Standards Achieved in this Unit:
Reading 5: Analyze how a drama’s structure contributes to its meaning.
Reading 7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lightning, sound, color, or camera focus and angles in a film).
Writing 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speak 4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
Speak 6: Adapt speech to a variety of contexts and tasks demonstrating command of formal English.
Reading 7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lightning, sound, color, or camera focus and angles in a film).
- compare/contrast text to film
- integration of media including visual and technical information
Writing 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speak 4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
Speak 6: Adapt speech to a variety of contexts and tasks demonstrating command of formal English.
Day 1: Why read a book?
Objective: I know what interpretation means and can discuss how novels are interpreted when read versus when seen as a film.
1. In your Writing Journal: For 10 minutes, write a persuasive piece answering either side of the following debate: Why read a book when you can see the movie?
2. Pair - Share warm-up responses
3. Discussion: How do we interpret texts?
4. Twilight discussion
HOMEWORK: PERMISSION SLIP DUE WEDNESDAY
1. In your Writing Journal: For 10 minutes, write a persuasive piece answering either side of the following debate: Why read a book when you can see the movie?
2. Pair - Share warm-up responses
3. Discussion: How do we interpret texts?
4. Twilight discussion
- Book excerpt
- Film
- Graphic Novel
HOMEWORK: PERMISSION SLIP DUE WEDNESDAY
book_permission_slip.docx | |
File Size: | 17 kb |
File Type: | docx |
Day 2: Reinventions = New Stories?
Objective: I know what qualifies a story as a reinvention and can create a plot line of a reinvention story.
- Warm-Up: Complete 25 jumping jacks & 20 lunges, then get your writing journal.
- What is a plot line? Do all stories have plot lines? Why or why not? What three elements are essential to any story? How do these elements change throughout the plot line?
- What does it mean to be a "reinvention"? Romeo & Juliet-->Twilight & Nomeo & Juliet; Battle Royale (Japanese film from 2000) --> The Hunger Games, which also shows references to Romeo & Juliet and "The Lottery". The movie Frozen is stated in the extras to be inspired by "The Snow Queen" by Hans Christian Anderson. Therefore it begs the question, are there any new stories???
- Group Plot Line Work: Break into groups to read/watch one of the following versions of "Snow White". With your version, as a group, create a descriptive plot line detailing the events in the story. You will then present your plot line to the class tomorrow.
- Disney's Treasury of Children's Classics
- Grimm's Fairy Tales selected by Elenore Abbott
- Truly Grim Tales by Priscilla Galloway
- The Graphic Novel: Snow White retold by Martin Powell
- Joe Bright and the Seven Genre Dudes by Jackie Mims Hopkins
- Snow White
Day 3: Playwrite
Objective: I know what notes I should be writing as a playwright for my novel and the format I will create my notes in.
**Turn in book permission slip**
**Turn in book permission slip**
- Finish & Present Plot Line Posters from yesterday -- Which was the original? How did the story change through the different reinventions?
- Warm-up: Create a short monologue for a character with stage directions saying what he/she is doing or how he/she is speaking at the start. EXAMPLE MONOLOGUE
- What is a playwright? How does a playwright turn a story into a script?
- Model/Example of Reading Log/Novel Notes Expectations
Day 4: What do you know about drama?
Objective: I know what notes I should be writing as a playwright for my novel and the format I will create my notes in.
- Diagnostic test over drama terminology
- As a class: read the novel and take notes as a playwright based on yesterday's model
Day 5: Read & Notes
Objective: I know what notes I should be writing as a playwright for my novel and the format I will create my notes in.
- As a class: read the novel and take notes as a playwright
Day 6: Audience, Mood & Tone
Objective: I know what mood, tone, and audience are. I can analyze how one impacts the other in a reading.
- Warm-up: In your notes, take an Audience note: For whom did Scott Card write this science fiction story?
- Review: Audience, Tone, Mood (add notes to your journal)
- Reading: While reading today, you’ll search for evidence to prove who the story is written for. You will also need to include one note about tone & mood.
- Exit: How does tone affect mood which affects audience?
Day 7
Objective: I know what mood, tone, and audience are. I can analyze how one impacts the other in a reading and dramatization.
HOMEWORK: MOBYMAX
- Warm-up: 20 jumping lunges & 10 push-ups – then get your reading journal & book
- Reading
- Lit circle – audience, mood & tone – Can you use the book to prove your point?
HOMEWORK: MOBYMAX
Day 8: Purpose
Objective: I know what purpose is and can describe the purpose of my novel to my peers.
HOMEWORK: MOBYMAX
- Warm-up: Define purpose in your own words - decide with an elbow partner what you are going to say before called upon (3 minutes)
- Discuss purpose (entertain, persuade, inform, reflect)- What was the purpose of the short story, "The Lottery"? Why would Shirley Jackson want to publish something so dark?
- Read Ender’s Game
- Exit: On the half-sheet of paper provided, write a paragraph answering the following prompt:
- What is the purpose of your novel? Who do you think it was written for? Why do you think it was made into a movie?
HOMEWORK: MOBYMAX
Day 9-14: READ
Objective: I know what notes I should be writing as a playwright for my novel and the format I will create my notes in.
**Due to CMAS Testing - every day will be the same since a cluster of students will consistently be out**
HOMEWORK: MOBYMAX
**Due to CMAS Testing - every day will be the same since a cluster of students will consistently be out**
- Read novel & continue to take notes
HOMEWORK: MOBYMAX
Day 15: Plot Line
Objective: I know what a plot line is and can contribute to the whole novel's plot line on the chalkboard.
HOMEWORK: MOBYMAX
- Warm-up: Review in your reading journal what a plot line is and the different parts it contains. How does the conflict play a major role in the plot line?
- Class assignments: Each class will be given a chunk of pages to be responsible for. As a class, divide up those pages and determine what would go on the plot line from your section, keeping events in order, and determining the climax.
- Once your group is done with your section of the plot line, and your events/info has been written on the chalkboard (for everyone to see), read your novel & continue taking notes.
HOMEWORK: MOBYMAX
Day 16: Static vs. Dynamic Characters
Objective: I know the difference between a static and a dynamic character, and can evaluate who is which in my novel.
HOMEWORK: MOBYMAX
- Warm-up: In your reading journal, predict the difference(s) between a static and a dynamic character. Then watch the video below.
- Reading: "A Crush" by Cynthia Rylant
- Discussion: Who is the static character in this story? Why? Who is the dynamic character in this story? Why?
- Continue reading - create one note about a static character & one about a dynamic character from your reading today
HOMEWORK: MOBYMAX
Day 17: Prove it...
Objective: I know the difference between static & dynamic characters and can prove which one of the characters are from my novel through a constructed response paragraph.
HOMEWORK: MOBYMAX
- Constructed Response: Write a well-organized constructed response to the following: Pick a character from the novel and prove, through 2 quotes with citations, whether that character is static or dynamic. Turn this in when done.
- Continue reading & taking notes as a playwright
HOMEWORK: MOBYMAX