RAZVOJNA NALOGA ZA DECEMBER 2010
MEDIA LITERACY UNIT
Operacijo delno financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za izobraževanje, znanost, kulturo in šport. Operacija se izvaja v
okviru Operativnega programa razvoja človeških virov v obdobju 2007-2013, razvojne prioritete: Razvoj človeških virov in vseživljenjsko učenje; prednostne
usmeritve: Izboljšanje kakovosti in učinkovitosti sistemov izobraževanja in usposabljanja.
Seznam oddanih razvojnih nalog / List of submitted R&D tasks
#
1.
2.
3.
4.
5.
6.
7.
8.
9.
Foreign Teacher
Filipe de Almeida
Helen Asher
Irma Bandiera
Soizic Dupuy-Roudel
Samuel Farsure
Philip Jacobs
Andrea Jadrzyk
Christian P. L. Johnston
Gerosa Lambergar
FL
ENG
ENG
ITA
FRA
FRA
GER
ENG
ENG
GER
10. Maja von Lehe
11. Andrea Leone
GER
ITA
12. Mary Ellen Ramasimanana Virtič
FRA
13.
14.
15.
16.
17.
18.
SPA
ENG
ENG
ENG
ITA
ENG
Ignacio Escriche Rubio
Daniel Schmidt
Amresh Prakash Torul
Benjamin Tweedie
Andrea Valenti
Stephen Moses Zulu
Media Literacy Unit Title
Persepolis
The Railway Children
Lambert, leone tenerone
La Parfum
Persepolis
Sneguljčica
A Clockwork Orange
The Body / Stand By Me
Am kürzeren Ende der Sonnenallee
Die Sonnenallee
Crazy
Il mondo deve sapere /
Tutta la vita davanti
Cendrillon ou La Petite Pantoufle de
Verre
Don Quixote
Fantastic Mr. Fox
Angles and Demons
Australian-related texts/films
Io non ho paura
Billy Elliot
Navodila / Instructions
Plan a Media Literacy Unit which uses an outcomes-based approach. The unit should be based on the following expected
learning outcome:
By the end of this unit, the students will be able to compare the printed form of a media text (book) with its visual media
productio (film).
The plan needs to include the following information:
 Expected learning outcome
 Language (structures)
 Content (vocabulary and factual knowledge)
 Evidence of outcomes (knowledge and skills, attitudes)
 Student learning activities (lesson-by-lesson breakdown and sequencing/timing)
 Teacher activities
 Tools and resources
1. Filipe de Almeida
Comparison of the graphic novel Persepolis and the film
Overall Expected Outcome: Students will be able to compare printed form of media text
(book) with its visual form (film)
Target students: Higher level secondary school students
Required minimum knowledge:
-
Some knowledge in narrative elements
Basic research skills
Basic knowledge in note taking
Interest in media and literature
-
Basic knowledge in essay writing
Basic knowledge in critical thinking
Evidences of outcome (knowledge, skills and attitudes):
The students will write an essay on a relevant theme dealt with in the novel or produce a small graphic novel, in
which they will be expected to show what they have learned through their portrayal of key themes and ideas raised
in the class.
Filled in Hand outs and the quality of discussions will work toward providing ongoing assessment of their progress.
Language Structures: Introduction to basic language of a graphic novel compared to language used in films
adapted from graphic novels
Materials: Computer, Whiteboard, Paper, Handouts, Writing material
Maximum number of students: 10 – 15
Unit duration: 13 hours (1 block lesson = 2 teaching hours)
Content: New vocabulary associated to graphic novels and films, information on the socio-historic situation of Iran
in the late 1970s, knowledge on analysis of graphic novels vs. media
Overview of lessons:
Lesson 1
Duration: 1 block lesson
Brief overview: Central Question: What is a Graphic Novel?
Materials: Handouts, Video, Worksheets, Writing Material
Expected outcomes:
Increase fluency in analyzing and interpreting textual
materials based on different features of a particular
genre
Examine the common aspects and conflicts between
the visual and print messages (e.g., humour, irony, or
metaphor) and recognize how words, sounds, and
images are used to convey the intended messages.
Expand their vocabulary associated to this particular
genre
Teacher:
Evidences of outcomes:
A story board text
Group discussion, prompted by key questions from the
facilitator
Students will present their work, and with class the
teacher will discuss the work
Criteria established during presentation
Assessed in final evaluation
Students:
10min
Short introduction to the course, give students a mini
folder with important vocabulary and concepts which
will be done in this unit as an aid to the complex
issues of this text
Students get a photocopy of a page within a
graphic novel without the text (they should hand
it in at the end of the class for evaluation.
10min
Brief introduction the idea of what a graphic novel is
to students.
Listening and answering questions prompted by
teacher
20min
Gives story board with no explanation
Write down information on concepts that relate
to graphic novels (captions, speech balloons,
internal/external dialogues) etc. vs. media
(moving images, audio, style etc).
30min
Facilitate the understanding of how graphic novels
can convey a message in our social context.
