).I quickly sum up what has been said and inform students that we will be watching the film during the next block hour. Students are encouraged to do some research on the movie in advance (budget, director, locations, etc.). I inform them that they will be writing an essay during the last lesson to compare the aspect of the film and movie that most intrigued them.Expected Outcome:Students are able to express their opinions and discuss general aspects of the novel in order to help them deconstruct the novel into its narrative elements.(Assessment: group work, discussion)2nd block hour:TIMINGSTUDENT ACTIVITYTEACHER ACTIVITY90'Students watch the movie and make notes on anything that find interesting / relevant (similarities and differences between the book and the movie).I monitor the students and encourage them to take notes for later (as they will be useful for a discussion / essay). Expected Outcome: Students take notes that will be useful for further discussion and are encouraged to pay attention to aspects beyond the storyline in order to deepen their comparative capabilities. (Assessment: note taking)3rd block hour: TIMINGSTUDENT ACTIVITYTEACHER ACTIVITY±20'Students watch the end of the movie. If 90 minutes was not enough time to complete the film, I play the end for them.10'Students tell their opinion to the class and elaborate on the reasons for their opinions. I ask the students for their overall opinion of the film and whether or not they preferred the novel. 15’Students listen and ask questions when something is unclear.I explain the necessary vocabulary that may be useful for the following discussion and write all the words and phrases on the board (or give a handout instead).35’Students get into groups and discuss any relevant issues within their topic, making notes to present later. They agree, disagree or add to what has been said.I put the students into groups and ask each group to discuss, for example, Violence as a Constructive Element of A Clockwork Orange and compare the novel and film in this respect. I guide the discussions and provide them with the essay criteria. They are instructed to make notes on their final conclusions and to present them to the class at the end. Students are encouraged to agree, disagree or add to what has been said.10’Students listen and make note of what they will need for the next hour. I sum up what has been said and inform the students to choose the aspect of the movie / book to discuss in an in-class essay which they will write the next hour. They may bring relevant information with them (quotes, etc.) as well as any dictionaries they may require. Expected Outcomes:By the end of the lesson, students will be able to investigate, discuss and argue their opinions concerning an essay topic allowing them to make comparisons between the film and the novel. (Assessment: group work, in-class discussion)4th block hour: TIMINGSTUDENT ACTIVITYTEACHER ACTIVITY5’Students listen and show their teacher what they have brought with them.I seat the students apart from one another in the room and give them paper to write on. I inform them of the amount of time they have (until the end of the block hour) to finish. I repeat the list of supplies they are allowed to have and check to see that they have not brought anything else.80’Students listen and begin to write their essays only using materials that have been approved by the teacher.I instruct them to begin and monitor their progress (let them know how much time is left, etc.).5’ Students listen and write down their e-mail addresses for their teachers (if they do not have access to email, then they provide their mailing address).I collect their papers and inform them that they will receive comments on their work via e-mail and they can arrange to collect their papers (if they want them back) at a later date.Expected Outcomes: By the end of the lesson, the students will be able to write a cohesive comparative essay identifying narrative elements and their use to describe the effect they have on the viewer / reader. (Assessment: essay writing)The papers are corrected and either posted to the students via e-mail along with the teacher's comments, posted via regular mail to the student's home address or an informal meeting between the teacher and the students can be arranged so that comments may be discussed. Teaching and learning tools and resources:a television with a DVD player a blackboard / whiteboard markersBook: A Clockwork Orange by Anthony Burgess (1962)Film: A Clockwork Orange by Stanley Kubrick (1971)Christian P. L. JohnstonStephen King 'The Body' (a novella)vsRob Reiner 'Stand By Me' (89 minute movie)Objective:To write an analysis of a character from the book 'The Body', based on the themes played in the story (relationships, society, hopes etc). Then write another analysis of the character in the movie 'Stand By Me' and compare the two. What will be targeted:Reading comprehensionCharacter descriptions (focussing on descriptive literature)RelationshipsGoalsComparativesWritingPre-requisite:Students should read the book before the course. It's a short book (110 pages)What will be needed: 9 Copies of 'The Body' by Stephen KingA classroom with projector, computer and speakersWhiteboard or smartboardStudents will need pen and paperSuited for: 2nd to 3rd grade studentsTime required:9 classes1 introductory class (to be done three weeks prior to block units)1 block of 3 units1 block of 5 unitsDAY 1. 40 minute classObjective and time requiredStudents roleTeachers role (and notes)By the end of this class students will know what they have to do in regards to this comparison workshop.10 – 15 minsListen, express their desire to either be a part of this work or not.To hand out the books and allocate characters among the students (one main and one second tier)Main characters:Gordie LachanceChris ChambersVern TessioTeddy DuChamp2nd tier characters:Ace MerrillThe Writer (Gordie Lachance)Denny LachanceBilly TessioThe store clerk: A very different character (movie vs book)To test students current ability in describing a character25 minsStudents list some of their favourite movies and the characters that star in those movies. They thenwrite down some descriptions of these characters. Eg. BatmanShrekJohn Smith from movies x,y,zCharacteristics should be as in depth as possible and answer questions such as - What shaped the character to be the way they are?Share descriptionsKeep these descriptions for evidence of learning.Day 2 (to be had once students have read the book) 3 units Objective and time requiredStudents roleTeachers role (and notes)By the end of this stage, students should be able to identify, understand and paraphrase descriptive passages from the book.(40 mins)Take phrases, sentences and paragraphs that describe a character directly from the book and summarise these descriptions into single adjectives/adverbs, or paraphrase the meaning/description in their own words.Help students as required.Note some of the most interesting ways the author has described his characters.(to be used later)Students should be able to identify the characteristics and themes surrounding the characters in the book.Discuss and write.(30 mins) Students need to look at the following areas:Physical features, personality, relationships, history, life challenges, goals and dreams. Look at their role in the book, what is the character plot? Prompt and discuss.At the end of this unit students will have practiced comparative discussion.(25 mins)Students should say how the characters made them feel. The characters of the book all have different and interesting relationships amongst each other, their families, the town and community. The issues these characters face could be issues that the students face here today in Slovenia.Get the students to relate their lives to the characters in the book and the teachers life in his/her home town growing up.Describe how life was for you as a student/youth. What was the community, family, school, socioeconomic background, challenges etc that you faced as a student/youth?For students to use some of Stephen Kings descriptive terminology and apply it to situations outside of the book, as discussed above)(15 mins)It is important that the students practice and use some of the descriptive terminology that Stephen King uses in the book. Then they can apply it to different characters they may know.This practice will be used to describe the characters again later.To come up with a basic plan to facilitate comparative note taking.(10 mins)Put a plan down on paper. Work together in groups to do this.This should be laid out in a format that will make it easy to reference and compare while watching the movie.Day 3, 5 unitsObjective and time requiredStudents roleTeachers role (and notes)Watch movie and note similarities and differences of the characters.(95 mins)Each student to focus on their two characters. One main role, one minor part.Make sure students work sheets are up to scratch.Students should compare the final conclusion (the epilogue) of the movie to the conclusion in the book.15 minsStudents can write and discuss how they feel about the ending of the movie in regards to their characters and take comparative notes to be used later.The end of the movie and book are quite different, so it works as a good comparison.Students should identify and come up with key questions that can be used to compare the book to the movie.15 minsWhat is different?Think of reasons as to why they are different? Where there any scenes that were left out that you thought important?Did your character look, seem, act like you expected?Was the movie able to convey the character to a satisfactory level?If it was your movie what would you have done differently?Facilitate the students to come up with questions like these:To get students to think critically of the movie.25 minsAnswer the questions raised in the previous section.Students should apply their new found knowledge of describing characters from the book to now describing characters in the movie. 