Goal by T9Ub0yI

VIEWS: 34 PAGES: 28

									                         Connecticut Technical High School System
                                     Cinema Literacy



Goal I: Describe, interpret, evaluate classic and contemporary films in order to construct
meaning, extend understanding and demonstrate appreciation.

Big Idea(s):

   1. Film helps us to connect to and to understand our cultural identity.
   2. Film reflects our desires, struggles, and achievements.

Essential Question(s):

   1. Why do we study film?
   2. How does film shape our understanding of the human experience?


                                           Learner Outcomes

                 Students will:                                          As evidenced by:
1.1 View, discuss, respond in literal, critical,         1. Evaluating and analyzing themes through
    and evaluative ways to themes in films.                 written and oral responses
    Themes may include but are not limited
    to
      Archetypes of heroes
      Personal identity
      Freedom and imprisonment
      Illusion versus reality
      American dream
      Social justice
      War
1.2Apply before, during, and after viewing            1.Discussing, questioning, and evaluating film
strategies to facilitate comprehension:               through various forms of written viewer responses
      Set purpose for viewing
      Generate questions before, during, and         2. Selecting and using graphic organizers to facilitate
       after viewing                                  and extend understanding of film
      Make, confirm, and revise predictions,
       connections, and inferences
      Self-monitor and correct when

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                                      Cinema Literacy
        understanding breaks down
       Develop vocabulary related to film
        study
1.3 View and respond orally and in writing to a         1. Demonstrating an understanding, evaluation,
    variety of genres of film. Genres may                  analysis, and appreciation of film through oral
    include but are not limited to film noir,              and written responses
    romantic comedy, western, suspense,                 2. Participating in large and small group discussions
    period films, and parody.                              and presentations focusing on film
       Connect to other works in various
        media (print, visual, auditory)
       Demonstrate initial understanding,
        critical stance, interpretation, and
        connections
1.4 Identify and apply with increased                   1. Composing analytical essays on the topic of
    proficiency the elements of director’s                 cinematic elements studied
    craft in analysis and interpretation:
     Narrative structure
     Visual metaphor
     Cinematic devices and conventions
     Dramatic devices and conventions
                                                        1. Reporting and presenting film reviews
1.5 View independently from a variety of film            2.Discussing, questioning, and evaluating film
    genres:                                             through various forms of written reader responses,
                                                        projects, and performances
   Identify and analyze themes in film that
    extend throughout the human experience
Resources:
Film Textbook Resources:
The Art of Watching Films (Textbook (Boggs and Petrie)
   Chapter 1: “The Art of Watching Films”
   Chapter 2: “Thematic Elements”
   Chapter 3: “Fictional and Dramatic Elements”
   Chapter 4: “Visual Design”
   Chapter 5: “Cinematography”
   Chapter 6: “Editing and Special Visual Effects”
   Chapter 8: “Sound Effects and Dialogue”
   Chapter 9: “The Musical Score”
   Chapter 10: “Acting”
   Chapter 11: “The Director’s Style”
   “Glossary” of film terms (pages G-1 through G-8)
The Art of Watching Films (CD Rom)

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                                                                               Revised 05/07/2007
                        Connecticut Technical High School System
                                    Cinema Literacy
Web Resource:
The Art of Watching Films (website and test bank) http://www.mhe.com/awf6



Extension Activities:




Common Formative Assessment(s):                   District Summative Assessment:




           “UNWRAPPING” Goal I: Reading and Comprehending Fiction

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       Concepts                           Skills                 Unit, Lesson, or
                                                                   Activities