Explain to the students how images and text
work/visual impact/interpretation
30min
Lesson 2
Duration: 1 block hour
Brief Overview: Critical analysis of static vs dynamic image
Materials: Handouts, Video, Worksheets, Writing Material
Expected outcomes:
Evidences of outcomes
Students will be able to critically analyse difference
between static and visual
Notes taken and handed in at the end of the class which
will be graded
The quality of the discussion of students in their group
work
45min
45min
Teacher
Students
Character Analysis: Discuss the type of
characters represented in graphic
novels/media (alter ego, evil, good, hero
etc…). Teacher will give students a lecture on
this
Comparison of static vs. Dynamic image
related to graphic novels which affect how
they are read in comparison to a media stream
(Teach the elements and structures of graphic
novels)
Students will take down notes on lecture done by
teacher and hand their notes in at the end of lesson for
evaluation
Students will be in groups and discuss different ideas
related to the topic(explain the relation picture/text)
Lesson 3/4
Duration: 2 block hours (Can also be done as 2 separate lessons)
Brief Overview: Social context in which the novel is set
Materials: Map, Writing Material, Visual aids, Computer
Expected outcomes:
Students will be able to place the novel/film in its social
context
Place Iran on the map and understand its geographical
position
Distinguish how social context is presented in a graphic
novel compared to a media stream
Evidences of outcome
Knowledge, skills and attitudes will be assessed in the
final essay handed in at the end of the course
Filled in Hand-outs given in at the end of lesson
Quality of individual feedbackIn their final essay
students should show knowledge of gender as a main
part of the novel/film
Recognise gender as a main thematic in the novel/film
45min
45min
45min
Teacher:
Students:
Teacher provides power point on Iran so
students have an idea of the historical
background of the novel
Provide students with panels from the novel as
well as clips from the film with examples of
different issues which are relevant to gender
Provides the main topics for final
essay/thesis(will be written in the final block
lesson), giving them the main guidelines on
how to write it as well as how it will be graded
giving them time to think about it as well as the
deadline to hand in essay
Students listen and take down notes on information
provided by teacher
45min
Lesson 5
Note-taking which will be handed in at the end of the
lesson for evaluation
Discussion on the different panels provided by
teacher giving their individual feedback on what takes
place and the role of gender
Students take down notes
Duration: 2 block hours
Brief Overview: Watch film and apply what they have learnt to interpret it according to the complex ideas we have
learnt about as well as write final essay
Materials: Handouts, DVD, Projector, Writing material
Expected outcomes:
Evidence
Viewing and critically analysing film
Handed in Worksheet
Apply the knowledge gained in order to understand the
Quality of Arguments provided during
different messages in the film
discussion(knowledge, skills and attitudes)
Will be able to distinguish the different aesthetic aspects by
Assessment in final thesis
comparing the movie to the text and how they affect the them
Students will be sensitized the geo- political situation in Iran at Assessment in final essay
the time
Teacher:
Students:
45min
Teacher will bring the movie and watch it with
students in class
Students will watch the movie and fill in related
hand out during the movie
Will supply hand outs to be filled in during the movie
Listen when teacher gives insight on particular
parts of the film
45min
Will stop the film at important points and give the
students a quick insight into that particular scene
Teacher will draw out the main points in the movie
Add this information to their folder of
notes/information pack
45min
Ask particular questions after the film relating to the
history of Iran
Students will discuss the movie and share ideas
in different groups and at the same time write
these ideas down
45min
Ask students to use what they have learnt in previous
lessons to analyse the film/novel
In the second part of the lesson students will
start writing their essay using the knowledge
they have gained in previous lessons and use
their information pack as an information
resource
Lesson 6
Duration: 1 hour
Brief Overview: Students will get feedback on their essays and discuss the main ideas presented on the
comparison of the novel/film. (2 weeks after completion of essay)
Materials: Projector, Writing material, Paper
Expected outcomes:
Final ideas on the class
45min
Teacher:
Gives back essay to students and prompts
discussion on final ideas
Evidence
Graded essay
Quality of final discussion
Students:
Get back their essays and ask relevant questions
concerning their work/grades
2. Helen Asher
LESSON PLAN
SUBJECTS: ENGLISH
UNIT TITLE: Students will be able to compare the printed form of a media text (book) with its visual media
production (film).
DATE: November 2010
TIME SPAN: 45 minutes x 8
YEAR GROUP: Year 8
GROUP SIZE: whole class
SUBJECT LINKS LESSON OBJECTIVES/AIMS
RESOURCES
Able to form a range of WH questions in relation
Books
to the set media text.
The Railway Children.
Penguin readers
Understand the context, setting and background of Both the abridged and long versions.
a set text.
Film
To relate to characters in the story and express
The railway children
feelings.
1970 Version and 2000 version.
To choose the most appropriate or best theme or
idea to depict.
Projector
PowerPoint unit plan year 8 film book background
Able to notice and record similarities and
information. Interactive whiteboard if available.
differences in two types of media.
Worksheets
Able to write an opinion with evidence supporting
Year 8 worksheet WH questions.
this.
Year 8 Worksheet reading comprehension
Year 8 Storyboard worksheet chapters 1-10
Year 8 Worksheet reviews
Year 8 worksheet Bluebell Railway
ASSESSMENT
(Ongoing) through both direct methods - ongoing questioning and group discussions. Along with indirect methods
of observation whilst student work in their groups.
(Direct) Writing Storyboard. Character review and favourite scene work.
VOCABULARY
Present simple, present continuous, past simple and past continuous
ANTICIPATED MISCONCEPTIONS/DIFFICULTIES
Due to potential time restraints and students busy schedules, it may be advantageous to think students will have the
time or opportunity to read the whole book in English out of class, therefore it is important to offer abridged
version of the chosen book to give all students the opportunity to know the outline and main themes of the story.
ANTICIPATED OUTCOMES AT THE END OF THE UNIT
All students will be able to demonstrate a basic understanding of the main themes of the book and the film.
Most students will be able to demonstrate a detailed understanding and be able to make a basic comparison
between the book and film.
Some students will be able to demonstrate a detailed understanding and be able make more detailed comparisons
between the book and film. They will also be able to give a detailed review of an actor in the film.
Lesson 1: Familiarising ourselves with the ‘Railway children’
INTRODUCTION
Look at the picture on the screen (PowerPoint, unit plan year 8 film book) at the front of the class and ask the students as a
class to start to think of what type of WH questions you could ask about the picture to find out as much information as
possible. Ask students to come to the front and write their questions around the screen. Try to encourage all students to come
to the front and write.
Independent Task: Hand out the worksheets and the students should write their own WH questions on their sheet. Once
completed tell the students that later in the unit you will be going back to the questions they have come up with to see if we can
answer them. (Year 8 worksheet WH questions).
MAIN
Next , look at the cover of ‘the railway children’ and start to predict what you think the story will be about. The students after
seeing the picture should start to come up with ideas of the story. As a class read the summary of the book and discuss words
or phrases in the text the students may not understand. I.e. What is ‘the three chimneys’? What does a constant source of
entertainment mean? etc...
Look at the picture of the author and tell them that her early years as a child gave her inspiration for writing this book. Discuss
what does the word inspiration mean?
Independent task: Read the reading comprehension and then answer the questions.
(Year 8 Worksheet reading comprehension)
As a class go through the comprehension and highlight any words they don’t understand and then answer the questions.
PLENARY
Start to look at chapter one of the book. Whilst reading ask them to think about the characters in the book and explain that
later they will chose one of the characters to talk about in more detail.
HOMEWORK
Read chapter one of the Railway Children – the full version.
Lesson 2: Starting to summarise the text.
INTRODUCTION
Talk about how the students feel after reading the first chapter of the book. Ask them to describe what happens in the first
chapter, how will the children’s lives in the book change, now their dad has gone away? Put yourselves into their shoes, what if
something bad in our lives, how would we feel? What does the word ‘strong’ mean in this context etc....
MAIN
Tell the student they need to now look at the chapter again but focus on the main characters. They should choose one and start
to describe this character in detail – both physically and personally. They should try to visualize in their head and imagine that
if they could see that person in front of them ‘what would that person be like?’
Independent task: Draw a picture of their chosen character and write a short physical and character description. Use a blank
A4 sheet. They should leave the character blank and not write the name at the top.