15 minsParaphase the answers to the above questions and use what they have learned from describing the characters in the book and apply this to the movie.Help students by being there with them and checking them as they go.Write a comparative piece on the two characters looking at the differences and similarities then present it to the class.40 minsMost of this has now been done so the students just need to correlate all what they have done so far and put it together on one page then presnt it to the class.Facilitate this and keep final comparative piece for evidence of learning. Correct and give feedback to each presentation and essay.Gerosa LambergarU?na temaPrimerjava knjige ?Am kürzeren Ende der Sonnenallee“ od Thomas Brussig, 1999 z filmom ?Die Sonnenallee“ von Leander Haussmann, 1999Razred3. in 4. letnik, do 20 dijakovOverall aimBy the end of this unit, students will be able to compare the printed form of a media text with its visual media productionZnanje nem??ineNadaljevalnoBranje knjige je bilo storjeno doma kot doma?a naloga pred pri?etkom tega u?nega sklopa, v pouku se bo bralo samo dolo?ene in klju?ne pasa?e?asovni okvirTa u?ni sklop je koncipiran za 5 blok-ur. V prvi blok-uri je ogled filma, za naslednje 4 blok-ure pa veljajo razlage, ki tukaj sledijo:Learning outcomesThe students will be able to:ugotoviti, da je narava obeh medijev razli?na in da je zaradi tega te?ka direktna primerjava teksta in filma. Znali bodo primerjati strukturo filma in teksta: Kak?en je za?etek v knjigi / v filmu? Ali so kak?ne pasa?e prestavljene / skraj?ane? Kako kon?a knjiga / film?ugotoviti, da je snemanje filma kraj?i od knjige, ampak kako so te dolo?ene teme vseeno prikazane v filmu. Ugotovijo tudi, da ima film nove mo?nosti, nove perspektive pripovedovanja.primerjati osebe oz. karakterprikazati pomen glasbe v filmu ter vseh dodatnih zvokov Language structures involved Novo besedi??e (dijaki bi lahko naredili en slovar?ek k tej temi oz. k tem sklopu)Analiza konkretnega tekstnega odlomka in primerjava tega odlomka z filmsko sceno oz. z vizualizacijo: Kaj bi pri tem izpostavili? Katere dialoge ali stavke so spustili? Kaj so dodalo? In zakaj?Content involvedVsebina knjige in filma je ?ivljenje v Vzhodni Nem?iji v 80 tih letih. Opisani so 17letni najstniki (zato sem tudi zbrala to knjigo, da bi se dijaki znali ?imbolj identificirati s to temo), ki ?ivijo v Vzhodnem Berlinu in njihove izku?nje s takratnim konfliktom med Zahodom in Vzhodom. Pred ali po obravnavi tega u?nega sklopa, bi bilo smiselno dijakom prikazati zgodovinski pregled tega ?asa v Nem?iji. Npr: Delovni list: ?Nem?ija po II Svetovni Vojni? (delitev Nem?ije, zgodovinska vloga Berlina po II Sv. Vojni, zgradba Berlinskega zida, padec zida, …) Tukaj je treba tudi omenit, da je bila najprej napisana filmska knjiga za film ?die Sonnenallee? pri kateri je Thomas Brussig sodeloval. Ko je bil Film narejen, se mu je zdelo, da je treba ?e ve? povedati o ?ivljenju v Vzhodni Nem?iji v tistem ?asu. Zaradi tega je potem ?e roman ?Am kürzeren Ende der Sonnenallee“ napisal. Evidences of outcomesdijaki ugotovijo, da je knjiga roman, medtem ko je film komedija. U?na metoda: razgovor, razlaga (tabelari?no)dijaki ugotovijo, da so v knjigi ve?inoma prosateksti, v filmu pa dialogi ali dramati?ne sceneu?na oblika: delo v dvojicah in poro?anjedijaki naredijo seznam vseh oseb v grafi?ni obliki, katera tudi vsebuje razmerje med osebami in funkcije. Nato primerjajo osebe romana in filmaassessment: delovni listdijaki ugotovijo, da so filmska glasba in vsi ostali zvoki klju?nega pomena in na?tejejo njihove razli?ne funkcije pri dejanju, pri dramatizacijiStudent learning activitiesBranje knjige in ogled film (kot zgoraj omenjeno)primerjava obeh medijev v tabeli (obliko in potek zgodbe)dijaki naj poskusijo en primer prosateksta pretvoriti v dialog oz. v sceno, da bi bolj?i videlo razliko in to potem komentiralinalogo opazovanje in karakteriziranje glavnih oseb, ter primerjavo (oseb knjige in Filma) dobijo in re?ijo dijaki v prvi blok-uri med gledanjem filmadijaki naj interpretirajo filmske scene pri izklju?enem zvoku, da bi spoznali pomen in obratno naj komentirajo en del, ki ga samo poslu?ajoTeacher activities1.-4. Razlaga besedi??e, nadzoruje in vodi delo v dvojicah in skupni razgovor, dopolnjuje dijake pri predstavitvi njihovih nalog in pri poro?anju njihovih rezultatov, pregleda pisne izdelke in jih po potrebi popravi Sequencing an timing of activities:Doma:individualno branje knjigePrva blok-ura:skupni ogled filma v ?oli primerjava medijev (genre, ….) podrobnej?a primerjava tekstov, dialogov, scen glavne osebe glasba in ostali efektiTeaching and learning tools and resources: Roman ?Am kürzeren Ende der Sonnenallee“ von Thomas Brussig, 1999 Film ?Die Sonnenallee“ von Leander Haussmann, 1999Maja von Lehe?Comparison of a printed form of a media text with its visual media production“Framework:Target group: 6-16 B2 level late teenage studentsTime frame: 6 lessons, 13 hours of homework (As a variation, part of the homework could be done in lesson form.)General outcome (as given at the seminar in Bled):By the end of the lesson unit the students will be able to compare the printed form of the novel “Crazy” by Benjamin Lebert with its film “Crazy” by Hans-Christian Schmid. (A story written by a 17 year?s old about the life of a handicapped teenager in a boarding school.)Lesson plans:1. blockOutcomestudent?s activityteacher?s activityTimeMaterial usedEvidence of outcomesBecoming focused on the topic.Brainstorming and mind mapping in 3 groups about the topics ?teenager problems“, ?life as a handicapped person“, ?life in a boarding school“Introduction of the topic,writing the mind maps of the students on the board. 20?pen+paperboardMind maps, made by the studentsTrain to make notes while watching a film.Watching the movie, making notes about the main characters, the plot, the main themes (s. above) and the settingsGiving instructions about what/how to make notes93?DVD projectorNotes2. blockOutcomestudent?s activityteacher?s activityTimeMaterial usedEvidence of outcomesunderstand the content of a whole, simple structured novel after having watched the corresponding film = learn/practise to understand a long, authentic text, even when some of the vocabulary stays unknownexcerpting certain detailsHomework: - reading the book (e.g. during the holidays), - making notes about the main characters, the plot, the main themes and the settings.10 hoursone book per students. next block3. block Outcomestudent?s activityteacher?s activityTimeMaterial usedEvidence of outcomesLearn/practise the vocabulary and the structures neccessary to summarize orally a long textUnderlining the characteristic phrases used to summarize within that text. (e.g. ?The main characters are..“, ?The plot is about..“)- handing out a short summary of a(nother) book as a text- explaining unfamiliar vocabulary.20?hand-outs- Use the vocabulary and the structures neccessary to summarize orally a long text.In class:- summarizing orally the content of the novel 20?- Assessing students ability to orally summarize a book.- reporting the results of the their specific tasks (defining the characters etc.).- Writing the results (and some new vocabulary) on the board.30?- Checking the notes made at home.4. block Outcomestudent?s activityteacher?s activityTimeMaterial usedEvidence of outcomesStudents are able to use language structures for comparisonsRepeating language structures for comparisons filling in a worksheetRepeating language structures for comparisons with a worksheet20?- board- work-sheetFilled in worksheetsStudents are able to detect the differences and similarities between the written and filmed version and find (possible) reasons for them.In groups, finding answers to the questions: ?How are the thoughts of the main character presented in the book/movie? Why?“ ?Which situations/scenes are only to be found in the book/ movie? Why?“ ?What are the content focuses of the book/movie? Why?“20?Students are able to orally state the differences and similarities between the written and filmed version and give (possible) reasons for them, using approbiate language and structures.Present and discuss the results to the whole class.Writing the results on the board.30?boardOral assessment during the class discussion.5. blockOutcomestudent?s activityteacher?s activityTimeEvidence of outcomesStudents are able to state the differences and similarities between the written and filmed version and give (possible) reasons for them, using approbiate language and structures in a written form.Homework: writing an essay, comparing the novel and the film.correcting the essays Students:4 hoursAssessing the essaysGiving individual feedback about the essays.Depending on the number of students.Variations:To continue this lesson unit, e.g. teaching ?writing a critic“, letting the students write one as a final output. A variation for B1 students could be reading defined passages of the book only and letting them discuss partly in Slovene or English instead of German. Andrea LeoneThe unit is based on the analysis of the autobiographical novel “Il mondo deve sapere” (The world must know) by Michela Murgia and the film “Tutta la vita davanti” (Whole life ahead) (directed by Paolo Virzì) inspired by the novel. The media text has been released in 2006 and the film in 2008.The main topic dealt is the life of a young girl who has just finished a brilliant career at University and is facing thousands of difficulties to “build” her future through an employment. She will soon discover the meaning of struggling to get a satisfactory job, the economical independence and the biggest problems of life such as depression and death.Marta, the main character, is constantly living between her “philosophical world” concerning a fake reality, and the real world and its problems. As soon as she gets an honour degree in philosophy, Marta looks for an employment and she tries to reach her desired position in every possible way; she is confident that her talent would be recognised by someone who will offer her an interesting opportunity. But soon she will realise that the reality is far different from what she has been expecting...Description of the unit:Pre-task: the students are asked to read the book in a period of time of 3 weeks.The activity is designed for students of the 4th grade of secondary school or advanced learners (B2 level).By the end of this unit students will be able to:compare and contrast the parts of a media text (book) with its visual media production (film) through the attentive analysis of the characters, settings, sequence of topics and elements stressed in the narrationjustify the preferences of the author of the book and the director of the film when putting in evidence some particular aspects of their workscompare and understand the specific language and narrative style of the book and the filmLanguage structures involved:the lexicon of work and educationhow to write a formal letter (motivation letter)revising the conditional and the use of subjunctiveContent involved:how to analyse a media text and a visual media production and the way they communicate the dealt topics: job, Italian educational system, temporary employment and economyanalyse and discussion supported by worksheets, essays, guidelinessupport the contents with written texts extracted from the film to be compared and contrasted with passages from the bookrole plays concerning the different positions of a company and simulation of a job interviewelaboration of a Decalogue on how to pass successfully a job interview writing a formal letter in answer to a magazine advertisementEvidence of outcomes:the students can produce a physical and psychological description of Marta, the main character, the rest of the characters and the way and order they are presented in the book and the film(assessment: group work, reporting)the students recognize the aspects put in evidences in the book and in the film(assessment: reports containing quotes and arguments from the book and the film)the students can compare, contrast and justify the sequence of the narration of the book and the film(assessment: group work, class discussion)the students can understand the language and the stylistic choices of the book and the film dialogues(assessment: questionnaire)Student/learning activities:autonomously read the bookthink and express the strengths and abilities of a candidate of a job positiongive pieces of advice on how to be successful in an difficult situationexpose and solve problemsdiscovery of the lexicon of workuse of the grammar tools needed to succeed in an appropriate formal communicationcomparison of