Need to Know about          Be Able to Do
Reading and
Comprehending
Fiction

(1.1 )                      VIEW (film)
Film                        DISCUSS (themes of
Themes
  Archetype of heroes           “personal identity” and
  Personal identity             “social justice” in literal,
  Freedom and
       Imprisonment              critical, and evaluative
  Illusion versus reality        ways)
  American dream
  Social justice            RESPOND (to themes of
  War                           “personal identity” and
     Literal responses
                                “social justice” in
     Critical responses
     Evaluative responses        literal, critical, and
                                 evaluative ways)
(1.2)                       APPLY (viewing strategies)
 Viewing strategies         FACILITATE (comprehension)
      Pre-viewing
      During viewing           SET (purpose)
      Post-viewing             GENERATE (questions)
           Comprehension
       Purpose                 MAKE, CONFIRM, REVISE
       Questions                  (predictions, connections,
       Predictions
       Connections                 inferences)
       Inferences              MONITOR and CORRECT
       Understanding
                                   (understanding)
       Vocabulary of film
           Study                DEVELOP (vocabulary
                                     related to film study)
(1.3)                       VIEW (film from a variety of
Film                               genres)
Variety of genres
   Film noir                RESPOND (to film from a

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                                   Cinema Literacy
  Romantic comedy                   variety of genres)
  Western                   CONNECT (other media)
   Suspense
   Period film              DEMONSTRATE (initial
   Parody                          understanding, critical
Oral responses
Written responses                  stance, interpretation,
  Initial understanding            connections in oral and
  Critical stance
  Interpretation                    written responses)
  Connections


(1.4)                       IDENTIFY with increased
Elements of director’s             proficiency (elements
          craft
   Narrative structure             director’s craft)
   Visual metaphor          APPLY with increased
    Cinematic devices
        and conventions             proficiency (elements
    Dramatic devices                director’s craft:
       and conventions
                                    narrative structure,
                                    visual metaphor,
                                    cinematic and dramatic
                                   devices and conventions)
(1.5)
                            VIEW independently (films from
Independent Viewing
    Films from a variety            a variety of genres)
        of genres           IDENTIFY (themes of the
                                   human experience)
                            ANALYZE (themes of the
                                   human experience)



Topics/Content:

Units focusing on thematically grouped film
Journals
Criteria to evaluate film

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                                      Cinema Literacy
 Big Idea(s):

    1. Film helps us to connect to and to understand our cultural identity.
    2. Film reflects our desires, struggles, and achievements.


 Essential Question(s):


               1. Why do we study film?
               2. How does film shape our understanding of the human experience?




Goal II: Interpret and evaluate informational texts related to film in order to construct meaning.


Big Idea(s):

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1.   Informational texts help us to expand our knowledge as viewers.


Essential Question(s):

            1. Why do we read informational texts that are related to film?


                                              Learner Outcomes

                        Students will:                                        As evidenced by:
2.1 Read, discuss, respond in literal, critical and         1.Evaluating and analyzing informational texts
evaluative ways to informational texts related to           through written and oral responses
film:
                                                            2. Assessing the validity of informational texts
        Newspapers
                                                            through written and oral responses
        Periodicals
        Film reviews
        Essays
        Movie posters
        Biographies
        Web-based text
        Story boards
        Textbooks
2.2 Apply before, during, and after reading strategies to   1.Discussing, questioning, and evaluating texts
facilitate comprehension:                                   through various forms of written reader responses
        Set the purpose for reading                        2. Selecting and using graphic organizers to
                                                            facilitate and extend understanding of texts
        Generate questions before, during, and after
                                                            3. Drafting written summaries that use relevant
         reading                                            information.
        Make, confirm, and revise predictions
        Draw inferences
        Self-monitor and correct when understanding
         breaks down
        Develop technical vocabulary related to film



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2.3 Examine textual structure as it shapes meaning.       1. Participating in large and small group
Structures may include but are not limited to             discussions and presentations focusing on
                                                          informational text
      Cause and effect                                   2. Composing written analyses that demonstrate
      Problem/Solution                                   an awareness of textual structure
      Compare/Contrast
      Persuasion
      Fact/Opinion
      Sequence/Chronological Order
      Process Analysis