Paired activity: each child walks around the class and chooses a person to go to and look at their work. They read the
information and look at the picture, do they know who the character is, tell their partner. Have they guessed right?
PLENARY
Introduce the abridged version of book, ‘the railway children’. Start to discuss what a storyboard is. Look at the example on
the board. Start to read chapter one of the abridged version together as a class.
Look at the blank storyboard on the PowerPoint and discuss how we could condense the information in the first chapter into 3
scenes and a few sentences. Emphasise we only need to summarise events in the chapter. It should be short, to the point and
concise.
Look at the example modelled in the PowerPoint presentation. The students can take pictures from the internet to illustrate
their point or draw. It is their choice.
(Year 8 Storyboard worksheet chapters 1-10)
HOMEWORK
Complete the storyboard for chapter one. Read chapters 2,3,4 of the abridged version. Complete the story board
for chapters 2,3,4.
Lesson 3: Starting to analyse and look at the text in more detail.
INTRODUCTION
Discuss the story so far. Why did Peter steal the coal? Who did the children meet on the railway? Who did they
wave to? etc..
MAIN
Take another look at the WH questions they asked in the first lesson. Can we start to answer any now. What have
we learnt in the story so far.
Independent task: Start to answer the questions they made on an A4 sheet. How many can we answer at this
point? Do we need to modify any of the questions?
Group work: In small groups of three or four, the children participate in group readings of chapters 5 and 6 in the
abridged version. As a group they discuss what they would put in the storyboards for these two chapters.
Ideally the students will comment on what aspects they plan to choose to illustrate a part of the text and back up
why they think these parts are most relevant to the overall theme of these two chapters.
Independent task: bearing in mind what others the students discussed in their groups, each student now
independently continues the storyboard for chapters 5 and 6.
PLENARY
Introduce the 1970 film version and tell the students that next lesson you will be watching the film, ‘The railway
children’. Show the students the two reviews for the film. Don’t tell them anything, just ask them to read.
Now ask, what are these? The students should offer that they are - reviews of the films. Ask a series of questions
around the reviews, for example are they positive? Why? Did the second reviewer watch the film as a child or
recently? Are the reviews from a long time ago? Etc.... Read as a class and discuss words they don’t understand
such as, middle age, severe, womanhood etc.
HOMEWORK
Read the final four chapters of the abridged version and summarise each chapter on their storyboard. Leave the
pictures till later.
Lesson 4 and 5: Watching the film. (Double lesson)
INTRODUCTION
Remind the students of the reviews they looked at last lesson. Ask them to define a review, what is it? Why is it
useful? Before choosing a film why might someone look at the review? Tell them to take out a pencil and a blank
sheet.
MAIN
Discuss the different people involved in making the film – director, cameraman, lighting person, actors, costume,
producer etc....
Explain that whilst they watch the film you would like them to record scenes, quotes or actions that interest them.
They don’t need to write in sentences, it is only for their reference.
WATCH THE FILM.
PLENARY
Ask the students to look at the character they wrote about and drew in lesson two. How does their image and description
compare with the directors choice? What are the similarities and differences? Do they think the director chose the right actor
to play the part? Do they think the actor played the character well? What could the actor have done better? (if anything).
HOMEWORK
Extension work:
Higher levels, write a review of their characters performance in the film. Back up why they think this with
evidence or examples from the film. Draw on the information discussed in the plenary.
Middle/Lower levels; write a short paragraph about what they liked in the film. Try to explain and give reasons
why they liked this particular part or section of the film.
If necessary, give the students copies of the film reviews worksheet to help them form their own work on the
characters,
Lesson 6: Researching information about the second film.
INTRODUCTION
Ask the students if they enjoyed the 1970s film ‘the railway children’ or did they prefer the book. Can they tell you why?
Were there any scenes that they noticed were missing in the film? Ask if they think these scenes should have been there or if
they didn’t need them.
MAIN
Explain that this lesson they will be researching a website on the internet to answer a series of questions about the
film and book of the railway children. The second film is mentioned in this website also.
In pairs, the students work on the computer and look through the Bluebell railway website and try to find the
answers to the questions. Some of the questions look at both the film and the book.
(Year 8 worksheet Bluebell Railway.)
PLENARY
Students start to think back to what scenes are missing from the book, for example; the canal fire. They should relook at their storyboards and both books. Who is in this scene? How can we display this? Do we need any props?
What script do we need? Remember the characters don’t have to speak, you could just have actions and a narrator
or they could have full dialogue.
HOMEWORK
In set groups of 3-4, plan a two-five minute sketch of a missing scene. Use the storyboards, the both books to help.
Lesson 7 and 8: (Double lesson) Performance and comparison.
INTRODUCTION
Spend the first part of the lesson in small groups practicing short scenes.
MAIN
The groups take it in turns to come to the front and show their short productions or scene.
Other students watch while the other groups perform.
Whilst watching students think of positive statements to say about peers performances.
PLENARY
Watch the canal scene in the 2000 version of the film. Discuss how the film show the scene. Is it the same as in
the book. Did we act it similarly as in the film etc..
HOMEWORK
3. Irma Bandiera
Razred:
Minimalno znanje:
Obseg trajanja:
Tematski sklop
Minimalno znanje za DDE:
Cilji:
Pričakovani rezultati:
Metode dela
Oblike dela
Tretja triada na osnovni šoli ali 2. leto učenja italijanščine na srednji šoli.
Slovnične strukture (za slovenščino in italijanščino):
spreganje glagolov
sedanji čas
pretekli čas
Jezikovne strukture:
opis človeka v slovenščini in italijanščini
branje v italijanskem jeziku
pisanje (argumentiranje) v italijanskem in v slovenskem jeziku.
Učenci morajo znati govoriti o sebi in izražati čustva v slovenščini in
italijanščini.
6 ur
PREDSODKI
Primer medpredmetnega povezovanja med TJI, SLO,
DDE.
- Kaj so predsodki?
- Kaj je drugačnost?
- Kaj so stereotipi?
- Kaj je marginalnost?
- Kaj pomeni biti diskriminiran?
- Razmišljanje o ovirah, ki lahko nekoga potisnejo na rob družbe
- Medsebojno razumevanje
- Spoznavanje novih kultur
- Sporazumevanje med ljudmi
- Prehod iz ene generacije v drugo in konflikti med generacijami
- Učenci se urijo v jezikovnih spretnostih in veščinah: slušno
razumevanje, bralno razumevanje, ustno izražanje, pisno izražanje, branje
v italijanščini, učenci razlikujejo med pisnim besedilom (pravljico) in
filmskim posnetkom (risanko), utemeljujejo razlike med obema vrstama
besedil.