the Slovene school system with the Italian oneTeacher activities:production of a questionnaire to investigate the expectancies of the pupils about the way the film is showing the main character, the working environment and the rest of the figures shown both in the book and the filmdesign an analysis worksheet to be filled by the pupils while watching the filmcreate a list of settings and situations for the role-playsgive pupils some articles concerning the hardship of young precarious workers to be analysedexplain the Italian school systemTeaching and learning tools and resources:a copy of the novel per each pupila dvd player or a computer connected with a projector and a speaker systemphotocopies of the worksheets1st phase: global knowledge and motivation (2 hours)STUDENT/LEARNING ACTIVITIESTEACHER ACTIVITIESimagine an ideal futurethink and describe the experience of finding a job from parents or friendsreading the bookanalyse the language of job and make some examplesexercise on the language structures involvedask about the ideal job positionwrite a worksheet to be filled with a questionnaire about the research that pupils madewrite a box to be filled by the pupils about how the main character is shown in the book and imagine how she will be in the filmexplain the language of jobexplain the semantic field of job (verbs, nouns, refrains)2nd phase: analysis (4 hours)STUDENT/LEARNING ACTIVITIESTEACHER ACTIVITIESwatching the movie while filling the worksheet provided by the teacheranalyse the content and compare with the book (topics, characters, language)provide pupils a worksheet to be filled during the projection of the filmobserve, check and correct the evidence of outcomes3rd phase: synthesis (2 hours)STUDENT/LEARNING ACTIVITIESTEACHER ACTIVITIEScreate a dialogue/role play simulating a job interviewwrite a formal letter/motivational letter in order to apply for a job positiongive the guidelines for some job situations/advertisement from a newspaperexplain how to write a good formal letter/motivational letterMary Ellen Ramasimanana Virti?The lessons will be based on the printed form of ?Cendrillon ou la petite pantoufle de verre? tale written by Charles Perrault in 1697AND THE VISUAL MEDIA PRODUCTION (FILM) ?CENDRILLON OU LA PETITE PANTOUFLE DE VERRE? French version, ADAPTED FROM THE PERRAULT'S VERSION, BY WALT DISNEY PRODUCTION in 1950In 1695, when Charles Perrault was 67, decided to dedicate himself to his children and plublished Tales and Stories of the Past with Morals. ?Cendrillon? is the first story in this plublication. Its mad him suddenly widely-known and marked the begginings of a new lirerary genre, the fairy tales. The oldest version of the tale.In 1950, after 2nd world war, the Disney productions had a critical finacial problem. The story of ?Cendrillon? is universal. So, Walt Disney choosed the french version, and ?betted? for the future of the house. He won because the movie was a real success and bailed out the firm that we know till today.My choice was guided firstly by the place that took ?Cendrillon? in the career of Perrault and the fate of Walt Disney. Secondly, by the thinking that fairy tales are following each of us during our life. In our childwood, it has a big place because each evening when mothers read these stories, we enjoied these moments, and it was feeding our imagination for how life is going, to which person I identify myself, how I would deal with problems if I would be in the place of the hero. Later, when we are growing, it still have his place in our way of thinking, of ordering our life. The hope of a better life help us to look through and to fight the good fight. In the other hand, cartoons, and specially from Disney, became a part of references of commun knowledge for all children in the eastern countries.The course is planned for 5 sequences/ teaching hours on the basis of block sheduling (90 mn).The public will be students from 3rd or 4th year of high school. Number of students: 12 to 16Required minimum knowledge : B1 – B2 level in accordance of the european referencesSome knowledge of literary genreKnowledge of discussing ( debate main rules)They know how to write an essay They know how to search and look informations in internet (in French)The book will be presented (the cover page) in French. The text will be printed from internet and will be readed during my couse. It's short so we can effort to do this. The film will be seen in french (with french subtitles) in extra hour.Overall aimsThe students will be able to compare the printed form of a media text (book) with its visual media production.The students will be able To discribe and to define media genre (book – fairy tale / film –cartoon)To discribe, to compare and to make a synthesis book / movieTo discuss and give their opinion To debate and to compare the ?moral? in both mediaTo create and to write a short scenarioLanguage (stucture) involvedto express/define the structure of a fairy tale (beginning, middle, end ; formulation ) and a cartoon (where, who, how)Use of the past tense (passé composé et imparfait) (to know the use of passé simple) in french: to express, to classify and to paint (not learning)Use expression about giving opinionsExpression for debate : protesting, expressing feeling, asking for opinion, contestingConjonctions / adverbes de coordinationsContent involvedVocabulary for fairy talesVocabulary to describe a person (physical and moral)Vocabulary about family – relation between membersVocabulary about housework specially for girls/women (look for the same specially for boys/men)Historical content : French society in XVII centuryVocabulary of ?magic? ... and ?fabulous? , the ?real? and ?fiction – unrealEvidence outcomes Students will know :To analyse and to identify structure and form of literary genre a fairy tale and compare with the cartoonHow to summarize the story How to compare/differenciate the same character in both document and to debate about the differences.How to analyse and express their opinion what is the goal of tales ? (to give a moral lesson) How to express in an essay their point of view How to write a script for a modern version of ?Cendrillon? in year 2011 to express / to use their knowledge and experience of life.Students learning activitiesFirst teaching hour (90 mn)To read together the text and take note to define the structure. To look chosen extract of the film to help students to see the structure as they can compare both form. To make supposition why both version will not be similar. Assessment: Make a personnal research and summarize to show the structure of both genre. (Fairy tale: short – Film : long ) It makes the producer ?adding? details Individual work After, we will look in extra-hour the movie (all) as we can continue the work of comparison (before the second teaching hours)Second teaching hour (90 mn)To describe and to compare the characters : main characters and secondary characters in both media. To make a synthesis and to give their opinion. For help : compare the illustration in the cover of the book with the poster of the film To answer to the question : why it's different ? (because of culture : to compare french character and culture and France in the end of 17th century to american point of view in beggining of 20th century)Assessment: Make a table showing what is similar and difference and to give their point of view like analyse Work in pairThird teaching hour (90 mn)To analyse, to compare and to discuss about the role of the magic in both media. How it's shown in the movie ? Do we believe that it's exist in real life ? What kind of ?magic? can we meet in our today's life ? To compare what/who is ?good? and ?bad? ? What/who brings good things, good thinking, makes good acting ? and the opposite way ? what you think about it ? Debate between two groups : 1st group -> argue that magic exist and try to prove it 2nd group -> argue that magic doesn't exist and try to prove it. Assessment: one from each group take note about the mains arguments and examplesClass is splited in two groupsFourth teaching hour (90 min)To discuss and to give their point of view about girls and women condition of life in our society (eastern). From the book and the movie, describe how girls / women are leaving. To compare with our today's life : housework, education, position in the society, (reasons for) marriage (main goal in life ?). To not judge but to defend his own opinionAssessment: Make a poster or a power-point presentation to compare girls-women life before and today (in 2010-2011)Work in little groups (3 or 4 maximum)Fifth teaching hour (90 min)To debate about the ?moral?. Why it's written in the end ? Does it exist in the movie ? in which form ? Do you agree with the author ? Why no ? Why yes ? Is it a pure fiction?Assessment: Write an essay : To which character do you fell the most closer to your own character ? Can you say if you are a good or a bad person ? Illustrate your answer with examples from both media (book – film) ?Cendrillon?.Individual workFinal assessment: To write a short scenario (the same long as the tale), ?Cendrillon in 2011? Students will use all arguments, ideas that we see together during the lessons.My facilitation of their learning/teacher activities? Breaking down into smaller units? Sequencing and timing?To give some historical information about the author, Perrault and about the producer Walt Disney. Work in different forms : individual, pair, small groups, big group.Lead and liven up the discussion Prepare some questionary for the comprehension of the text, to evaluate the knowledge.Give some key for writting summary, essayTeaching and learning tools and ressourcesI will provide to students differents ressources that they can need : link from internet, dictionnary, texts in french and in slovene. The film will be in French without subtitle. They can look for their own at home in the language that they choose.For the activities in class, we will use flash cards, power point presentation (historical parts)Ignacio Escriche RubioUNIT PLANNING – 2nd draft: compare the printed form with the media productionDon QuixoteBASIC MATERIALS NEEDED? Don Quixote cartoon seriesDon Quixote for children?s bookWHY? For three years I have been colaborating with Slovene teachers by explaining the importance of Cervantes and his work during their lessons.During the 1st year of secondary school in Slovenia students are introduced to Don Quixote and Cervantes as a part of Slovene – Literature classes. When reading the Spanish version, they get the feeling they do not understand a word, so we could develop a unit plan for first three years.TO WHOM WE AIM?We are going to work with different materials but a similar estructure with each year depending on their previous learning. For the first year, we will focus on physical description.During the second year we will deal with comprehension.For the third year, we plan to work the past tenses.WHAT ARE WE GOING TO FOCUS ON WHILE COMPARING BOTH MATERIALS (PRINT AND VISUAL)?1st yearPeople and place description. This is a content already worked at the class and we will review this skill.2nd yearComprenhension - reading and listening. The students already know the present tense and the irregular verbs.3rd yearPast tenses. The students should know all three past tenses in Spanish. We will show the