Standards Achieved in this Unit:
Read Lit & Info 1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Read Lit 5: Analyze how a drama’s structure contributes to its meaning.
Read Lit 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., lighting, 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.
Read Lit 5: Analyze how a drama’s structure contributes to its meaning.
Read Lit 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., lighting, sound, color, or camera focus and angles in a film).
- compare/contrast text to film
- integration of media including visual and technical information
- Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Use narrative techniques such as dialogue...
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. Warm-up: In your notebook: 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
1. Warm-up: In your notebook: 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
Day 2: Picking a Text
Objective: I know my quarter project and it's purpose for me. I can select a book in my reading level to read, watch the film adapation for, and then turn into a dramatization of my own.
HOMEWORK: PERMISSION SLIP DUE THURSDAY
- Warm-up: If you could adapt any book you've read into a movie, what book would it be and why?
- Quarter Project
- Library - select book and begin reading
- Exit: Complete the bookmark for yourself and a copy to turn into Mrs. Meredith. ON THE BACK OF THE BOOKMARK for Mrs. Meredith, answer why you chose the book(s) you did and why it is the best fit for you to finish 7th grade with.
HOMEWORK: PERMISSION SLIP DUE THURSDAY
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Day 3:
Objective: I know what is expected of a quality final project and how it ties into our essential question for this unit.
HOMEWORK: Permission slip due tomorrow
- Warm-Up: Complete 25 jumping jacks & 20 lunges, then get your book & journal (if you don't already have them).
- Example projects (from past students) - Using the rubric, how would we score them? What are they missing?
- Read
- Exit in your journal: Summarize what you read today. Would what you read today make a good dramatization? Why or why not?
HOMEWORK: Permission slip due tomorrow
Day 4: 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**
- 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. If you don't know what a monologue is, ask a partner. EXAMPLE MONOLOGUE
- What is a playwright? How does a playwright turn a story into a script?
- Model/Example of Reading Log/Novel Notes Expectations
- Read & practice notes
Weekly Notes Expectations | |
File Size: | 15 kb |
File Type: | docx |
Day 5: 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 clicker test over drama terminology
- Read and take notes as a playwright based on yesterday's model
- Exit: What this week could you see yourself turning into a dramatization? Why?
Day 6: Dialogue & Stage Directions
Objective: I know what dialogue and stage directions are and can evaluate how they convey a character.
1. Warm-up: With a partner, discuss the dialogue, props, and settings in your favorite movie (5 minutes). Then share out as a class.
2. Reader’s Journey Unit 5 Lesson 4:
1. Warm-up: With a partner, discuss the dialogue, props, and settings in your favorite movie (5 minutes). Then share out as a class.
2. Reader’s Journey Unit 5 Lesson 4:
- Dialogue and Stage Directions: Discuss the terms on page 382 in the Reader's Journey textbook. Read the passage and answer the questions on pages 382-383 in your notebook. As a class, explain which element reveals most about the characters.
- Staging: Read aloud the introduction. Discuss the terms and study the diagram. Class will be divided into two groups to complete the activity on page 385.
MR BROWN TAUGHT DAYS 7-15. IF YOU HAVE QUESTIONS, PLEASE DISCUSS WITH HIM
NOTES FOR MRS. MEREDITH:
- Consider Joseph Campbell's Hero's Journey to discuss heroes & tragic heroes & tragic flaws
- Monologue activity from Mrs. Greenleaf
- Dialect work
- Plot line work with short stories
- Grouping students based on abilities to take notes as playwrights
- Self-assess notes
- Self-assess/graph performance on diagnostic to final test
Day 16: Tone, Mood, & Audience
Objective: I know what mood, tone, and audience are. I can analyze how one impacts the other in a reading and dramatization.
1. Warm-up: Vocabulary review with your table partner: What is tone? What is mood? What is audience? How do the three interact with one another in a text? Watch this review of Mood vs. Tone
2. Group: As a class, we will read "Harrison Bergeron", then answer a few questions to be sure we have an understanding of what we read.
3. Watch "Harrison Bergeron" AND complete a 3-circle Venn Diagram in your notebook comparing & contrasting the videos with the reading.
1. Warm-up: Vocabulary review with your table partner: What is tone? What is mood? What is audience? How do the three interact with one another in a text? Watch this review of Mood vs. Tone
2. Group: As a class, we will read "Harrison Bergeron", then answer a few questions to be sure we have an understanding of what we read.