- Jezikovne strukture: pridobivajo besedišče - la primavera, la notte, il
leone, la pecora, la cicogna, l'agnello, la luna, il lupo, l'ariete, il montone, la
madre, il gregge, la lana, la coda, le orecchie, la lotta, il belato (il belare), il
ruggito, (il ruggire), l'ululato (l'ululare), l'errore, i fratelli, il cucciolone, il
colore giallo, la criniera, la diversità, i pregiudizi, lo stereotipo. Besedne
zveze: mi sento diverso, mi sento/non mi sento accettato dagli altri, non
sono uguale agli altri, mi sento emarginato, mi vergogno, mi sento in
imbarazzo, sono felice/infelice, riesco/non riesco a parlare come gli altri,
capisco/non capisco la lingua degli altri, capisco/non capisco la cultura
degli altri, ho/non ho dei pregiudizi verso gli altri.
- Razvijajo socialne spretnosti: razumevanje in sprejemanje drugačnosti,
ozaveščanje, prepoznavanje predsodkov, stereotipov.
- Učenci uzaveščajo medijsko/bralno pismenost.
- Učenci znajo opredeliti čustvena stanja v italijanščini in slovenščini.
- Učenci se seznanijo in razumejo besede diversità, pregiudizio, sterotipo,
emarginazione, discriminazione (drugačnost, predsodek, stereotip,
marginalnost, diskriminacija)
- Učenci opazujejo bistvene razlike in podobnosti med literarnim besedilom
in risanko ter jih uporabljajo za pisanje obnove.
- Učenci debatirajo v slovenščini in v tujem jeziku.
- Razlaga neznanih besed v ciljnem jeziku
- Branje besedila
- Refleksija
- Debata
- Primerjava med literarnim besedilom in risanko
- Pisanje novega besedila v slovenščini
frontalna, individualna, v dvojicah, skupinska, razlaga, razgovor, sodelovalno
učenje, debata.
Dejavnosti
- Gledanje risanke v italijanščini.
- Pisanje obnove besedila v italijanščini.
- Razgovor o čustvenih stanjih junakov v risanki in literarnem tekstu.
- Pisanje slovenskega teksta za sinhronizacijo.
- Debata ali okrogla miza o drugačnosti.
Učila in učni pripomočki:
interaktivna tabla, računalnik, splet,
knjiga.
Literatura in mediji: risanka „Lambert, leone tenerone
http://www.youtube.com/watch?v=9nYFNfZmJ0U, Knjiga „Lamberto, leone
inesperto“. DVD z risanko Walt Disney.
POTEK
UVOD
Učitelj
Učenci
Motivacija - Učitelj predvaja risanko “Lambert, leone
tenerone” v italijanščini.
Gledajo risanko v italijanščini.
JEDRO
Obravnava - Učitelj postavi vprašanje – Kaj se dogaja?
Učitelj predvaja še enkrat risanko v italijanščini.
Učitelj razdeli učence po parih in da navodila za delo:
 Izbrati glavno temo risanke
 Opisovati glavne dogodke v zgodbi
 Izbrati nauk cele zgodbe
Učitelj da učencem navodilo za domačo nalogo:
 Prebrerejo literarno besedilo v italijanščini
 Analizirajo besedilo in ga razdelijo na več
delov.
 Opazujejo bistvene razlike in podobnosti med
literarnim besedilom in risanko.
Ustno odgovorijo na vprašanje in pojasnijo glavno temo
risanke.
Učenci si ponovno ogledajo risanko in usmerjajo
pozornost na detajle.
Učenci se razdelijo v pare in v dvojicah pišejo obnovo
zgodbe (sodelovalno učenje).
Pari preberejo zapisane obnove.
Učenci berejo doma zgodbo v italijanščini.
Učenci berejo zgodbo v italijanščini.
Učenci analizirajo literarno besedilo in iščejo razlike in
podobnosti med literarnem besedilom in risanko.
Učenci iščejo razlike in podobnosti med literarnim
besedilom in risanko in jih napišejo v zvezek.
Učitelj posluša branje učencev.
Učitelj bistvene razlike in podobnosti zapiše na tablo.
Učitelj predvaja risanko dvakrat brez zvoka.
Učenci zapisujejo besedilo za sinhronizacijo risanke v
slovenščini.
Učenci si razdelijo vloge in sinhronizirajo risanko v
slovenščini in italijanščini.
ZAKLJUČEK
Učitelj skupaj z učenci oblikuje trditev za debato o
Učenci pripravijo argumente za debato.
drugačnosti.
Učitelj vodi debato o drugačnosti (tuji učitelj se udeleži
Učenci debatirajo o dani temi.
debate kot tujec, ki pripoveduje o lastnih izkušnjah s
stereotipi o tujcih v Sloveniji).
POTEK VSEH 6 UR
1. ura
Učila in učni pripomočki: interaktivna tabla,
računalnik, splet.
Literatura in mediji: risanka „Lambert, leone
tenerone“
http://www.youtube.com/watch?v=9nYFNfZmJ0U,.
DVD z risanko Walt Disney.
2. ura
Učila in učni pripomočki: interaktivna tabla,
računalnik, splet.
Literatura in mediji: risanka „Lambert, leone
tenerone“
http://www.youtube.com/watch?v=9nYFNfZmJ0U,.
DVD z risanko Walt Disney, knjiga »Lamberto, leone
ineseperto«.
Cilji: slušno razumevanje, ustno izrazanje, pisno
izražanje.
PRIČAKOVANI REZULTATI
 Učenci bodo razumeli besede: la primavera, la
notte, il leone, la pecora, la cicogna, l'agnello,
la luna, il lupo, l'ariete, il montone, la madre, il
gregge, la lana, la coda, le orecchie, la lotta, il
belato (il belare), il ruggito, (il ruggire), l'ululato
(l'ululare), l'errore, i fratelli, il cucciolone, il
colore giallo, la criniera,
 Bodo razvijali socialne spretnosti: razumevanje
in sprejemanje drugačnosti, ozaveščanje,
prepoznavanje predsodkov, stereotipov.
UVOD - motivacija: - Učitelj predvaja risanko v
italijanščini »Lambert, leone tenerone«
JEDRO - obravnava, učitelj postavi vprašanje – Kaj se
dogaja?
 Učenci ustno odgovorijo na vprašanje in
pojasnijo glavno temo risanke.
 Učitelj predvaja še enkrat risanko v italijanščini.
 Učenci si ponovno gledajo risanko in usmerjajo
pozornost na detajle.
 Učitelj razdeli učence po parih in da navodila za
delo:
o Izbrati glavno temo risanke
o Opisovati glavne trenutke cele zgodbe
o Izbrati nauk cele zgodbe
 Učenci se razdelijo v pare in v dvojicah pišejo
obnovo zgodbe (sodelovalno učenje).