grammar in use and they will understand the difference between all of them.TIMING?4 academic hours (2/2) for each year. In total 12 hours. UNIT PLAN1st YEARLEARNING ACTIVITIES:1st hourLEARNING OUTCOME: The students will be able to understand the description of the printed form of Quixote?s book with its visual media production or Don Quixote?s cartoon series.10?Quick review of vocabulary and description skills.20?Description through a text. We read a brief description of Don Quixote and the students have to draw a draft of what the red.25?The teacher shows an image of Don Quixote (preferably drawn not painted)35?We repeat the same procedure with Sancho Panza?s description (first read, then draw, then show the image)45?Short questioning about the descriptions in written and visual form, how are they alike and different, which do students prefer and why...ASSESMENT ACTIVITIES: Individual questionary.2nd hourLEARNING OUTCOME: The students will be able to understand the description of the printed form of Quixote?s book with its visual media production or Don Quixote?s cartoon series.15?We first watch it in the cartoon when Don Quixote?s lady appears (Dulcinea)30?and then read the book when this happens (we can also work more vocabulary regarding with description)45?We watch a short part of the cartoon without audio where the students can see a typical central Spain landscape. The students must write a description ASSESMENT ACTIVITIES: Work in pairs: Students will have to write a rich description of whatever place the want (first) and to record a very short movie related with the written description (second).3rd hourLEARNING OUTCOME: The students will be able to produce the description of the printed form of Quixote?s book with its visual media production or Don Quixote?s cartoon series.10?Two students read (dramatized) in front of the class a chapter when Don Quixote attacks windmills. Then we watch a short movie action.45?Work in groups: Parallel between book pro`s and con`s and film pro`s and con`s. We can divide the class in 4 or 6 groups and each group will have either book or film?s advantages/disadvantages. The group(s) which will came out with better results will get either a small book (or magazine) or the dvd we are wathing during the unit.ASSESMENT ACTIVITIES: We can consider the final products as assesment activities.4th hour or assesment. The students will:-Produce of a description reviewing the important vocabulary and expressions that help us to describe in Spanish - and write or draw a script for the same description of the written (previous) part.2nd YEAR1st hourLEARNING ACTIVITIES: The students will be able to understand a text from Quixote?s book with its visual media production and its equivalent in Don Quixote?s cartoon series.20?Comprenhension through a text. We read a brief part of Don Quixote and the students have to act/drama what the red.25?The teacher shows short action from Don Quixote?s cartoon.35?The students write a short text about what they think is happening in the cartoons.45?The students can act their products while other(s) is reading the text. ASSESMENT ACTIVITIES: We will collect the texts after 1st hour and correct it by colouring/identifying the mistakes. Then the students will get again the text and will be asked to correct the mistakes.2nd hourLEARNING ACTIVITIES: The students will be able to understand the description of the printed form of Quixote?s book with its visual media production or Don Quixote?s cartoon series.We will divide the class in two groups. One teacher will be working ?reading comprenhension? while the second will work ?media comprenhension?.15?We first read the extract when Don Quixote meets his lady Dulcinea.30?We watch it in the cartoon and give the students questions in order to analyse the contents the saw/red .45?We read a short extract, ask them questions about what they are going to watch (how the imagine the scene...) and we watch the action. The scene should include a fight or something very dinamic.ASSESMENT ACTIVITIES: The questionary is the assesment 3rd hourWe will be working in the computer class while the hour.LEARNING ACTIVITIES: The students will be able to understand a text from Quixote?s book with its visual media production and its equivalent in Don Quixote?s cartoon series.8- 10?Two students read in slovene (dramatized) in front of the class a chapter when Don Quixote attacks windmills. Questions.Again we ask them questions about what they are going to watch15?Then we watch a short movie action.45?Work in groups: They are going to produce a text by watching a scene without voice (computer). Each group/pair will have different parts to relate.We can consider this text the first part of today?s assesment.The second part of the assesment and 4th hour would be to show the different parts (media) without voice and each group reading their products. At the end we can also watch some part with audio if they are interested in this.3rd YEAR1st hourLEARNING ACTIVITIES: The students will be able to understand the differencies between two past tenses in Spanish.25?Quick review of past tenses and exercises.35?Reading a text and identifying the use of both tenses ?pretérito indefinido? and ?pretérito imperfecto?45?We will translate the verbs into Slovene, just the verbs not the whole text. Then we can observe that in both languages exist this difference.ASSESMENT ACTIVITIES: The students will do an inverse traduction from a Slovene into Spanish considering all the aspects we check during the hour (5? at the end)2nd hourLEARNING ACTIVITIES: The students will be able to use both past tenses ?indefinido? and ?imperfecto? in Spanish.10?We watch a short part of the cartoon without audio. The teacher ask the students which verbs will appear in the written version they are going to read. 25?The students write a text showing the cartoon in slow motion.45?We read the extract of the book and the students compare their own text with the original one. The team that had written the story closer to Cervante?s version wins.ASSESMENT ACTIVITIES: We can consider the final products as assesment activity.3rd hour and 4th hour LEARNING ACTIVITIES: The students will be able to use both past tenses ?indefinido? and ?imperfecto? in Spanish by creating a performance.The students will think about a new version of Don Quixote, a modern one, and imagine him in new adventures. Don Quixote comes to their city from the middle age and many things happen to him. They have to write the text and perform it.ASSESMENT ACTIVITIES: We will evaluate this performance regarding originality, learning outcomes and acting. Maybe the performance could require a 5th extra hour.Daniel SchmidtFantastic Mr. Fox - Cultural influences of two creators takes on the same storyExpected Learning Outcomes:Students will be able to compare and contrast the British novelist Roald Dahl’s Fantastic Mr. Fox to the 2009 film adaptation Fantastic Mr. Fox made by the Texan director Wes Anderson.Overall Aims:With this knowledge of critical vocabulary and experience of discussion, debate and writing, students will be able to apply this way of thinking critically to other such forms of mixed media. The creators of these two mediums for the similar story come from very different cultural backgrounds. The two stories vary greatly in delivery and style. Discussion over how the differences in story can be attributed to cultural background of their subsequent creators. Discussions will cover a number of topics that the story brings up. Justice is a topic of discussion, because the deeds of Mr. Fox are seen as criminal, but what would be the fitting punishment if any at all. Responsibility of the individual and the group will be discussed. The actions of Mr. Fox bring great destruction to his whole community. How much are we responsible for others, and how must we live for the best outcome of our group.Learning Approaches:Use of interactive learning through basic lecturing, and then having the students give examples to show their understanding. Cooperative learning will be used by having students in groups working together to accomplish tasks. Coached problem solving will also be used by providing a structure to complete small in class projects, and debates, but allowing students to figure out solutions on their own. Assessment:The most direct method of assessment that would be useful for tracking the progress of students would be a Reading Log for each chapter of the book. Giving the students an ability to condense the story of the book to a more manageable resource for contrasting with the film, which is shown later. Additionally, students will be instructed to place their analytical thoughts about Dahl's cultural background influence upon the novel with citations from the book.The film Fantastic Mr. Fox is also broken down into chapters, where on screen it states the title of the next chapter. Thus, the film lends itself to mirror this writing activity. Finally, the students would complete an essay of comparison and contrast between the two mediums of this story.The indirect method of assessment would be observation by the teacher of the students writing and through informal oral questioning of the story, and the feelings of the students. Unit Timing:6 teaching hours: 4 Lessons of 1 teaching hour each week, plus a 2 teaching hours block schedule lesson for the screening of the 2009 film version of Fantastic Mr. Fox.Participants:6-15 students from osnovna ?ola grades 8-9, sredna ?ola/gimnasia grades1-2Lesson 1- one teaching hourObjective: Students will have cultural and historical knowledge, understanding and be able to orally demonstrate the background of Roald Dahl and Wes Anderson in order to trace story qualities and differences between these two renditions of the story Fantastic Mr. Fox. Language Structures:Tense review of Past, Present, Present Perfect and question their forms. Given that Anderson is presently alive, and Dahl is deceased. Content Involved:Short bibliographical, historical, and cultural background content for both Dahl and Anderson. Evidence of Outcomes: Through use of the interviews question and answer format, students will show that they have comprehension in regards to cultural backgrounds of our two creators.Student Activities:Students are divided into two groups. Group one is given information on Dahl, Group two is given information on Anderson. 10 minutesAfter both groups have finished, they are partnered with students from the other group, and share what they learned from their groups . 10 minutesStudents form interview questions regarding the two story tellers and their background. 5 minutesOpen discussion about analytical thoughts of American films based on novels. List will be passed to groups, and discussion regarding films being worse/better than books that students have likely read for things like 'Reading Badge' 10 minutesHomework: Read Roald Dahl’s novel Fantastic Mr. Fox and keep a handwritten Reading Log, a very short summary of each chapter, and analytical thoughts in regards to Dahl's background influencing the story and characters.Teacher Activities: Introduction to the topic of the Unit. 5 minutesBrief introduction of Dahl and Anderson, then division of the class into two working groups to read Biographies. 10 minutesPair students one from each group, and have then explain Dahl or Anderson accordingly. 