2.4 Identify and analyze stereotypes, bias, and           1.Composing written analyses of stereotypes,
various types of propaganda                               bias, and various types of propaganda in film.
Resources:
Film Textbook Resources:
The Art of Watching Films (Textbook (Boggs and Petrie)
   Chapter 1: “The Art of Watching Films”
   Chapter 2: “Thematic Elements”
   Chapter 3: “Fictional and Dramatic Elements”
   Chapter 4: “Visual Design”
   Chapter 5: “Cinematography”
   Chapter 6: “Editing and Special Visual Effects”
   Chapter 8: “Sound Effects and Dialogue”
   Chapter 9: “The Musical Score”
   Chapter 10: “Acting”
   Chapter 11: “The Director’s Style”
   “Glossary” of film terms (pages G-1 through G-8)
The Art of Watching Films (CD Rom)

Web Resources/Informational Text Resources:
The Art of Watching Films (website and test bank) http://www.mhe.com/awf6
     Note: This website includes study and reference materials on film history, directors,
            specific films, reviews, essays, interviews.
American Film Institute website: www.afi.com
International Movie Database website: imdb.com
Movie review website: rottentomatoes.com




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                                                                         Revised 05/07/2007
                        Connecticut Technical High School System
                                    Cinema Literacy
Extension Activities:




Common Formative Assessment(s):                       District Summative Assessment:




      “UNWRAPPING” Goal II: Interpreting and Evaluating Informational Texts


          Concepts                        Skills                   Unit, Lesson, or
                                                                     Activities

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Need to Know about       Be Able to Do
Interpreting and
Evaluating Informational
Texts

(2.1)                          READ (informational text)
Informational Text             DISCUSS (informational
      Newspapers                  text in literal, critical,
      Periodicals                 and evaluative ways)

      Film reviews            RESPOND (to informational

      Essays                      text in literal, critical,
                                   and evaluative ways)
      Movie posters
      Biographies
      Web-based text
      Story boards
     Textbook excerpts
Literal responses
     Critical responses
     Evaluative responses


(2.2)
 Reading Strategies            APPLY (reading strategies)
      Pre-reading
      During reading           FACILITATE
      Post-reading                    (comprehension)
Comprehension                    SET (purpose)
    Purpose                      GENERATE (questions)
    Questions
    Predictions                   MAKE, CONFIRM,
    Connections                   REVISE
    Inferences
                                      (predictions,
    Understanding
    Vocabulary related to              connections, and
         film study                    inferences)
                                 MONITOR and


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                                 CORRECT
                                     (understanding)
                                DEVELOP (technical
                                      vocabulary
                                      related to film study)
(2.3)                          IDENTIFY (textual
Textual Structures                   structures)
Meaning
    Cause and effect           EVALUATE (relationship
    Problem/Solution                  between textual
    Compare/Contrast
    Persuasion                        structure and
    Fact/Opinion                       meaning)
    Sequence/Chronological
            Order
    Process Analysis

(2.4)                          IDENTIFY (stereotypes,
Stereotypes                         bias, and propaganda)
Bias
Propaganda                     ANALYZE (stereotypes,
                                   bias, and propaganda)


Topics/Content:

   Newspapers
   Periodicals
   Film reviews
   Essays
   Movie posters
   Biographies
   Web-based text
   Story boards
   Textbook excerpts




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                                       Cinema Literacy
 Big Idea(s):

 1.    Informational texts help us to expand our knowledge.

 Essential Question(s):

       1. Why do we read informational texts?




Goal III: Produce written texts in a variety of modes appropriate to task, purpose, and audience.

Big Idea(s):

      1. Learning to write in acceptable formats helps us to communicate effectively.

      2. Practicing all stages of the writing process (planning, composing, revising, editing, and
         publishing) helps us to improve our writing.

