Moreno 1 Lesson 1: Introducing Short Story Elements Through Pixar Grade 12 (75 Min) Stephanie Moreno English Objectives: Students will begin to learn the starting elements of a short story such as: terminology, plot structure, conflict, basic principles of theme and combining it together. Students will receive notes to learn about plot structure, types of conflict, and theme through discussion with the help of four Pixar short films: Knick Knack, Geri’s Game, For the Birds, and One Man Band. PLOs Thinking (Oral Language) A10 – speak and listen to synthesize and extend thinking, by o Personalizing ideas and information o Explaining relationships among ideas and information o Applying new ideas and information o Transforming existing ideas and information o Contextualizing ideas and information Purposes (Reading and Viewing) B3 – view, both collaboratively and independently, to comprehend a variety of visual texts with increasing complexity and subtlety of ideas and form, such as o Broadcast media o Websites o Graphic novels o Film and video o Photographs o Art o Visual components of print media o Student-generated material Thinking (Reading and Viewing) B10 – synthesize and extend thinking about texts, by o Personalizing ideas and information o Explaining relationships among ideas and information o Applying new ideas and information o Transforming existing ideas and information o Contextualizing ideas and information Features (Reading and Viewing) B12 – recognize and explain how structures and features of text shape readers’ and viewers’ construction of meaning and appreciation of author’s craft, including o Form and genre o Functions of text o Literary elements o Literary devices o Use of language Moreno 2 o Non-fiction elements o Visual/artistic devices Materials: TV set Pixar Short Films Collection 30 copies of Literature Vocabulary booklet 30 copies of Short Story Vocabulary booklet Introduction: (5 Minutes) Go over agenda: o Finish presentations o Start short story unit To start the short story unit ask this question: o If someone came up to you and handed you a book and you started reading it and realized it was a book about your entire life, would you read it till the end? This question will be asked again at the end of the unit after discussing the various elements of a short story. Body: (60 Minutes) Will finish presentations from TIB. We will go over plot: Freytag Pyramid (notes and drawing will be provided) Show Knick Knack Students will then plot Knick Knack on their Freytag Pyramid through Think-PairShare; then they will discuss their findings to the class and we will plot it out as a group. Notes and small lecture on conflict will be provided; extensively ask questions for clarification and provide literary examples for understanding. Show Geri’s Game Have students decide the three types of conflict through think-pair-share and they must provide examples from the film to support their ideas (Answer: Person vs person; person vs self; person vs society). Go over in class through discussion and provide answers for their findings. Discuss Theme and theme statements Show For the Birds Have students decide the theme statement and explain their findings (Bulling: We should accept all, no matter how they are.) Show One Man Band and have the students apply their practices Closure: (10 Minutes) Have students write in their journal by answering the following question: Do you think short films are a suitable form of text? Should they still be evaluated in the English classroom? Moreno 3 Inform class that for homework they are to read The Japanese Quince and answer the reading questions. Assessment: Relevant and accurate questions Relevant and accurate answers How well did the students participate during the activity? Did they take extensive notes and copy diagrams from the CB? Did they share their opinions and ideas about the films they watched?