10 minutesHave students do a chain interview question and answer about the two story tellers in focus. 5 minutes Dispense list of popular books turned to films, then start and help guide disucssion about analytical thoughts on the film versions of books. 10 minutes. Explain the homework task of reading Fantastic Mr. Fox, and the brief summary of each chapter in the handwritten Reading Log. 3 minutes.Lesson 2Objective: Students will be able to articulate their thoughts on higher cognitive questions regarding story parallels and morality. Language Structures: Past TenseContent Involved: Vocabulary of the novelEvidence of Outcomes: Use of the Indirect Method of Assessment: Observation. Also the direct method of Oral Questions. Student Activities: Students give verbal feedback on their thoughts of the book as teacher scans students written reading logs. 5 minutesStudents will be given broken into groups and given a short list of questions that they are to write their thoughts on, in regards to the story of Fantastic Mr. Fox. 15 minutesStudents will present their thoughts on the questions given prior.In pairs, students will draw a time map of the story. Some from Mr. Fox's perspective, some from the farmers perspective, and some from the other animals perspective. 15 minutes.Discussion of predictions to how different the film will be from the novel. 5 minutesTeacher Activies:Check students reading logs to see if there are any problems with vocabulary, or basic story understanding, and analytical thoughts. 5 minutes. Organize students into groups for the questionaire and question writing. 15minutesPartner students into pairs for drawing the time maps, give skeletal example of one on the board, and move from group to group helping and observing. 20minutesOpen class to discussion over expectations about the film for the next lesson. 5 minutesLesson 3 - Two teaching hours - Viewing of the 87 minute film Fantastic Mr. FoxObjective: Students will have seen the film version of Fantastic Mr. Fox, in order for comparison to its novel form.Language Structures: Listening Comprehension, note writing.Content Involved: 2009 film Fantastic Mr. Fox by Wes AndersonEvidence of Outcomes: Students will demonstrate comprehension by having very brief written summary of each chapter of the film. Student Activities: Students are to write brief chapter summaries as they watch the film.Teaching Activities: Explain to students the task of writing two or more sentences for each film chapter. 2 minutesPause the film at the chapter points to keep students on track with their written summaries. 1/2 minuteLesson 4 - one teaching hourObjective: Students will demonstrate that they can see the differences between the novel and the film adaptation and articulate this thoughts through discussion and presentations. Language Structures: Question forms, adjectives, comparative language. Writing and speaking exercises. Content Involved: The literary and film versions of Fantastic Mr. FoxEvidence of Outcomes: Through direct method of assessment of project work with Venn Diagrams/posters.Student Activities: Students are placed into 3 seperate discussion/working groups where they must draw a Venn Diagram poster of differences between the two versions on three different topics: 20 minutesGroup 1: Story differences between Novel and Film versions.Group 2: Character personalities differences.Group 3: Social/morality commentary differences.Students present from their group to the class their conclusions from their discussion and show the differences with their chart. 15 minutesTeacher Activities: Teacher will go through a list of comparative language, and show examples of their use. 5 minutesTeacher will explain the task of creating a Venn Diagram, to show the similarities and differences between the two mediums of the story, and divide the class into three working groups. 5 minutesDuring the duration of the group time, the teacher will move from group to group, indirectly assessing the progress each group makes on the topic. 20 minutesAfter group work is completed, organize presentations of their findings to the rest of the class. Students should be taking notes, as the class findings will be useful for the guided writing homework. 10 minutesLesson 5 - one teaching hourObjective: Students will be able to confidently state both verbally and in a written form the differences between the novel and film of Fantastic Mr. Fox, and state their analytical thoughts on why these differences are due to different creators cultural backgrounds. Students will have the vocabulary and expertise to apply this to other such forms of mixed media. Language Structures:Language of opinion, past tense, debate.Content Involved:Biographical background of Anderson and Dahl, the novel and film versions of Fantastic Mr. Fox.Evidence of Outcomes:Students will have submitted written essays showing their gained knowledge of comparitive works Student Activities:Students will be given a questionaire in regards to the backgrounds of Anderson and Dahl, and how their different backgrounds may have influenced the storys they made. 5 minutesOpen discussion about influences of Anderson and Dahl for differences in story. 10 minutesStudents will be divided into two groups, one who prefered the novel to the film and viceversa. They will prepare a debate as to why they like one over the other. 10 minutesDebate 10 minutes. Students will fill out a survey of what they learned over the course of the unit. 4.5 minutesTeaching Activities:Teacher will collect comparative essays from students, and ask about what were difficulties. 5 minutesOpen class for discussion about how backgrounds of Anderson and Dahl may have influnced their styles and story differences. 5 minutes.Divide class into students who preferred book or film, and prepare groups for a friendly debate. 10 minutesInform students on the rules of debate. 5 minutesOfficiate the debate 10 minutes. Dispense survey to students. 10 minutesAmresh Prakash TorulBy the end of this unit, students will be able to compare the printed form of a media text (book) with its visual media production (film).Book: Angels & Demons (by Dan Brown)Film: Angels & Demons (Directed by Ron Howard)No. of lessons: 11 x 45minsGrade: 3rd and 4th Gimnazija (Age: 17-18)No. of students: 25Learning outcomes:Students will be able to:Identify literary elements in the book and movie (setting, characters, plot events and resolution).Differentiate between a faithful and loose film pare and contrast elements of the book and movie that are similar and different.Hypothesise why changes were made to the book.State preferences towards these similarities and differences and discuss their effects on the movie.Write an adapted film critique, based on a detailed analysis made on the film and the book on which the film was based.Contents:Language (structures) involvedContent involvedEvidences of outcomesSequencing and timing of activitiesTools and resourcesAppendix 1: Analysis Data SheetAppendix 2: Compare/Contrast SheetAppendix 3: Critical Opinion SheetAppendix 4: Expressing Opinions SheetLanguage (structures) involvedUsing the Past Tense and Past Perfect Tense to describe previous experiences of reading a book and watching its adapted film.Specific vocabulary about literary works: Setting, Characters, Plot events, ResolutionSpeaking skills: Sharing ideas with the classMore vocabulary: definitions of difficult words from the book (mini-dictionary)Formation of sentences using the difficult wordsSpecific language style used when expressing and justifying opinionsVocabulary: Faithful and Loose film adaptationWriting skills: Essay (students’ opinions on movie’s fidelity; justify opinions)Specific style of language used when suggesting hypotheses.Content involvedBook and movie content, including coversMini-dictionary of difficult words from the bookAspects of literary analysis and types of film adaptationHow to compare and contrast similarities and differencesNotes on adapted film critiques and sample film critiquesEvidences of outcomesMost of the evaluation will be done by analysing the paperwork used by the students after each lesson. The paperwork includes:Analysis Data Sheet (Appendix 1)Compare/Contrast Sheet (Appendix 2)Critical Opinion Sheet (Appendix 3)Students’ homework will also be used to assess their learning. This unit consists of the following homework:Vocabulary (difficult words) – Lesson 1Essay (students’ opinions on movie’s fidelity; justify opinions) – Lesson 7Finally, the adapted film critique (Lessons 10 and 11) written by students will also be used to evaluate the students’ learning. It will be compared to the Reflection Notes (Lesson 1), so that the extent of learning can be determined.Learning OutcomeAssessment/EvaluationIdentify literary elements in the book and movie (setting, characters, plot events and resolution).Analysis Data Sheet (Appendix 1)Differentiate between a faithful and loose film adaptation.Essay (students’ opinions on movie’s fidelity; justify opinions) – Lesson 7Compare and contrast elements of the book and movie that are similar and pare/Contrast Sheet (Appendix 2)Hypothesise why changes were made to the book.Discussion (Lesson 8)State preferences towards these similarities and differences and discuss their effects on the movie.Critical Opinion Sheet (Appendix 3)Write an adapted film critique, based on a detailed analysis made on the film and the book on which the film was based.Adapted film critique (Lessons 10 and 11)Sequencing and timing of activities of students and teacherLESSON 1Prerequisites:Students will be expected to have read the selected book at home.Students should have a basic understanding of how to compare and contrast.Preparation:Teacher will have made a selection of pages of the book which have potentially difficult words, to be used for homework on vocabulary. Photocopies of the pages will have been made, with the difficult words highlighted by the teacher.Outcomes:Students will be able to define the aspects of literary analysis (setting, characters, plot events and resolution), and recognise their importance in a book-movie comparison.Time-frameTeacher activitiesStudent activities1.5 minutesIntroductionBriefly explain students about the unit as a whole, and what they will be doing during the first lesson.Listening to the teacher’s introduction.2.15 minutesReflectionAsk students to reflect on any previous experience they may have from reading a book and then viewing a movie based on that book.Tell them to compare & contrast the book and movie and to the write down their notes on a piece of paper.Move around to see how the students are doing and provide assistance where necessary.Write down their ideas on a piece of paper (Reflection notes), which will be collected by the teacher.3.20 minutesAspects of literary analysisIntroduce the following literary elements to students. These are the elements of the book and movie which will be compared. SettingCharactersPlot eventsResolutionA PowerPoint presentation of the terms above will be used to support the explanation.Listen to the explanation and take notes from the content of the presentation.6.5 minutesHomework - vocabularyDistribute the photocopies which have been prepared before the lesson. Each student gets different pages (2 pages per student).Give