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                                     Cinema Literacy


Essential Question(s):

   1. Why do we learn to write in a variety of forms?

   2. How can we become better writers?



                                             Learner Outcomes

                       Students will:                                       As evidenced by:
   3.1 Compose written texts that demonstrate an                  Composing a narrative essay
   understanding of the structure and elements of                 Composing a persuasive essay
      Description                                                Composing written descriptions
                                                                  Composing written explanations
      Narration
      Exposition
      Persuasion
      Blended forms (essays composed of combinations
       of descriptive, narrative, expository, and
       persuasive structural elements)
3.2 Compose written texts that demonstrate an               1. Composing essays that demonstrate
understanding of                                            understanding of purpose, point-of-view,
                                                            audience, and voice
      Purpose
      Audience
      Point-of-view
      Voice
3.3 Identify and apply a wide range of educational          1. Composing written reflections of their
technologies to create written texts                        creative processes
                                                            2. Composing power-point and/or multi-media
                                                            presentations
                                                            3. Composing texts as essays, presentations,
                                                            and/or projects using computer technologies
3.4 Generate and develop ideas by selecting pre-writing     1. Selecting and using graphic organizers, free-
strategies, such as brainstorming, free-writing, webbing,   writes, clusters/webs, lists, and/or outlines in
and researching                                             preparation for a specific writing task



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                                                          1. Producing essays submitted with evidence
3.5 Plan, compose, revise, and edit works to produce      of all stages of the writing process: pre-
writing suitable for publication and/or presentation:     writing, multiple rough drafts, edited and
                                                          revised final draft
Revise for                                                2. Publishing works in a variety of formats, such
    Fluency, clarity, and elaboration                    as oral presentations, class literary magazines,
    Essay structure (introduction paragraph, support     school newspaper, submissions to community
       paragraphs, and conclusion paragraph)              newspapers or writing contests
    Effectiveness of thesis statement
    Coherence and unity of essay                         3. Assessing and evaluating writing at all
                                                          stages of the process through peer
    Logical arrangement of ideas
                                                          conferences, teacher conferences, self-
    Connecting evidence to the thesis
                                                          reflections, and editing checklists
    Transitions within and between paragraphs
    Use of textual evidence for support
Edit for
    Structure and mechanics of a variety of
       sentence patterns (simple, compound, complex,
       compound-complex)
    Mechanics of writing
    Syntax
    Diction
    Standard English in appropriate context
    Usage ( subject-verb agreement, words often
       confused, correct use of pronouns, and correct
       use of modifiers)

3.6 Develop criteria, with increasing independence, for   1. Assessing and evaluating writing at all stages
use in                                                    of the process through peer conferences, teacher
     Planning, writing, and revising their own work      conferences, self-reflection responses, and
     Assessing their own work                            editing checklists


3.7 Publish completed written texts in various forms      1.Publishing works in a variety of formats, such
                                                          as oral presentations, class literary magazines,
                                                          school newspaper, submissions to community
                                                          newspapers or writing contests


Resources:
Film Textbook Resources:
The Art of Watching Films (Textbook (Boggs and Petrie)
   Chapter 1: “The Art of Watching Films”
   Chapter 2: “Thematic Elements”
   Chapter 3: “Fictional and Dramatic Elements”
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                                                                       Revised 05/07/2007
                        Connecticut Technical High School System
                                    Cinema Literacy
  Chapter 4: “Visual Design”
  Chapter 5: “Cinematography”
  Chapter 6: “Editing and Special Visual Effects”
  Chapter 8: “Sound Effects and Dialogue”
  Chapter 9: “The Musical Score”
  Chapter 10: “Acting”
  Chapter 11: “The Director’s Style”
  “Glossary” of film terms (pages G-1 through G-8)
The Art of Watching Films (CD Rom)

Web Resources:
The Art of Watching Films (website and test bank) http://www.mhe.com/awf6
     Note: This online appendix includes a section entitled “Writing a Film Analysis,” which
            features three sample student film analysis papers.
American Film Institute website: www.afi.com
International Movie Database website: imdb.com
Movie review website: rottentomatoes.com

Grammar Textbook Resources:
Holt Handbook: Grammar, Usage, Mechanics, Sentences, Fifth Course
Chapter 6: “Using Pronouns Correctly”
Chapter 11: “A Glossary of Usage: Common Usage Problems”
Chapter 17: “Writing Clear Sentences”
Chapter 18: “Combining Sentences”
Chapter 19: “Improving Sentence Style”

Other Textbook Resources:
Holt ELEMENTS OF LITERATURE, Fifth Course:
     “Media Workshop: Analyzing and Using Media,” pages 1102-1109
Extension Activities:




Common Formative Assessment(s):                           District Summative Assessment:




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                  “UNWRAPPING” Goal III: Producing Written Texts

       Concepts                    Skills                  Unit, Lesson, or
                                                             Activities

Need to Know about      Be Able to Do
Producing Written
Texts
(3.1)
Written texts           COMPOSE (written texts:
      Structure
      Elements               description, narration,

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        Description               exposition, persuasion,
        Narration                  and blended forms)
        Exposition
        Persuasion           DEMONSTRATE
        Blended forms             (understanding
                                   of structure and
                                   elements of written
                                   texts when composing
                                   works)
(3.2)
 Written texts               COMPOSE (written texts)
      Understanding
         Purpose             DEMONSTRATE
         Point-of-view             (understanding
         Audience
         Voice                     of purpose, point-of-
                                   view, audience, and
                                   voice when composing
                                   written texts)
(3.3)                        IDENTIFY (educational
Educational
                                     technologies)
   technologies
                             APPLY (educational
                                      technologies when
                                      composing
                                      written texts)
                             CREATE (original written
                                     texts)
(3.4)                        GENERATE (ideas)
Ideas                        DEVELOP (ideas)
Pre-Writing Strategies
        Brainstorming        USE (pre-writing strategies:
        Free-writing             brainstorming, free-
        Webbing
        Researching              writing, webbing,
                                  researching)



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(3.5)
Revision                   PLAN (writing for
      Fluency
      Clarity                   publication)
      Elaboration          COMPOSE (writing for
      Essay structure
         (introduction           publication)
         paragraph,        REVISE (writing for
         support
         paragraphs,            publication: fluency,
         and conclusion         clarity, elaboration,
         paragraph)
                                essay structure—
      Thesis Statement
      Coherence                 introduction
      Unity                    paragraph, support
      Arrangement of
             ideas             paragraphs, and
       Connecting              conclusion paragraph,
           evidence to
           the thesis          thesis statement,
      Transitions              coherence, essay unity,
            within and
                               arrangement of ideas,
            between
            paragraphs         connecting evidence to
      Textual evidence         the thesis, transitions
Editing                        within and between
      Variety of               paragraphs, textual
         sentence
         patterns              evidence)
      Mechanics            EDIT (writing for
      Syntax
                                publication: variety of
      Diction
      Standard English          sentence patterns,
      Usage ( subject-          mechanics, syntax,
      verb agreement,
      words often               diction, standard
      confused, correct         English, usage—
      use of pronouns,
      and correct use of        subject-verb
      modifiers)               agreement, words often
                               confused, correct use of
                               pronouns, and correct

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                                 use of modifiers)

(3.6)                        DEVELOP with increasing
Criteria (for writing)            independence (criteria
                                  for writing)
                             PLAN (writing using criteria)
                             WRITE (texts using criteria)
                             REVISE (writing using
                                    criteria)
                             ASSESS (writing using
                                    criteria)
(3.7)                        PUBLISH (completed,
Completed written texts              written texts )
Variety of forms
Topics/Content:

Published essays (models) in various modes (narration, persuasion, description, exposition)
CTHSS Writing Rubric (to be developed and published)
School-generated anchors of student essays in various modes.




Big Idea(s):

   1. Learning to write in acceptable formats helps us to communicate effectively.
   2. Practicing all stages of the writing process (planning, composing, revising, editing,

       and publishing) helps us to improve our writing.

Essential Question(s):

   1. Why do we learn to write in a variety of forms?

   2. How can we become better writers?




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Goal IV: Employ research skills.


Big Idea(s):

   1. Conducting research helps us to expand our knowledge and to become independent learners.
   2. We can develop and use criteria to evaluate sources that are appropriate for our task, purpose, and
      audience.
   3. We use MLA format to document our research, so everyone can access our sources.

Essential Question(s):
  1. Why do we conduct research?
  2. How can we tell if we are using the most appropriate sources for our research?
  3. Why do we use MLA documentation?