Cilji: bralno razumevanje, branje v italijanščini.
PRIČAKOVANI REZULTATI:
 učenci znajo analizirati besedilo v tujem jeziku
in ga uporabljati za tvorjenje drugih besedil v
italijanščini in slovenščini.
UVOD – Učenci berejo zgodbo v italijanščini in učitelj
jih posluša.
JEDRO - obravnava.
 Učenci analizirajo literarno besedilo in iščejo
razlike in podobnosti med literarnem besedilom
in risanko.
 Učitelj bistvene razlike in podobnosti zapiše na
tablo.
 Učenci iščejo razlike in podobnosti med
literarnim besedilom in risanko in jih zapišejo v
zvezek.
 Učitelj predvaja dvakrat risanko brez zvoka.
 Učenci zapisujejo besedilo za sinhronizacijo
risanke v slovenščini, naknadno pa si razdelijo
vloge in sinhronizirajo risanko v slovenščini in
italijanščini.
ZAKLJUČEK – utrjevanje in preverjanje: učenci si
razdelijo vloge in sinhronizirajo risanko v slovenščini in
italijanščini.
EVALVACIJA: učenci znajo igrati/sinhronizirati osebe
v risanki.
4.,5.,6. ura
ZAKLJUČEK – utrjevanje in preverjanje:
Pari preberejo zapisane obnove.
Učitelj da učencem navodilo za domačo nalogo:
 Prebrati literarno besedilo v italijanščini,
 Analizirati besedilo in ga razdeliti na različne
dele.
 Opaziti bistvene razlike in podobnosti med
literarnim besedilom in risanko
 Učenci berejo doma zgodbo v italijanščini.
EVALVACIJA: učenci znajo napisati obnovo zgodbe
na podlagi risanke.
Tuji učitelj spodbudi nekatere učence k raziskovanju o
situaciji v Italiji (begunci, Lampedusa …). Učenci s
pomočjo tujega učitelja poiščejo vloge ljudi iz Italije in
njihove zgodbe, ki pričajo o (ne) strpnosti v Italiji.
Predstavniki italijanske skupnosti v Kopru
Begunci
Marginalci v Italiji
Extracomunitari
Odnos Italijanov do hendikepiranih
Cilji: pridobivanje novega besedišča, razvijanje
socialnih spretnosti.
PRIČAKOVANI REZULTATI:
 Učenci bodo razumeli besede: la diversità, i
pregiudizi, lo stereotipo. Besedne zveze: mi
sento diverso, mi sento/non mi sento accettato
dagli altri, non sono uguale agli altri, mi sento
emarginato, mi vergogno, mi sento in
imbarazzo, sono felice/infelice, riesco/non
riesco a parlare come gli altri, capisco/non
capisco la lingua degli altri, capisco/non capisco
la cultura degli altri, ho/non ho dei pregiudizi
verso gli altri.
 Razvijali bodo socialne spretnosti: razumevanje
in sprejemanje drugačnosti, ozaveščanje,
prepoznavanje predsodkov, stereotipov, pomen
marginalnolsti, razmišljali bodo o ovirah, ki
nekoga potisnejo na rob družbe ter se vživljali v
položaj tistih, ki so potisnjeni na rob družbe.
 Učenci debatirajo v slovenščini in v tujem
jeziku.
 Učenci znajo opredeliti čustvena stanja v
italijanščini
 Učenci se seznanijo in razumejo besede
diversità, pregiudizio, stereotipo,
emarginazione, discriminazione (drugačnost,
predsodek, stereotip, marginalnost,
diskriminacija).
Slovenski učitelj podobno usmerja učence glede na
situacijo v Sloveniji.
EVALVACIJA: med debato učitelj ocenjuje učence po
različnih kriterijih znanja – ustno izražanje, uporaba
posebnega besedila, pravilna izgovorjava, ali so usvojili
nauk oz. glavno temo cele učne enote (predsodke). Kaj
so se naučili o predsodkih? Znajo uporabljati besede
predsodek, stereotip, drugačnost, marginalnost,
diskriminacija v pravilnem kontekstu? Ali so se pravilno
pripravili na debato/okroglo mizo? So bili dovolj
motivirani? Ali so se čustveno vživeli v osebo, ki so jo
predstavljali v debati? Ali so se znali orientirati na
italijanskih in slovenskih spletnih straneh, ki so jih
odprli, da bi prišli do informacij o različnih ljudeh?
UVOD – motivacija. Učitelj skupaj z učenci oblikuje
trditev za debato o drugačnosti – SLOVENCI SMO
NESTRPNI DO DRUGIH IN DRUGAČNIH
Kaj je drugačnost? Kaj so predsodki in stereotipi? Kaj je
marginalnost? Kaj je diskruminacija? Kakšne so ovire,
ki potisnejo nekoga na rob družbe?
Učitelj zapiše miselni vzorec na tablo.
Učenci razmišljajo o drugačnosti, predsodkih in
stereotipih in zapišejo miselni vzorec v zvezek.
JEDRO - obravnava, utrjevanje: učenci pripravijo
argumente za debato. Kako se počuti levček Lambert
med ovcami?


Učitelj zapiše različne odgovore na tablo v
italijanskem jeziku.
Učitelj razdeli učence po skupinah.
Učenci v skupinah napišejo besedilo za debato in si
razdelijo vloge.
ZAKLJUČEK – Učitelj vodi debato o drugačnosti.
Učenci debatirajo o dani temi.
EVALVACIJA: učenci znajo debatirati v slovenskem
in italijanskem jeziku. Znajo uporabljati izraze
stereotipo, pregiudizio, diversità, emarginazione,
discriminazione (stereotip, predsodek, drugačnost,
marginalnost, diskriminacija) v slovenskem in
italijanskem jeziku in jih uporabljajo v pravilnem
kontekstu. Znajo izražati čustva v obeh jezikih.
4. Soizic Dupuy-Roudel
I will present a unit of 20 hours (10 times 2 hours). I will reserve this work for the 4th class of high school and for
a small group (10 to 15 students), because of the level of French and reflexive activities. The book is “Le Parfum”
of Patrick SUSKIND published in 1985. The film version arrived in 2006.
The book will be presented in French (extracts). For the complete reading, they could read it in Slovene but outside
my courses. The film (some chosen scenes) will be seen in French with French / Slovene subtitles (it depends of
the student level).
Required minimum knowledge:
-
Knowledge in essay writing
Some vocabulary for description and comparison
Knowledge in discussing ( debate’s main rules)
Vocabulary and expressions for argumentation
High level of French
A) OVERALL AIMS: “The students will be able to compare the printed form of a media text (book) with its
visual media production”.