the students instructions for the homework, i.e. They need to write down explanations of the highlighted words. Their answers will have to be typed in a Word document.Receive photocopies and instructions for the homework.LESSON 2Outcomes:Students will be able to identify literary elements in the book (setting, characters, plot events and resolution).Time-frameTeacher activitiesStudent activities1.5 minutesIntroductionCollecting the vocabulary homework from students and distribute Analysis Data Sheets.Submit homework.2.20 minutesAnalysis Data Sheet - book columnAsk students to fill in the “book” column of the Analysis Data Sheet, in pairs.Move around the classroom to help students who need assistance.Fill in the “book” column of the Analysis data sheet.3.20 minutesReview of book analysisSelect students randomly and ask them to share their findings with the rest of the class.Ask the other students to contribute any additional information their classmates may have missed.Clarify doubts that students have about the literary elements.Collection of Analysis Data Sheets.Participate in the review/sharing session accordingly:SharingUpdating their Analysis Data Sheet if they have missed anything importantLESSON 3Outcomes:Students will be able to identify literary elements in the movie (setting, characters, plot events and resolution).Time-frameTeacher activitiesStudent activities1.5 minutesIntroductionExplain to them that they will now watch the movie which is based on the book they have read and analysed.Ask students to watch out for the elements analysed in the first lesson, while they watch the movie:SettingCharactersPlot eventsResolutionTell students that they should fill in the “film” column of the Analysis Data Sheet during every viewing session.Give students their Analysis Data Sheets back.Listen to teacher’s introduction, taking notes if necessary.2.40 minutes1st viewing sessionStart the movie.At the end of the session, collect Analysis Data Sheets again.View the first 40 minutes of the movie.Fill in the Analysis Data Sheet during the viewing session.Take additional notes where necessary.LESSON 4Preparation:Teacher will have corrected the students’ homework on vocabulary.Teacher will have compiled a mini-dictionary of all the words explained by students, containing the correct definitions. Due to the theme of the book/film, a Physics teacher and a History teacher will be consulted for this purpose.Outcomes:Students will be able to identify literary elements in the movie (setting, characters, plot events and resolution).Time-frameTeacher activitiesStudent activities1.15 minutesReviewHand out copies of the mini-dictionary to all students, and ask them to study it at home.Return Analysis Data Sheets to students.Check if students have any questions regarding the Analysis Data Sheet.Clarify any doubts that students may have.Participate in the quick review.Ask questions about the Analysis Data Sheet and correct findings accordingly.2.30 minutes2nd viewing sessionResume the movie.After the session, collect the Analysis Data Sheets.View the next 30 minutes of the movie.Fill in the Analysis Data Sheet during the viewing session.Take additional notes where necessary.LESSON 5Outcomes:Students will be able to explain new vocabulary (difficult words) from the book.Students will be able to apply their knowledge of the new vocabulary by using them in sentences.Students will be able to identify literary elements in the movie (setting, characters, plot events and resolution).Time-frameTeacher activitiesStudent activities1.15 minutesVocabulary reviewSelect students randomly, and ask each one to explain a difficult word from the mini-dictionary which was distributed during the previous lesson.Also ask each student to use the word in a sentence of their own.Answer questions and form sentences with difficult words.2.30 minutes3rd viewing sessionReturn Analysis Data Sheets to students, and make appropriate comments to clarify any remaining doubts. Resume the movie.After the viewing, collect the Analysis Data Sheets.View the next 30 minutes of the movie.Fill in the Analysis Data Sheet during the viewing session.Take additional notes where necessary.LESSON 6Outcomes:Students will be able to complete the identification of literary elements in the movie (setting, characters, plot events and resolution).Time-frameTeacher activitiesStudent activities1.45 minutes4th (and last) viewing sessionRemind students to pay special attention to resolution in the last viewing session.Return Analysis Data Sheets.Play the rest of the movie.Collect Analysis Data Sheets.View the remaining part of the plete the Analysis Data Sheet during the viewing session and take additional notes where necessary.LESSON 7Prerequisites:Students should have a basic knowledge about essay writing and expressing their own opinions.Preparation:Teacher will have prepared some notes about how to express opinions (Expressing Opinions Sheet – Appendix 4), to be used to refresh their knowledge in this area.Outcomes:Students will be able to express their own opinions appropriately in English.Students will be able to differentiate between a faithful and loose film adaptation.Time-frameTeacher activitiesStudent activities1.20 minutesMotivation/DiscussionIn an attempt to make the students physically active, ask them to stand in front of the class. Project and read a few statements (one at a time) about the movie so far, focusing on the elements to be compared. Explain students that they will need to respond to each statement as follows:Those who agree with it need to walk away and stand on the right hand side of the class.Those who do not agree will go on the left hand side.Finally, those who are undecided or neutral will go in the middle.After each statement, ask couple of students to justify their opinions to the class. Ask them to refer to the Expressing Opinions Sheet and their Analysis Data Sheets.Participate and express opinions.3.15 minutesExplanation on Film AdaptationIntroduce the two most common types of film adaptation to the students, which are:Faithful adaptationLoose adaptationIntroduce the term “fidelity” to the students.Ask students to take notes.Listen to the explanation and take notes.4.10 minutesHomeworkAsk students to write a short essay about their opinion on the movie’s fidelity towards the book on which it is based.Tell them that they need to write whether the movie is a faithful or loose adaptation and then justify their statement, while focussing on the literary elements compared in previous lessons.Prepare them for the homework by raising a short discussion about the film adaptation.Listen to the teacher’s instructions.LESSON 8Outcomes:Students will be able to compare and contrast elements of the book and movie that are similar and different.Students will be able to hypothesise why changes were made to the book.Time-frameTeacher activitiesStudent activities1.10 minutesReview of film analysisSelect students randomly and ask them to share what they have written in the “film” column with the rest of the class. Ask the other students to contribute any additional information their classmates may have missed.Collect homework given in the last lesson (faithful or loose).Participate in the review/sharing session accordingly:SharingUpdating their Analysis Data Sheet if they have missed anything important2.15 minutesCompare and contrastTell the students that they will be identifying important similarities and differences between the book and movie in this lesson. Point out to them that the focus will still be on the elements analysed during the previous lessons:SettingCharactersPlot eventsResolutionReturn paperwork (Analysis Data Sheets). Distribute copies of the Compare/Contrast Sheet and give instructions:Work in pairsFill in the Compare/Contrast Sheet, using the Analysis Data Sheet from the previous lesson as guide.Move around the class to help students who need assistance.Listen to teacher’s instructions.Receive copies of the Compare/Contrast Sheet and further instructions.While discussing in pairs, fill in the Compare/Contrast Sheet.3.10 minutesSharing sessionDraw a Venn diagram on the blackboard to give the students a more visual representation of the similarities and differences between the book and movie. The Venn diagram will have two groups – “Book” on the left hand side, and “Movie” on the right hand side.Ask the students to start sharing their observations with the class.Fill in keywords accordingly in the Venn diagram, as students share their observations. Share ideas with the class. Take notes where necessary.Observe the Venn Diagram and use it to improve/update their Compare/Contrast Sheets.4.10 minutesHypothesiseAsk students to come up with possible reasons which could explain the differences between the book and movie.Pay attention to the students’ answers and look out for signs of understanding of the concepts introduced.Collect all paperwork from students, to be used for evaluation.Participate in class by giving the possible reasons that the teacher is looking for.LESSON 9Outcomes:Students will be able to state their preferences towards the similarities and differences and discuss their effects on the movie.Time-frameTeacher activitiesStudent activities1.10 minutesBrainstorming sessionRe-distribute all paperwork.Ask students to comment about the changes made to the book. Ask them to share with the class which changes they liked and which ones they did not.Share opinions about changes made to the book.2.10 minutesCritical Opinions SheetPass out copies of the Critical Opinions Sheet.Ask students to fill in the new sheet, referring to their Analysis Data and Compare/Contrast sheets. Move around the class to provide assistance to students who need it.Fill in the Critical Opinions Sheet.3.10 minutes Group workAsk students whether they prefer the book or movie.Form groups of 4, with each group consisting of students sharing the same opinion (i.e. same preference: book or movie).Ask students to discuss among themselves the reasons for which they prefer the book/movie.Group work.4.15 minutesReport/DebateAsk members of each group to report their answers to the class.Divide the blackboard into two parts: Book and Movie. Write arguments for book/movie, as students report them to the class.Collect all paperwork.Report answers to the class. Provide arguments to back their opinions and preferences (book/movie).LESSON 10Preparation:Teacher will have prepared some notes about how to write an adapted film critique.Outcomes (after Lesson 11):Students will be able to write an adapted film critique, based on the detailed analysis made on the film and the book on which the film was based.Time-frameTeacher activitiesStudent activities1.10 minutesExplanation on adapted film critiquesDistribute all paperwork to students.Distribute the notes about film critiques writing, and briefly introduce the topic to students. Listen to explanation.2.30 minutesWriting of film critiques (class-work)Ask students to write their critique of the movie, using the notes provided as reference.Write film critiques.3.5 minutesFeedbackCollect students’ scripts.Ask students for brief feedback about the activity. Ask them how they found it, what kind of difficulties they encountered. Collect all paperwork from students, for final evaluation:Analysis Data SheetCompare/Contrast SheetCritical