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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

RL7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

W1: Write arguments to support claims with clear reasons and relevant evidence.

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

compare and contrast texts to filmed versions.
provide reasons and evidence to support claim(s) logically.
analyze the effects of the techniques specific to each medium using multimedia.
evaluate choices made by directors to determine the extent to which texts remain original.

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

The process for comparing and contrasting texts to filmed versions.

Vocabulary: medium, theme, multimedia

Concepts: various examples of multimedia

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How do readers analyze and evaluate the degree to which directors provide consistency between written texts and filmed and live productions?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary

Using Numbered Heads, the students will engage in a Think Pair Share of what it means: “The book is better than the movie”. What does this mean? Is this true? By the end of this lesson you will provide an argument if this is a true statement or if you agree or disagree and why.

Previewing: Show multimedia YouTube video (student choice): https://www.youtube.com/watch?v=HJ8nkUSkG9E&spfreload=10

Watch video https://www.youtube.com/watch?v=gQ4g-933pkc
And list the elements of each.

Scaffolding: (fill in a section of the Graphic organizer) Provide students with an example of a multimedia type
Key Vocabulary (for explicit instruction): medium, theme, multimedia types

Vocabulary Strategy: completing graphic organizers (student choice)
In Collaborative Pairs: Students will view PowerPoint on the Promethean board. Student A will write the definition (what it is section); Student B will write how it impacts the text/what the audience experiences. They will complete the graphic organizer (labeled: Multimedia type, what it is, impact on what the audience experiences) with examples of varying types of multimedia and have the students to complete graphic organizer that categorizes each.

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

Compare and Contrast Chart Graphic Organizer

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Introduce and discuss the Compare and Contrast Graphics Organizer.

Using the 2 texts (video (5 min clip) and written text sample from the chapter book, Diary of a Wimpy Kid. Instruct the students to follow along with the written text as the video is played. The students should note any similarities or differences between the two. The students will be paired in Collaborative Pairs and instructed to add another similarity or difference and have them discuss their entries with their collaborative pair to share responses. The students will then record (on the Compare/Contrast Chart) at least 8 similarities and/or differences between the written and visual versions.

Previewing: Post the Compare & Contrast Anchor chart (explaining its purpose) and share the video clip prompting the students to not write while watch, just watch, with the purpose of completing the chart.

Scaffolding: In small group (teacher-guided station) using the Think Aloud strategy (chart paper), fill in an example on the graphics organizer (G-O) with one example from the video. Allow for student input (if prior knowledge of the G-O).

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Be sure the students note the ways in which the movie version differs from the written text and correctly enter answers on G-O. Write a letter to one of your absent colleagues explaining how to compare and contrast.

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Review theme and reference Theme video.

Students will reflect their G-O to note the ways in which the movie version differs from the written text.

The students will then determine the technique that was used in one text that made it differ from the other and how and if it impacted the theme

Upon completing the organizer, students will begin to gather information that will be used to develop an argumentative writing piece. In one paragraph, they will provide an explanation detailing the differences/similarities between video and written text and the impact on conveying theme. Students should highlight instances where the differences may have had a change in the content between the written text and movie and to cite evidence from the written text or the movie clip. Have the students to determine which conveyed the theme the best and to support their answers with evidence from the texts.

Previewing: A Comparison matrix will be drawn on the board and students provided post it notes to post their examples of similarities and differences.

Scaffolding: Scaffolding: Struggling students: Using the 2 texts (video and written) from the Diary of a Wimpy Kid book record (on the Compare/Contrast Chart) at least 3-5 similarities and/or differences between the written and visual versions.
or
Struggling students will be provided an example of a completed matrix and allowed to select items, but must develop their paragraph by finding evidence and details to support their choices

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Once the writing sample is complete, students will engage in a Socratic seminar sharing their viewpoints. Students will determine if their peers had sound evidence to support their responses and write a rationale for the argument.

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Reflect to previous lessons: multimedia techniques and the techniques used by directors when creating the movie). Did they use every scene? How did they choose which scenes to use? What techniques that were used in the movie that were not used in the written text? What techniques that were used in the written text that were not used in the movie?

Set up stations: (1) for students to read text, (2) for students to view a movie clip, and (3) for students to listen to the versions of the written text. Each station should include analysis questions to help students capture critical components and techniques used that delineate the differences between the written text and other versions.

What was the technique used (choose one)?
Discuss the effectiveness of the technique in getting the reader’s/audience’s attention.
How did the movie convey the book?
What activities were included in the book and not included in the movie?
How do you think directors determine the content to be used in the movie? Explain.

Previewing: Post questions and discuss what each is asking for

Scaffolding: Provide an answer key that has examples (students are allowed 2-1 minute opportunities to go to a location set up for a little support (possible examples-example of a completed organizer with evidence from the 2 versions of text).

Assessment Prompt for Learning Activity 3

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Upon completion of all stations, students must use the analysis questions to write a summary analyzing the effects of the techniques used by each creator (author, narrator, and video maker) and their varying renditions of the text.

Learning Activity 4

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Whole class should revisit compare/contrast organizer responses to analysis questions. After students ensure that all content is completed on their compare/contrast graphics organizer and evidence is included, students will choose one of the graphic organizers to begin building their argumentative essays. The students will be required to use their responses to station activities and the compare/contrast organizer to build their arguments.

Students will continue the discussion of which version of the text best delivers the theme, the impact of the text on how the theme was communicated. The students will evaluate why the video/written text was delivered best.

Scaffolding: Fill out one or two portions of the graphics organizers with the students as a small group.

Previewing: writing strong arguments reference sheet, with discussion of each component

Assessment Prompt for Learning Activity 4

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Argumentative writing sample discussing which version of the text best delivered the theme and the impact of the format on how the theme was communicated

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

Which is better: the book or the movie? Using a completed graphic organizer (matrix) and providing similarities and differences, write a summary answering the above question comparing/contrasting video and text, evaluating and specifying the varying techniques that were considered by the director and the impact on the audience. Provide a rationale supporting your stance.

Differentiated Assignment for Struggling Students:
Provide the step-by-step process to help with completing the task with explicit instructions for what goes in each section of the written analysis. Provide anchor charts of how to complete the graphics organizers to be used to compare/contrast and build arguments.

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