B) OBJECTIVES AND EXPECTED LEARNING OUTCOMES:
1) To analyze and to make hypothesis of reading
2) To imagine and describe a character
3) To compare two “media object” ( book, DVD)
4) To identify and describe your feelings / your sensations
5) To judge / criticize the morale of the story and to argue for it
6) To express and defend your point of view
For others disciplines:
1) To understand the context of the story ( France in 18 century) / HISTORY
2) To define and to locate few French cities ( Paris, Grasse…) and the region (Provence)/ GEOGRAPHY
3) To experiment the “distillation technique” and to create a simple perfume / CHEMISTRY
C) LANGUAGE STRUCTURES
- Paratext vocabulary (title, subtitle, summit, the cover of the book, illustration, incipit…)
- Vocabulary of physical description (adjectives and assumption structures: “je pense que”, “je crois que”,
“j’imagine que”…)
- Vocabulary of moral / mental description (« sympathique, antipathique, touchant, effrayant… »)
- Description of smells (words or expressions “ça sent bon”, “ça ne sent pas bon”…)
- Vocabulary of feelings and emotions (“j’aime”, “cela me fait peur”, “je suis surprise”…)
- How to give your opinion (“Je pense que”, “je trouve que”, “c’est vrai”, “je suis d’accord”…)
- Specific words ( historic, geographic and technical for chemistry)
- Argumentation words / expressions (“ je préfère le film parce que…”)
D)
E)
CONTENT
The presentation of the book / film box
The character comparison in the book/ film
Imagination/ description of the main character
The vocabulary of smells, visual description in the book, “feeling” description in practice
Feeling structures and lexical words
What is moral / immoral ( story, person)
France and French cities in this century (dirtiness, violence…)
A French region: la Provence
Techniques in chemistry (distillation…)
EVIDENCES OF OUTCOMES
-
To present the main character (imagination) and to check hypothesis after with film extracts.
To compare and to build a table about two objects (book- film) with positive and negative points.
Discussion about the differences of the main character presentation and conclusion (more positive presentation
of him in film than in the book).
To describe the smells of different examples (food, objects…) and to use the vocabulary already known.
To write an essay about yours feelings and use the specific vocabulary.
To make a presentation by group for others with this topic “l’histoire est-elle morale ou non?”
-
-
-
To debate and express clearly your point of view and to use interesting arguments (final debate who shows
the main goal “to compare film-book”, students have to answer, develop and argue this question “Préfères-tu le
livre / le film et pourquoi? They can use all the content of unit to answer).
To be able to explain the society of 18 century and to identify the French cities.
To practice and create a perfume in chemistry lesson.
Theirs attitudes would be shown during the last sequence:
Students will have to respect the opinion of others students.
A possible feedback: when we will discuss about the morality of the main character (“Gribouille est-il une
personne avec ou sans morale??”), they could think again to the first question about the title and subtitle “Le
Parfum, Histoire d’un meurtrier” (story of murderer) and theirs first suppositions.
F) LEARNING ACTIVITIES
Séance 1:
Outcome: discovering the book, the students will analyze the title, subtitle and illustration. They will make some
suppositions about the story and main character.
For motivation: the teacher will bring some oranges; they will have to smell it and to “feel” the fruit. I will bring
also some “perfume publicities” in order to present the book topic.
This first séance is a kind of introduction to the project.
Séance 2:
Outcome: to imagine and describe a character
- Chosen extracts of the book (reading).
Essay on the main character, working by group (imagination).
This essay appears like an assessment. Students have to use description vocabulary and suppositions expressions.
Séance 3:
Outcome: they compare two “media objects”
- Presentation of the DVD (box) and summary.
- Discussion about the suppositions of reading.
- Comparison between the two Medias (objects), with a table.
Assessment: with this table, students have to write the negative and positive aspects of these two objects. They
realize the differences between these two approaches.
Séance 4:
Outcome: to compare, describe and qualify a character
Watching few extracts of the film, comparison of the two characters (the childhood of Gribouille), how they are
presented in the book- film (picture positive and/ or negative and why).
Assessment: Students will be able to make a final comparison and to arrive to this conclusion:
- Gribouille is sympathique, sensitive and touches us in the film ( attachment)
- Gribouille appears like a monster in the book, without feeling.
And this finale question: in which aspect, the book/ film brings, underlines this difference?
Séance 5:
Outcome: to identify and describe your sensations (about smells)
Working on the smells and theirs descriptions in the book’s extracts (to find / underline the “smell vocabulary”).
Assessment: Practicing about real food, or smelling objects and using the new vocabulary learned. Students will
realize that to write about smells is very specific and original.
And to compare the film / book? How the smells are described in the film (visual description).
What is the difference? The effect? Where can you imagine the smells the most (in book / film)?
How can you imagine the smells? (to give some concretes examples: the smell of the grass is soft and fresh…)
Séance 6:
Outcome: To identify and describe your feelings
- Topic of feelings.
- Discussion about the general impression of reading this book, watching the film. Redaction of impressions
(character, story…) and comparison film / book.
Assessment: Essay on your personal feelings. Are they different in the book, in the film? And why (link with the
next topic: the morality)?
Séance 7:
Outcome: to judge / criticize the morale of the story
“Est-ce que l’histoire vous choque?”(Yes / No and why?) will be the first question for students and they will have
to argue for answering. Presentations of students in the class “cette personne a une morale ou non”? Gribouille is
a good person or not?
They could work in groups.
The philosophy teacher could come during the lesson to explain about the morale (general presentation)
Assessment: To prepare a presentation of arguments for whole class.
Séance 8:
Outcome: to understand the context of the story.
History, questions about the society of 18 century and French cities (they can observe that in the film). Presentation
of the problem of the “death penalty” (two persons are condemned in the film / book). A link can be done with the
morality: on 18 century, the people moral is the same? (Comparison with our modern period).
Geography: presentation of some French cities and this region (Provence), working on maps, and pictures with
internet.
Séance 9:
Outcome: to experiment the “distillation technique” and to create a simple perfume.
Chemistry: explanation of the three techniques to make a perfume (“distillation, maceration et enflorage”).
One French city (Grasse) will be presented and also the perfume industry.
Assessment: We will practice the technique in chemistry lesson (perfume creation).
Séance 10:
Outcome: to express and defend your point of view.
This is the final conclusion of the project; one debate will be organized between students
with using all arguments and knowledge of the last 18 hours).
“Who prefers the book / the film and why?”
Two students could be designed to write both arguments.