Opinions SheetFilm critiquesProvide feedback.LESSON 11Prerequisite:Teacher will have prepared a PowerPoint presentation of 2 sample adapted film critiques.Outcomes:Students will be able to write an adapted film critique, based on the detailed analysis made on the film and the book on which the film was based.Time-frameTeacher activitiesStudent activities1.15 minutesAdapted Film Critiques - CommentsReturn the scripts to ment on their work, and highlight areas of difficulty.Get students to correct obvious mistakes of grammar and spelling.Correct critiques.15 minutesSample critiquesBriefly go through the 2 sample adapted film critiques about the movie (one positive, the other negative), and comment on them. Get students to comment on them as well.Watch the ment on the critiques.15 minutesClosure/FeedbackClosing comments about the Unit as a whole, with a very brief summary of everything covered.Get feedback from students by having them fill a specially-designed questionnaire about the unit.Listen to comments made by teacher.Fill questionnaire.Teaching and learning tools and resourcesList of tools used:Teacher:BlackboardMarkersComputer with internet connectionProjector and screenPowerPointUSB Flash DiskDVD (movie)Students:NotebookPens/PencilsList of resources used:Analysis Data Sheet - (Appendix 1)Compare/Contrast Sheet - (Appendix 2)Critical Opinion Sheet - (Appendix 3)Expressing Opinions Sheet - (Appendix 4)Photocopies of pages with difficult wordsMini-dictionary with definitions of difficult wordsNotes on adapted film critique writingPowerPoint presentation about elements to be compared (setting, characters, plot events and resolution)PowerPoint presentation about 2 sample film critiquesMovie and booksQuestionnaire for final feedbackAppendix 1 – Analysis Data SheetBookMovieSetting:Setting:Characters:Characters:Plot events:Plot events:Resolution:Resolution:Appendix 2 – Compare/Contrast SheetSimilaritiesDifferencesSettingCharactersPlot eventsResolutionAppendix 3 – Critical Opinion SheetPositive pointsNegative pointsSimilaritiesDifferencesAppendix 4 – Expressing Opinions SheetEXPRESSING OPINIONSPersonal Point of ViewGeneral Point of ViewIn my experience… As far as I’m concerned… Speaking for myself… In my opinion… Personally, I think…I’d say that… I’d suggest that… I’d like to point out that… I believe that… What I mean is…It is thought that... Some people say that... It is considered... It is generally accepted that...Agreeing with an opinionDisagreeing with an opinion Of course. You’re absolutely right. Yes, I agree. I think so too. That’s a good point. Exactly. I don’t think so either. So do I. I'd go along with that. That’s true. Neither do I. I agree with you entirely. That's just what I was thinking. I couldn't agree more.That’s different. I don’t agree with you. However… That’s not entirely true. On the contrary… I’m sorry to disagree with you, but… Yes, but don’t you think… That’s not the same thing at all. I’m afraid I have to disagree. I'm not so sure about that. I must take issue with you on that. It's unjustifiable to say that... Benjamin TweedieMEDIA UNIT – Australian-themed textBy the end of this unit, the students will be able to compare the printed form of an Australian-themed media text with its visual media production.LanguageThe colloquial speech of Australia, also known as strine, is difficult for non-Australian native speakers to comprehend, even more so for non-native English speakers. Therefore, a strine-specific glossary/dictionary will be available for student use. Also, there will be a need to identify outdated or non-standard grammar, spelling etc. Concurrently, since this unit is completed by 9.r, a complete review of all tenses is also necessary to ensure the pupils do not 're-learn' outdated or non-standard tense usage.ContentThe Australian-themed media text will be selected by the student group from a list provided by the teacher. It is expected that the pupils will have read the book and have watched the film (at least once) prior to the commencement of the course. If not, they will find it very difficult to complete the course successfully.The content will focus on the following:How are both genre types (text and visual media) structured?Who are the characters?What are the story's themes, motifs and symbols?What differences exist between the film adaptation and the book?What constraints does these film adaptation encounter?Evidence of outcomesEvidence of pupil attainment of the learning outcome will be gathered using a combination of both formative and summative assessment instruments. Firstly, formative assessment will be conducted on a regular basis both, informally during the lesson, and formally outside the regular lesson using the online classroom. Secondly, the summative assessment will occur at the completion of the unit. The pupils will be given the opportunity to decide how they will be assessed. They can either participate in a formal debate or write an essay. Both assessment tasks would be rigorous enough to be reliable and measurable in accordance with the following criteria:Assessment CriteriaThe pupil can identify the differences between text and film media genre typesThe pupil compares and contrasts the text to the film using appropriate terminologyThe pupil shows that he/she can appreciate the subtleties of different media genre typesStudent learning activitiesThis unit of work will be conducted via a combination of face-to-face (F2F) and flexible learning. As already stated, the onus will be on the pupils to complete the reading/viewing of the media resources outside of normal class hours.Generally-speaking, learning activities will include:note taking (from media resources)pair/group work and discussions during timetabled lessonsonline discussions using threads and chat groupsgathering information through researchhomework in the online web classroomThis unit requires a total of six timetabled block lessons in which to be completed.Lesson MatrixLessonTopicContent1Types of Media GenresWhat are the key differences between the different media genres?2Plot OverviewPupils construct a mind-map of the book's plotPupils identify differences in plot(s) between film and book3Analysis of Major CharactersPupils construct an interrelationship diagram of the charactersPupils discuss which characters have been discarded in the film adaptation4Themes, Motifs and SymbolsPupils analyse the themes, motifs and symbols in order to better understand the story structure5Research: film adaptationPupils research the 'bottom line' of the film adaptation. 6Summative AssessmentSummative: essay or debateTeacher facilitationThe teacher will facilitate the pupils' attainment of the learning outcome by:pre-teaching any new vocabulary (especially Australian-specific language)guiding the pupils in the use of all applicable technology (internet, interactive board, etc.)promoting appropriate research techniques (eg. Wikipedia is not the only research source)guiding the pupils in essay writingassisting and coaching the debate teams (if applicable)Tools and resourcesThe following resources are required:interactive whiteboard with necessary computer peripheralsTV/DVD player BookFilm DVDAustralian-related media text listTitleAuthorBook pub. yearFilm rel. yearPlot SummaryPicnic at Hanging RockJoan LindsayBook: 1967Film: 1975The film centres around a trip by a party of girls from Appleyard College who travel to Hanging Rock, Victoria, for a picnic on Valentine's Day 1900. The excursion ends in tragedy when three of the girls, and later one their teachers, mysteriously vanish while climbing the rock.Storm BoyColin ThieleBook: 1964Film: 1967Storm Boy likes to wander alone along the fierce deserted coast among the dunes that face out into the Southern Ocean. After a pelican mother is shot, Storm Boy rescues the 3 chicks, Mr Proud, Mr Ponder and Mr Percival and nurses them back to health. He releases them and his favourite one returns after being released and he names it "Mr Percival"Looking for AlibrandiElina MachettaBook: 1992Film: 2000Josephine Alibrandi is a third generation Italian Australian completing her last year of high school. Josie learns to overcome the narrow minded social and racial bigotry of people, but reacts angrily to derogatory terms like wog and ethnic. She ultimately learns to have pride in her heritage.My Brilliant CareerMiles FranklinBook: 1901Film: 1979Sybylla, a headstrong, free spirited girl growing up in late 19th century Australia, has the opportunity of marriage to a young man, Harry a wealthy suitor and childhood friend, but rejects it in order to maintain her independence, instead being forced to take a job as governess/housekeeper to the family of an illiterate neighbour to whom her father owes money. After returning home, she again rejects another proposal by Harry so she can write her novel, My Brilliant Career.Playing Beatie BowRuth ParkBook: 1980Film: 1986Beatie Bow, a young Victorian-era girl, is summoned from the past to contemporary Sydney by children chanting her name. 16-year-old Abigail Kirk follows her back to 1873, in the colony of New South Wales. Beatie's family believe Abigail is the promised 'Stranger' who will arrive to save 'The Gift' for future generations of Bows. Abigail is trapped in the past until she does what she was 'sent' to do, even though she doesn't know what this is. During her sojourn, she falls in love for the first time and gains a more mature perspective on her parent's relationship.Andrea ValentiBook: Io non ho paura, Niccolò AmmanitiFilm: Io non ho paura, Gabriele SalvatoresGENERAL INTRODUCTION:The unit is about the Italian novel Io non ho paura (I’m not scared), by the writer Niccolò Ammaniti, and the film inspired by the same novel, Io non ho paura (I’m not scared), directed by Gabriele Salvatores.The story takes place in the deep south of Italy, in an imaginary little village in 1978. The main protagonists are a group of boys who play in the sunny sicilian landscape. One of them finds a boy of their age captured and kept hidden in a hole... A friendship has been born and the boys will find themselves in a chain of breathtaking events ...UNIT: 12 lessonsTARGET STUDENTS: 4th gradePRE-REQUISITES:Since the Slovene translation of the book exists, the pre-task for the students will be to read the book entirely. They will need a month to do the pre-task. If the students study Italian, certain paragraphs of the book can be done in Italian and the film can be viewed with Italian subtitles. If the students don’t study Italian, the paragraph are read in Slovene and the film viewed with English subtitles.The students must have a minumum knowledge of litarary genre, film language and of narrative elements (plot, setting, characters...).OVERALL AIM:By the end of this unit, the students will be able to compare the printed form of a media text (Io non ho paura) with its visual media production (Io non ho paura).LANGUAGE: the use of the past tenses in Italy (difference between passato prossimo and passato remoto – the first one is mostly used in the north of the country, the second one mostly in the center and the south of the country; both tenses are used in literary productions)revise the use of congiuntivo presente (subjunctive) (in order to express feelings, thoughts ...)film language, literary genreCONTENT INVOLVED: Italy in the