                                           Learner Outcomes


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                           Connecticut Technical High School System
                                       Cinema Literacy
                        Students will:                                         As evidenced by:
4.1 Generate questions with increasing independence to         1. Paraphrasing and quoting sources on note
guide research                                                 cards
        Task
                                                               2. Utilizing two-column notes to paraphrase
        Purpose                                               and quote source materials
        Audience


4.2 Generate questions to determine and select primary         1. Brainstorming and refining a list of research
and secondary sources which are appropriate to the task        questions
                                                               2. Creating and organizing source note cards
4.3 Evaluate independently the validity and                    1. Creating and organizing note cards that
authenticity of sources                                        demonstrate use of valid sources




4.4 Use print, auditory, and visual media in research          1. Creating an essay or project using the
                                                               Library Media Center resources
                                                               2. Producing an MLA Works Cited page to
                                                               document a variety of sources
4.5 Document secondary sources by applying MLA                 1. Producing an MLA Works Cited Page as a
format.                                                        component of the essay or project
                                                               2. Applying parenthetical citations in MLA
                                                               format within the essay
4.6 Apply a wide range of educational technologies to          1.Creating and organizing source note cards
conduct research                                               indicating use of a range of media sources
                                                               2. Producing a Works Cited page in MLA
                                                               format indicating a range of media sources as a
                                                               component of the essay or project


Resources:
Textbook Resources for MLA Format and Conventions:
Holt Handbook: Grammar, Usage, Mechanics, Sentences, Fifth Course
       Part 3, Resources: Manuscript Form (pages 506-516)
       Note: This section of the text includes a fully documented student research paper, as well as


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                                    Cinema Literacy
          instructions explaining the proper format and use conventions.

Extension Activities:




Common Formative Assessments:                             District Summative Assessment:




                   “UNWRAPPING” Goal IV: Employing Research Skills

        Concepts                        Skills                    Unit, Lesson, or
                                                                    Activities

 Need to Know about         Be Able to Do
 Employing Research
 Skills
 (4.1)
 Questions (for research)   GENERATE (questions)
  Task
  Purpose                   ADDRESS (questions)
  Audience                  GUIDE (research)
                            EVALUATE (task, purpose,
                                   and audience)

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(4.2)                      GENERATE (questions)
Questions                  DETERMINE (appropriate
   Primary sources
   Secondary sources              primary and secondary
 Task                            sources)
                           SELECT (appropriate primary
                                 and secondary sources)
                           EVALUATE (task)
(4.3)                      EVALUATE independently
Sources                         (source validity,
    Validity
    Authenticity                 authenticity, and
    Appropriateness              appropriateness)
Guidelines
    Teacher                UTILIZE (source evaluation
    Student                       guidelines)
                           GENERATE (source
                                  evaluation
                                  guidelines)
(4.4)
Media sources for
                           USE (print, auditory, and
research
    Print sources              visual media sources
    Auditory sources            when researching)
    Visual sources
(4.5)                      DOCUMENT (secondary
Secondary Sources                sources)
MLA Format
                           APPLY (MLA format for
                                 parenthetical citations
                                  and Works Cited)
(4.6)                      IDENTIFY (range of
                                  educational
Educational Technologies
Research                          technologies)
                           APPLY (range of educational
                                  technologies)
                           CONDUCT (research)

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                                                                  Revised 05/07/2007
                           Connecticut Technical High School System
                                       Cinema Literacy
 Topics/Content:




 Big Idea(s):

    1. Conducting research helps us to expand our knowledge and to become independent
       learners.
    2. We can develop and use criteria to evaluate sources that are appropriate for our
       task, purpose, and audience.
    3. We use MLA format to document our research, so everyone can access our
        sources.

 Essential Question(s):

               1. Why do we conduct research?
               2. How can we tell if we are using the most appropriate sources for our
                  research?
               3. Why do we use MLA documentation?


Goal V: Communicate effectively in creative and critical formats using various media.


Big Idea(s):

          1. Effective communication incorporates listening and speaking skills, as well as respect for the
             ideas of others.