(finale assessment
A questionnaire could be given to students for the feedback about this media unit with some simple questions (if
they like or not, what was the most interesting part, what they learned, what was difficult for them…).
G) TEACHER FACILITIES
They will work by group or individually for personal reflection.
For others disciplines, team-teaching will be organized (French teacher for vocabulary and Slovene teachers for
specific explanations).
For the final debate, teacher will be the coordinator.
E) TEACHING AND LEARNING TOOLS
The students will have to get the book before the unit.
The teacher will bring the film.
Dictionary could be used for writing the personal essay.
Internet could be useful for more explanations about the region of the film (picture of Provence).
5. Samuel Farsure
An example of unit planning:
PERSEPOLIS: THE COMIC BOOK AND THE FILM
This unit is based on the graphic novel Persepolis and it adaptation on screen into an animated film/cartoon. The
story was widely popular all over the world and translated in many languages.
It seems to be a very good starting point for the students because, among other things:
- It offers a strong insight in French speaking cultures as it is concerned with cartoons, a media widely popular in
many countries and among young people.
- It deals with the difficulty of growing-up and being a teenager who struggles to find his/her identity.
- It provides an interesting background on the recent history of Iran.
- It provides clues to discover some elements of Iran culture (some of them very different from the ones “western
countries” have been used to hear and see in the recent years).
- It provides concrete examples (in the storyline of the comic book itself) of what an intercultural experience is.
The unit is aimed at 2nd or 3rd year students in French with a maximum of 15 students. The on-going process of
assessment and the role of the teacher as a mentor does not allow for a larger number.
Duration: 16 hours
Time organisation: 2 hours a week or 2 times 2 hours a week.
General comments:
This course or unit is aimed at 2nd or 3rd year students in French inside the Slovenian school system. The overall
aim of the course is to provide the students an opportunity to discover a new field, be creative, challenge some of
their conceptions and help them to practically use their knowledge in French to define, and compare two media.
Though the teacher will provide lexical and grammatical help and revision (adapted to the students and their
needs), grammar study is not the main focus of the course. The unit includes for example practical work with
comparative and superlative in French, tenses (present and past) but is not designed to be an introduction to these
notions.
The course is based on the media Persepolis in its written and filmic forms. The students should be able to access
the book (in French, Slovene or English) so they can run a structural analysis of the media: They are not expected
to read the entire book as it is long and expensive. The school will provide them with a sufficient number of items
so that it allows for an efficient work: there should be one book for a group of five students so they can identify
some of the characteristics of Persepolis as a comic book in group activities (black and white, chapters, subchapters…) and later on compare it to its media form.
Therefore this course is open to students who want to actively use their knowledge and competences which means
to those who like/can draw, film and write or would like to do so, and think they are up the tasks involved.
In terms of class organisation, the lessons will include: group work, individual work, active lectures with note
taking, grammar exercises and/or revisions, mentoring,
Overall expected outcome:
The students will be able to compare the printed form of a media text (book) with its visual media production
(film).
Expected outcomes:
- The students should be able to define and name the constitutive elements of a film, a comic strip/book and
a cartoon as different media and identify some of their common points and differences.
- The students should be able to write a biography of the main character.
- The students should be able to identify the main differences between Persepolis in its written form and onscreen form.
- The students should be able to discuss the idea: why do we need to adapt a book?
- The students should be able to create their own mini-autobiography, using film, graphic novel, written
story, photo story, CV.
Assessment/evaluation:
The students have to fill-in a portfolio containing all the documents they have realised: a set of definitions, table
(common points and differences), short summary, questionnaire (early version and final version), and miniautobiography.
The questionnaire: run at the beginning of the course and at the end. The questionnaire in the end may differ from
the one at the beginning of the course. It will allow the teacher and the students to measure changes in some areas
concerning knowledge, skills and attitudes.
It will be both written in French and Slovene to measure some changes in cultural knowledge and some in terms of
competences in French.
Language content:
-
Lexicon of comic books, cinema and film-making restricted to the purpose of the course: definitions and
comparisons.
Lexicon of professional, educational and more generally life experience (ex: being born, getting married, find a
job ...)
The comparative and superlative grammar structures in French.
Present and past tenses in French.
Adjectives.
Content involved:
-
The background of Persepolis.
Cultural and historical facts about Iran and Islam.
Child age and teenage life.
Different forms of auto-biography.
A brief introduction to the birth of the film industry (the Lumière Brother).
Students’ activities:
-
Defining types of media.
Comparing those media.
Reflecting on the process of “adaptation”.
Creating their auto-biography.
Reflecting on their learning.
Group work and individual work.
Teacher’s role:
-
-
Provide the students with a coherent learning environment: guiding students with worksheets, access to
resources, time.
Provide the students with a proper feed-back on their learning: among other things, creation of a questionnaire
to be used at the beginning and end of the course to measure changes in terms of attitudes and abilities in
French and in knowledge in Slovene.
Prepare and organise individual, group work and individual consultations if needed.
Preparatory work: The students answer a questionnaire.
Lesson 1: The students collect information about Persepolis and they carry-out a guided analysis of the
structure/form of the comic book to be used later for comparison.
Duration: 2 school hours
Expected outcome: The students are able to present briefly Persepolis.
Assessment: The students are able to answer some questions about Persepolis.
Lesson planning and expected outcomes:
An example of lesson
Lesson 2: what is a film, a comic book and a cartoon?
Duration: 2 school hours
Expected outcomes:
The students should be able to define and name the main characteristics of a film, a comic strip/book and a
cartoon as different media and identify their common points and differences.
Assessment: The students are able to produce a set of definitions.
Activities:
Time
Students activities
Role of the teacher
Material needed
Comments and
underlying questions
45 min
In 3 groups, the
students with the help
of dictionaries, the
teacher, internet and
the school library have
to come up with a
satisfying definition of
all 3 media: a proper
written definition in the
Mentor, guide,
dictionary, everything
except the usual role of
a teacher in class
(=frontal approach).
The teacher is a
resource person!
Monitoring.
Keep track of the



The classroom is only a
physical place where
each group has to
gather to organise at
the beginning and to
finalise their definition
and finally report.
Students should be
allowed to go to the
Access to internet
Dictionaries
15 min
15 min
15 min
target language.
lexical terms.
Each group presents
their definition to the
class.
Write the definitions on 
a ppt or word document 
visible to all students

so they can take notes.
Everybody is invited to
ask questions and
comment.
Moderator.
Provocateur.
They sort out the
questions of differences
and common points by
themselves.
They take notes.
Show examples of
strips to all the class
and see differences,
common points,
comment.
Gather information for
the students on ppt or
word available/visible
to all students in the
form of a table.
Encourage to comment
and add elements to the
previous table.