3. Watch "Harrison Bergeron" AND complete a 3-circle Venn Diagram in your notebook comparing & contrasting the videos with the reading.
- Dramatization 1
- Dramatization 2
- Table discussions: How does the first dramatization's beginning differ from the second's? What is emphasized? How does this impact the tone of the story? Your mood? Who is each dramatization prepared for (audience)?
- Your novels: Who was the novel written for? Why do you think that? Who would you want your dramatization performed for? How does the tone affect your mood which impacts audience?
Day 17: Purpose
Objective: I know what purpose is and can describe the purpose of my novel to my peers.
HOMEWORK: NOVELS NEED TO BE DONE & NOTES ARE DUE ON FRIDAY
- Warm-up: Define purpose in your own words - decide as table partners what you are going to say before names are called.
- Discuss purpose (entertain, persuade, inform, reflect) - What was the purpose of the story, "Harrison Bergeron"? Why would Kurt Vonnegut, Jr. want to publish something so dark? Why have people decided to turn it into a script for a dramatization?
- Reinforcement: Individually, complete the worksheet provided and turn it in when you are done
- SSR Novels & take notes
- 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: NOVELS NEED TO BE DONE & NOTES ARE DUE ON FRIDAY
Author's Purpose wkst | |
File Size: | 83 kb |
File Type: |
Day 18: Static vs. Dynamic Characters
Objective: I can define the difference between a static and dynamic character. I can identify and defend characters in my novel and why they are static or dynamic.
HOMEWORK: Using the paper provided (or create it & print it off the computer) - create a drawing of your static character AND your dynamic character from your novel. On the back of each sheet, explain who the character is, and why that character is either static or dynamic. You will turn these in tomorrow. Expectations: Images are in color or neaty illustrated in black & white. Images fill the page (not a small stick figure) so that the class can see your characters. Explanation on back of sheet is grammatically correct, in complete coherent sentences, and a minimum of five sentences: describing the character & defending why he/she is static or dynamic.
- Warm-up: Looking at your notes, what is the difference between a static character and a dynamic character? How are you able to identify them in a novel? How do authors go about creating these types of characters (discuss authors' craft)?
- Reading: "A Crush" by Cyntia Rylant
- Discussion: Who is the static character in this story? Why? Who is the dynamic character in this story? Why? Use textual evidence to prove your opinions.
- If time, begin on homework.
HOMEWORK: Using the paper provided (or create it & print it off the computer) - create a drawing of your static character AND your dynamic character from your novel. On the back of each sheet, explain who the character is, and why that character is either static or dynamic. You will turn these in tomorrow. Expectations: Images are in color or neaty illustrated in black & white. Images fill the page (not a small stick figure) so that the class can see your characters. Explanation on back of sheet is grammatically correct, in complete coherent sentences, and a minimum of five sentences: describing the character & defending why he/she is static or dynamic.
A Crush reading for Static vs Dynamic Characters | |
File Size: | 869 kb |
File Type: |
Day 19: Narrative-->Dramatization
Objective: I know what a dramatization is and looks like. I can compare a dramatized version of a text with its original narrative version.
**Turn in your static & dynamic character poster(s)**
**Turn in your static & dynamic character poster(s)**
- Warm-up: Complete the dramatization review pages
- Partner read: Dragonwings - narrative vs. dramatization
- Compare/contrast the two versions - with your partner, complete the questions (be sure both names are at the top) and turn it in
- SSR novels & take notes
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Day 20: Summarizing
Objective: I can write a summary of my novel to prepare for my final presentation.
***NOVELS ARE DONE & NOTES ARE DUE TODAY***
HOMEWORK: WATCH THE MOVIE RELATED TO YOUR NOVEL AND COMPLETE THE WORKSHEET. DUE FRIDAY, MAY 1ST
***NOVELS ARE DONE & NOTES ARE DUE TODAY***
- What's a summary look like? Why are we doing this now?
- Read and take notes--they will be reviewed today and graded--be sure you complete the final reflection (see your flippy). Place the provided sticky note at the start of your week four notes for Mrs. Meredith to grade.
- EXIT: Complete the novel summary handout
HOMEWORK: WATCH THE MOVIE RELATED TO YOUR NOVEL AND COMPLETE THE WORKSHEET. DUE FRIDAY, MAY 1ST
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Day 21: Everything is a Remix
Objective: I know the big question of our unit this quarter and can relate it to the two videos we will be watching and discussing today.