Essential Question(s):

           1. How can we communicate more effectively?


                                              Learner Outcomes

                       Students will:                                       As evidenced by:




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                                                                           Revised 05/07/2007
                          Connecticut Technical High School System
                                      Cinema Literacy
5.1 Apply effective listening and speaking skills in a   1. Participating in small and whole group
variety of settings                                      activities: debates, performances, discussions,
                                                         reports, and/or projects




5.2 Apply critical listening skills and demonstrate      1. Participating in small and whole group
respect for the ideas of others                          activities: debates, performances, discussions,
                                                         reports, and/or projects

5.3 Select a means to communicate understanding and      1. Presenting individual and/or collaborative
    interpretation of                                    reports or projects based on interpretation of a
                                                         film, performance, or artwork
      Visual arts
      Performance arts

5.4 Communicate with others to interpret and evaluate    1. Participating in small and whole group
oral, written, and visual texts                          activities: debates, performances, discussions,
                                                         reports, and/or projects
5.5 Persuade listeners (audience) through discussions    1. Presenting persuasive or expository speech
and presentations                                        2. Presenting and defending independent
                                                         interpretations and evaluations of written, oral,
                                                         and visual texts
5.6 Identify and apply a wide range of educational       1.Employing various forms of technology to
technologies to communicate information and ideas        present an individual or collaborative report or
                                                         project
Resources:

Web Resources:
The Art of Watching Films (website and test bank) http://www.mhe.com/awf6
     Note: This online appendix includes a section entitled “Writing a Film Analysis,” which
            features three sample student film analysis papers.

Other Textbook Resources:
Holt ELEMENTS OF LITERATURE, Fifth Course:
     “Media Workshop: Analyzing and Using Media,” pages 1102-1109

CTHSS rubrics for oral/public presentation
Library Media Center resources


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                                                                        Revised 05/07/2007
                        Connecticut Technical High School System
                                    Cinema Literacy
Extension Activities:




Common Formative Assessment(s):                           District Summative Assessment:




                  “UNWRAPPING” Goal V: Communicating Effectively


          Concepts                          Skills                 Unit, Lesson, or Activities


  Need to Know about           Be Able to Do
  Communicating
  Effectively
  (5.1)                        APPLY (listening and
  Listening skills                     speaking skills)
  Speaking skills
  Variety of settings          EVALUATE (variety of
                                       settings for speaking
                                       and listening)



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                                                                      Revised 05/07/2007
                        Connecticut Technical High School System
                                    Cinema Literacy

(5.2)                          APPLY (critical listening skills)
Critical listening skills      DEMONSTRATE (respect for
Respect
                                        ideas)

(5.3)                          SELECT (communication
Means of Communication              means)
Understanding of Ideas
   Interpretation              COMMUNICATE
   Communication                    (understanding and
          Visual Arts
          Performance Arts          interpretation of visual arts,
          Trade/Technology          and trade/technology skills)
                 Skills
(5.4)                          COMMUNICATE (with others)
Interpretations                INTERPRET (oral, written, and
Evaluations
      Oral texts                    visual texts)
      Written texts            EVALUATE (oral, written, and
       Visual texts
                                    visual texts)

(5.5)                          PERSUADE
Listeners (audience)                (listeners/audience)
Discussions
Presentations                  UTILIZE (discussions and/or
                                    presentations)
(5.6)                          IDENTIFY (educational
Educational technologies             technologies for
Information
Ideas                                communication)
                               APPLY (educational
                                      technologies to
                                      communication)
                               COMMUNICTATE
                                     (information and
                                      ideas using technology)
Topics/Content:

CTHSS rubrics for oral/public presentation
Library Media Center resources
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                                                                     Revised 05/07/2007
                     Connecticut Technical High School System
                                 Cinema Literacy

Computer resources

Big Idea(s):

          1. Effective communication incorporates listening and speaking skills, as well as
             respect for the ideas of others.

Essential Question(s):

   1. How can we communicate more effectively?



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                         END OF DOCUMENT—CINEMA LITERACY
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                                                                     Revised 05/07/2007

								
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