Detailed Lesson Plan 1

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					CULMINATING PRODUCT – Short Film LESSON #1: Adaptation of Novel to Film (Generic) Learning Expectations/ Rationale: This lesson provides students with an opportunity to consider how the form of a text influences content, specifically how novels are adapted to fit the film mode of narrative and to consider how audience and economic forces influence the film.

Curriculum Expectations: 2.1 The form and content of a media text are closely related. Change is unavoidable in any adaptation; content changes as form changes. Students will identify general and specific characteristics of films and novels to explain how they shape content and create meaning. Purpose and audience influence the content of a film. Students will explain how film and novel are suited to different purposes. Economic forces shape media texts. Target audience shapes media texts. Reflections on effectiveness of adaptations. Students will evaluate how effectively novels and film communicate and whether they achieve the intended purpose.

1.1

1.6

1.3

Resources Needed (What do I need to do ahead of time?)         class set of a novel film adaptation of the novel copies of Lesson 1 Chart 1 – Adaptation of Novel to Film: Compare and Contrast copies of Lesson 1 Article 1 overhead or projector Lesson 1 Overhead 1, Lesson 1 Overhead 2 blackboard, Smartboard, or bulletin board computer access where available

Procedure: (estimated 75 minutes) a) Motivator - Whole class discussion

Begin by asking for a list of favourite films and briefly discuss why these films are successful from the student perspective. Then ask which films were novels prior to film adaptation. Where computer and internet access is available, use IMDb (Internet Movie Database) to confirm which films began as novels. Tell the students the purpose of the lesson is to consider the adaptation of novel to film; what content is changed, what remains the same, and how do these two form communicate in different ways. b) Teacher Instruction: Clarify the terms “media” and “form”. “media” – the plural of medium; the tool through which a message flows “form” – the specific type of tool used to communicate; the container of the message To check for understanding, consider having students brainstorm a list of media forms and write them on the board at the front of the class. Forms include television, radio, novel, play, magazine, etc. Highlight the fact that this lesson focuses on the two forms, novel and film. (5 min) Show Lesson 1 Overhead 1- Quotation: Adaptation of Novel to Film Consider having a student read aloud and discuss their response to the quotations. Some possible discussion questions: Reread the title of the text from which this is cited - what might this suggest about the author’s perspective/thesis? What is meant by “seeing”? (Literary terms such as connotation and denotation can be discussed here.) Show Lesson 1 Overhead 2 – ask students to read the image and explain what is the message of the author, Scott McLoud. (5 min) Reflect upon and discuss the success/failure of novels to films and what made them a success or failure. (10 min)

c) Student Activity (in pairs or small groups) Read Lesson 1 Article 1 from The Guardian newspaper entitled “Film of the book: top 50 adaptations revealed”. This article is available online, and can be projected where

computer/internet access is available. (http://www.guardian.co.uk/uk/2006/apr/19/film.books)

Discuss the economic implications of the article, the association with bookstores, etc. (15 min) Distribute Lesson 1 Chart 1 – Adaptation of Novel to film: Compare and Contrast. Ask students to work with a partner to respond to the focus prompts; consider the similarities and differences between novels and films. (20 min) c) Check for Understanding (informal formative assessment): Have students pair/share or Jigsaw their compare/contrast charts. In a group of four, have the students come to conclusions about the adaptation of novel to film. Students should make THREE STATEMENTS that reflect these conclusions, and have them post the conclusions on the blackboard/ Smartboard/ bulletin board. Assessment Feedback by the Teacher: This task involves integrating, synthesizing, concluding, and evaluating skills. Ask students orally to explain their statements and provide feedback on their ability to examine the material. Ensure the feedback provides what was done well and what requires further consideration. (20 min) Formative Assignment/Evaluation: Write a short editorial for a newspaper that addresses the adaptation of novels to film. The editorial should not focus on one particular film, but on the conclusions drawn by the whole class. (see Rubric Lesson #1)

Differentiation: Have students debate the merits of film adaptations of novels. Possible prompts for discussion: Why should film adaptations be authentic to the novel? Which media form is superior in terms of communication – film or novel? Resources and Links: www.bfi.org.uk Lesson 1 Article 1 http://www.guardian.co.uk/uk/2006/apr/19/film.books

www.imbd.com www.caen.iufm.fr/colloque_iartem/pdf/engelstad.pdf


				
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