HOMEWORK: Handout due tomorrow at the start of class; REMINDER: Movie wkst due Friday
- Warm-Up: What does the word "remix" mean? How is it similar or different to "reinvention"? Can you think of an example of something that has been remixed or reinvented?
- Everything is a Remix - Part 1 - The Song Remains the Same
- Everything is a Remix - Part 2 - Remix, Inc.
- More recent events: Robin Thicke & Pharrell Williams vs. Marvin Gaye's family
- Discussion: How do these videos relate to our big question? How do they make you feel about the media that you love (books, music, movies, etc.)? Does a remix constitute as a new story?
- Reflection: Complete the handout
HOMEWORK: Handout due tomorrow at the start of class; REMINDER: Movie wkst due Friday
Remix videos - Student questions | |
File Size: | 15 kb |
File Type: | docx |
Day 22: Credible Resources
OBJECTIVE: I can identify the components of a reliable website.
**BRING DEVICES WEDNESDAY-FRIDAY IF YOU ARE ABLE TO**
- Introduction: Why is this important?
- Define CREDIBLE
- Flying Penguins: CLICK HERE to learn more! Click here for one way we know the answer for if this is a credible resource.
- Groups: Evaluate the article Mrs. Meredith has given you. A) Be prepared to: Give a summary of the article you read B) Explain why you think this is or isn't a credible website and C) Report conclusions
- How do we know? FIND OUT HERE
- Exit Ticket: On a piece of scratch paper, list at least 3 components of a reliable/credible website. If you can list more, awesome! Hand this to Mrs. Meredith on your way out.
**BRING DEVICES WEDNESDAY-FRIDAY IF YOU ARE ABLE TO**
Good Source Checklist | |
File Size: | 179 kb |
File Type: |
Day 23-25: Answering the big question through research
Objective: I can answer whether my novel is new or a remix/reinvention using evidence from my research to justify my position.
**FRIDAY: MOVIE Worksheet IS DUE**
**HOMEWORK: 1ST PAGE OF SCRIPT IS DUE MONDAY FOR YOUR DRAMATIZATION** (see example under next week's information)
- Keywords handout - How to search better on the internet
- Research worksheet - Your responsibilities and example/model for you to reference for final response
- Research using your own devices and the ones available in the classroom to achieve the objective
**FRIDAY: MOVIE Worksheet IS DUE**
**HOMEWORK: 1ST PAGE OF SCRIPT IS DUE MONDAY FOR YOUR DRAMATIZATION** (see example under next week's information)
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Day 26-31: Preparation for the end
Objective: I know all elements of a drama and can create a dramatization of my novel.
Review of expectations of final presentation:
● Orally present the title, summary of text, and what you chose to keep the same from the novel in your dramatization. If you changed things, what are they and explain why.
● Orally present why you chose the scene you did (if you did not do the whole novel), and why you felt the platform you created the dramatization on was the best.
● Orally present whether or not your story is an original or a reinvention - if it’s a reinvention, summarize the original story. Explain what the purpose of the reinvention was (audience change, time era, etc.)
● Share your dramatization/project in whatever platform you chose & explained.
- Page One of your script is due on Monday of this week - this will be looked at while you continue working on the next two pages. Minimum of three pages for your complete script which address the expectations outlined on the assignment sheet rubric. (see Day 2 for the rubric/assignment sheet for the script)
- EXAMPLE PROJECT (this contains all of the required elements of the final presentation - you have the option to do something like this if you are nervous to speak in front of the class) - see below
- This week is geared towards script completion, approval, and project completion. Once script is approved & returned to you, you may begin working on your project - project presentations begin TUESDAY!!!!
Review of expectations of final presentation:
● Orally present the title, summary of text, and what you chose to keep the same from the novel in your dramatization. If you changed things, what are they and explain why.
● Orally present why you chose the scene you did (if you did not do the whole novel), and why you felt the platform you created the dramatization on was the best.
● Orally present whether or not your story is an original or a reinvention - if it’s a reinvention, summarize the original story. Explain what the purpose of the reinvention was (audience change, time era, etc.)
● Share your dramatization/project in whatever platform you chose & explained.