seventies, a country thorn into two partsclash between generations differences between the same story, narrated by the book or by the film, in terms of characters, location, the plot itselfLEARNING OUTCOMES, EVIDENCE OF OUTCOMES, TEACHER AND STUDENTS ACTIVITIES: FIRST LESSON: Learning outcome: the student will understand the historical period of mass kidnapping going on at that time in Italy.Evidence of outcome: questionnaire.The teacher will present the students, as a motivational activity, an article from the newspapers on a case of kidnapping. He will prepare a reading and comprehension task for the students. Then, he will explain the students the historical period of the novel. The students will do the reading and comprehension activity based on the article, will fill the questionnaire on the historical period.SECOND LESSON: Learning outcome: the student will identify similarities and differences in the narrative elements in the book and in the film. Evidence of outcome: comparative chart.The teacher will choose a short paragraph at the very beginning of the book (the first description of the boys). The paragraph will be read during the lesson. The students will list the age, the physical aspect, and the character of the children. Since not every character is described in details, the students will have to imagine the rest. They will fill in the comparative chart.THIRD AND FOURTH LESSONS:Learning outcome: the student will identify similarities and differences in the narrative elements in the book and in the film. Evidence of outcome: comparative chart.Viewing of the film. During the viewing, the students will put down in the comparative chart the missing characteristics or the differences among the children - that is, how the children were presented in the film. THE FIFTH, THE SIXTH AND THE SEVENTH LESSONS:Learning outcomes: -the student will identify certain aspects of the plot that has been modified, restricted or enlarged-the students will identify similarities and differences in the narrative elements in the book and in the film (characters, locations)-the student will recognize the different past thensesEvidences of outcomes:-group work, reporting- short questionnaireDifferent scenes of the film and the corresponding paragraphs of the book will be chosen by the teacher and analized in terms of differences and similarities by the students (the scenes and the corresponding paragraph will speak about characters, location, certain aspects of the plot that has been modified, restricted or enlarged). The teacher will choose some paragraphs of the book and show the use of the different past tenses, connected to the different geographical provenience of the characters.THE EIGHT AND THE NINTH LESSONS:Learning outcome: the student identify and understand the clash between generations.Evidence of outcome: short written essay (How would they have reacted in their relation with the adult world).The clash between the infantile and the adult world. The teacher will choose the paragraphs and the scenes. The key scenes will be viewed, the corresponding paragraph read, and the student will have to analyze the aspects concerning the clashes between the children world and the adult one.THE TENTH, ELEVENTH AND TWELFTH LESSON:Learning outcome: - the student will write a short story and then film it as a final product- the student will identify the differences or the similarities between the two media productsEvidence of outcomes: discussion. The teacher will divide the class in groups of four. Each group of students will write a simple short story. Each story will be assigned to a different group and the group will have to adapt the story for the final filming.The students will have a deadline to present the films.The films will be viewed and there will be a debate between the authors of the story and the authors of the film on the differences or similarities between the two media products.TOOLS AND RESOURCES: - a DVD player or a computer connected with an LCD projector- a copy of the novel for each student- a double lesson is recommended for the viewingStephen Moses ZuluSUBJECT: EnglishYEARGROUP: Grades 7 -9TOPIC: Media literacySUBJECT LINKS:BOOK: Billy Elliot by Lee HallFILM; Billy Elliot directed by Stephen Daldry.TIME: four lessonsDATE:GROUP SIZE:TEACHING/LEARNING TOOLS: projector, film, book about the film, the Internet.NUMBER OF LESSONS: Four Overall aims The aim of these lessons is to improve the students' reading, listening, speaking and writing skills by comparing the printed form of the media to its visual production (movie). Objectives and expected learning outcomes.By the end of this unit, students will be able to:discuss sports that are often associated with men / women,identify the stereotypes related to sport,compare the printed form of the media to it visual production,compare the use of language in the book to the use of language in the film (i.e. American English/ British English, slang, dialects, etc),describe the string of events in the book and the film,understand the vocabulary related to the movie and the book,design the role play based on any printed form of the media text,discuss whether a lot of details have been omitted from the film, which ones and why were they omitted.Language structures involvedContent involved- the teacher and the students discuss the most frequently used language structures in the book, i.e.: -passive voice -if sentences -reported speech -idioms -past tenses, etc. - Stereotypes related to sport-Does the scenery that you imagined while reading the book resemble the scenery presented in the film? Discuss.-Does the main character in the film differ from the one described in the book? If yes, how?-Does the film feature any scenes that have not been mentioned in the book? If yes, why do you think so?Lesson introduction:-The teacher and the students discuss why people read books.-Students name any books they have read and give a brief narration of the story.Course developmentTeacher’s roleMethodPupils’ roleActivitiesLesson1: Lesson objectives:To improve students speaking skills through class discussion.To sensitise children about gender equalityExpected learning outcomes.Students will be able toDiscuss sports associated with men and women.Identify the stereotypes related to sport.Teacher's RoleThe teacher and the students discuss gender in relation to sports, house chores, dances and jobs.Teacher and the students discuss different types of books, i.e. novels, science fiction, fiction, biographies, autobiographies. Concentrating on the book in question.Introducing the story about Billy Elliot.Asks the students whether they have heard about the story in question.Guides the students to read the first part of the book and asks them comprehension questions.Assigns children to read the book at home and instructs them to make their own special glossaries containing new words they come across while reading the book.-Question and answer.-group discussion -listening-reading-writing-Identifying sports, house chores and jobs that are traditionally performed by men /women- group discussion about their favourite books and movies, and reporting to the class why they liked the mentioned books.-discussing men’s and women’s sports and stereotypes connected to sport.-listening and answering comprehension questions orally.-Reading and making glossaries containing new words from the story.-reading-writing-speaking-Reading-Conducting a class survey about the most read books among the students.Lesson2Lesson objectivesTo improve students’ writing and reading skills.To broaden the students’ vocabulary by discussing meanings of difficult words they found while reading the book.Expected learning outcomesStudents will be able toDescribe the string of events in the book, which will indicate the improvement in their speaking skills.Understand the vocabulary related to the book which will help them to communicate at a higher level and this will be assessed through a written summary and oral narration of the story.Teacher's RoleDiscussing the new words with the students.Asking the students to give a brief narration of the story. (This will improve their fluency and competence in using the target language).Asks the students to write five sentences using the new words from the book they have read. (This will improve their vocabulary and writing skills).Guides the students on how to write the summary of the book. This will improve their writing skills, i.e. spelling, the use of tenses and language structureChecks students’ written summaries.Demonstration-Reading-speaking: making sentences in connection with the story as they are having class discussing.-writing a summary of the story-Writing the summary of the book.Lesson3-4Lesson objectivesTo discuss the connection between the printed media and its visual production.To discuss stereo types connected to men’s and woman’s sport based on the movie.To improve students competence and fluency by involving them into a debate about gender issues and comparison between the movie and a book.Expected learning outcomes.Students will be able toCompare the printed form of the media to it visual production. This will lead them to a discussion that will help to improve their spoken pare the use of language in the book to the use of language in the film (i.e. American English/ British English, slang, etc),describe the string of events in the book and the film,compare the characters in the book to those in the movie, which will improve their ability to compare and contrast pare the use of language in the book to the use of language in the film (i.e. American English / British English, slang, etc), which will help them discover different British dialects and the difference between the written and spoken English.describe the string of events in the book and the film,understand the vocabulary related to the movie and the book.Teacher’s roleShows the movie to the class.Asks the students about their opinions about the book and the movie. Guides the students to organise and role play the scene from any film they have seen. By doing this, the teacher will check the students’ fluency, competence and pronunciation of the target language and check whether part of the overall objective has been achieved.Question and answer.DemonstrationStudents will make a role play based on the summary of the story. They will divide the roles among each other and act it out.-organising and performing a role playEvidences of outcomesStudents will make posters about the film and present them to the class, explaining what the poster shows and its connection to the movie or the book.By doing this students willdemonstrate their ability to extract the most important information from any given media and talk about it freely in front of their classmates practice their spoken English and gain confidence to present a certain topic in a foreign language.They will create a role play about the movie.By doing this students will be able toUse and recycle the new vocabulary they learnt from the movie /bookExpress themselves in the foreign language with confidence.They will write and submit the summary of the story. By doing this students will be able toDemonstrate their ability to briefly re-tell the story and will improve their writing skills. ................
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