Example Script | |
File Size: | 1237 kb |
File Type: | docx |
PROJECT IDEAS: [All online programs should have FREE versions. If you are unable to determine if it is free or not, A. Talk with your teacher or B. Do not use that program. You are not expected to have to purchase anything to create your dramatization]
Children's Book - at least 10 well-detailed pages
Graphic Novel - at least 10 well-detailed pages
Video Game Adaptation - you figure out how to create your dramatization using a video (like Minecraft) to include all the elements of your dramatization, voiceovers, and video it so your classmates are able to view it in class.
Perform it - act out your scene with classmates either in class or film it outside of class to show in class
Powerpoint - create a slideshow that you can do voiceovers with or have your lines as part of the images like a digital comic - do not expect your audience to sit and read your dramatization - it must be read to them whether through voiceovers or you do so in class with others aloud
Windows Movie Maker - record your performance/dramatization on your phone or camera and use this program to edit it for publication
Creaza Comic Maker - click the "Log in/Register in the upper right hand corner to create a FREE, limited account to see if this could work for you
Animoto - create a slideshow set to music that shows your whole scene visually. You might be able to do voice overs as well
VoiceThread - similar to Animoto, create a slideshow where you can do voice overs with each image to create your movie
Prezi - create an online powerpoint just like the example you saw in class (or scene in above's post)
Bitstrips - Comic creator using a Facebook app or you can download it onto your personal device for use
Zooburst - create your own interactive pop-up book online
Voki - create a voiceover using a character. This was seen in Mrs. Meredith's example Prezi where a character "read" the different parts of her presentation before the project/dramatization was seen.
Powtoon - create an animated presentation
ZimmerTwins - create an online movie with two characters
PictureBookMaker - using animal characters ONLY, create a children's book - challenge: do a voice over too so your booklet can be read aloud to younger audiences
MakeBeliefsComix - create comic strips online
ToonDoo - online cartoon book/comic maker
Children's Book - at least 10 well-detailed pages
Graphic Novel - at least 10 well-detailed pages
Video Game Adaptation - you figure out how to create your dramatization using a video (like Minecraft) to include all the elements of your dramatization, voiceovers, and video it so your classmates are able to view it in class.
Perform it - act out your scene with classmates either in class or film it outside of class to show in class
Powerpoint - create a slideshow that you can do voiceovers with or have your lines as part of the images like a digital comic - do not expect your audience to sit and read your dramatization - it must be read to them whether through voiceovers or you do so in class with others aloud
Windows Movie Maker - record your performance/dramatization on your phone or camera and use this program to edit it for publication
Creaza Comic Maker - click the "Log in/Register in the upper right hand corner to create a FREE, limited account to see if this could work for you
Animoto - create a slideshow set to music that shows your whole scene visually. You might be able to do voice overs as well
VoiceThread - similar to Animoto, create a slideshow where you can do voice overs with each image to create your movie
Prezi - create an online powerpoint just like the example you saw in class (or scene in above's post)
Bitstrips - Comic creator using a Facebook app or you can download it onto your personal device for use
Zooburst - create your own interactive pop-up book online
Voki - create a voiceover using a character. This was seen in Mrs. Meredith's example Prezi where a character "read" the different parts of her presentation before the project/dramatization was seen.
Powtoon - create an animated presentation
ZimmerTwins - create an online movie with two characters
PictureBookMaker - using animal characters ONLY, create a children's book - challenge: do a voice over too so your booklet can be read aloud to younger audiences
MakeBeliefsComix - create comic strips online
ToonDoo - online cartoon book/comic maker
Day 32-35: Presentations
Objective: I can defend for my audience whether or not my novel was a remix, and share my creation of my own remix of my novel.
- Presentations with parent guests
Day 36: Reassessment
Objective: I can prove my learning over the last six weeks through a graded clicker assessment for this unit.
- Clicker test over drama terminology
- Reflection - on the graph paper, mark where you scored on the first assessment (the pretest). Then once you've received your score for today's assessment, mark where you grew to. We'll reflect on the learning of this unit as a class together.
Day 37: Unit Reflection
Objective: I can reflect on this quarter's unit's essential question.
On your own sheet of paper, respond to EACH of the following in a complete 8+ sentence paragraph with topic sentence, reasons & explanations:
1. Why read a book when you can see a movie?
2. Are there any new stories?
On your own sheet of paper, respond to EACH of the following in a complete 8+ sentence paragraph with topic sentence, reasons & explanations:
1. Why read a book when you can see a movie?
2. Are there any new stories?