Computer
Projector
computer room and
library. As a place of
learning/teaching it
should be open.
Can we all agree on
one definition?
Are some definitions
offensive/provocative?
Ultimately, the students
should be aware that a
film/cartoon/strip is not
only a piece of art but
also a product designed
to be sold to targeted
audiences.
Items brought by
the students and the
teacher.
Homework for everybody:
Between lesson 2 and 3: viewing/watching of Persepolis
Lesson 3: What is the story of Persepolis? Who is Marjane (the main character)?
Duration: 2 school hours
Expected outcome: The students should be able to write a biography of the main character.
Assessment: The students write a biography of the main character.
Lesson 4: The book and the film
Duration: 2 x 2 school hours
Expected outcome: The students should be able to identify the main differences between Persepolis in its written form and
on-screen form.
Assessment: Next time.
Lesson 5: Why do we need a film?
Duration: 2 school hours
Expected outcome: The students should be able to discuss the idea: why do we need to adapt a book?
Assessment: The students will debate and give their opinion about which form of the media they prefer and why.
Lesson 6: My autobiography
Duration: 2 x 2 school hours with time in between to finalise their autobiography.
Expected outcome: The students should be able to create their own mini-autobiography, using film, graphic novel, written
story, photo story, CV.
Assessment: The students have created an auto-biography and they present their work.
They answer a questionnaire
Sources:
 Persepolis, written by Marjane Satrapi, reprinted by L’association in June 2007.
 Persepolis, directed by Marjane Satrapi and Xavier Rigault, 2007
 Film, an introduction, 4th edition, William H. Philips, 2009
 http://www.wikipedia.org
6. Philip Jacobs
Naslov
Splošni cilj
Ciljna skupina
Število udeležencev
Potrebno predznanje
Pričakovani rezultati
Dokazi za učni uspeh
Besedišče, jezikovne
strukture
Obravnavane
vsebine
Dejavnosti dijakov:
Dejavnosti učitelja
Primerjava pravljice „Sneguljčica“ s filmom „Sneguljčica in skrivnost palčkov“
Dijaki znajo primerjati literarno besedilo („Sneguljčica“ Grimmovih bratov) s filmom
posnetim po njem (igrani film „Sneguljčica in skrivnost palčkov“). Dijaki spoznajo
nemško pravljico in film v nemškem jeziku.
Dijaki z znanjem nemščine B1 ali višje, vsaj četrto leto učenja
8-20
- Splošno znanje o književni zvrsti »pravljica«
- Osnovni pojmi iz književnosti (zgodba, okvir dogajanja, način pripovedovanja)
- Osnovni pojmi iz kinematografije (režiser, producent, igralci, inscenacija, prizorišče,
gledalci)
- Pisanje spisov
- Znanje o avtorskih pravicah in pravilnem citiranju
- Dovolj znanja nemščine, da dijak razume pravljico in film ter lahko razpravlja o njih
in piše spis
Dijaki znajo prepoznati in primerjati jezikovne, slogovne in vsebinske elemente pravljice
in filma. Znajo uvrstiti pravljico in film v ustrezni časovni in kulturni kontekst. Dijaki
znajo razlagati različni kulturni pomen pripovedovane pravljice in filma ter oceniti njuno
različno delovanje na poslušalca oz. gledalca. Znajo razpravljati o razlogih za razlike med
filmom in pravljico.
1. Ustni prispevki dijakov (učitelj jih lahko zapisuje na obrazcu). Vsak dijak pride na
vrsto vsaj enkrat na šolsko uro. 2. Pisne domače naloge vsakega dijaka. 3. Pisna zaključna
naloga (spis) vsakega dijaka: Primerjava pravljice s filmom posnetim po njej
Ključno besedišče iz posamezne pravljice in posameznega filma, slog pravljice iz začetka
19. stoletja v primerjavi s slogom filma iz konca 20. stoletja, pojmi iz književnosti in
filma (prim. »potrebno predznanje«) v nemščini, jezikovna sredstva za tekstno analizo,
primerjanje književnosti, razpravljanje.
Ljudska pravljica, življenje in delovanje Jacoba in Wilhelma Grimma, primeri filmov
posnetih po pravljicah, lastnosti filma v primerjavi s književnostjo.
Dijaki povedo v nemščini, kaj vedo o nemških pravljicah in o Grimmovih bratih. Poročajo
o filmih posnetih po pravljicah, ki jih poznajo. Povedo učitelju in razredu, kaj vedo o
pravljici »Sneguljčica« in katere filme o Sneguljčici poznajo.
Skozi celo učno enoto prepisujejo tabelne podobe ter si zapisujejo nove besede ali
vsebine.
Dijaki berejo pravljico »Sneguljčica« v nemški originalni verziji Grimmovih bratov.
Uporabljajo slovar in vprašajo učitelja ali tudi sošolce, če imajo težave z razumevanjem.
Delajo si zapiske o osebah in drugih vsebinah ter o značilnih jezikovnih strukturah.
Doma napišejo povzetek vsebine pravljice. Navedejo vse osebe in karakterizirajo vsako
osebo. Opišejo prizorišče dogajanja.
Dva ali trije dijaki preberejo svoj povzetek vsebine. Vsak od ostalih prebere opis
posamezne osebe iz zgodbe. Poslušajoči si delajo zapiske in primerjajo s svojim delom.
Dijaki skupaj gledajo nemški film „Sneguljčica in skrivnost palčkov“ („Schneewittchen
und das Geheimnis der Zwerge“) iz leta 1991. Delajo si zapiske o osebah, prizorišču,
zgodni in jezikovnih strukturah.
Doma napišejo povzetek vsebine filma, karakterizirajo vse osebe in primerjajo jih s
pravljico.
V razredu primerjajo in razpravljajo o razlikah med filmom in pravljico glede zgodbe,
oseb in njihovih lastnosti, prizorišča, sloga in delovanja na poslušalca ali bralca oz.
gledalca. Pri tem govorijo tudi o času in kulturnem kontekstu, v katerem je nastala
pravljica oz. film.
Vsak dijak piše spis s pribl. 1000 besedami na podlagi že narejenih domačih nalog in
zapiskov. Raziskuje tudi dodatne informacije iz sekundarne literature (knjižnica, internet).
Učitelj vodi dogajanje v učilnici kot moderator. Povzema prispevke dijakov v preglednih
tabelnih podobah. Na tabli tudi zapisuje pomembne besede ter jih smiselno povezuje.
Učitelj pripravi originalno besedilo pravljice ter ga fotokopira za dijake v primernem
številu. Podpira dijake pri razumevanju besedila in spoznavanju značilnih slogovnih
elementov.
Učitelj priskrbi DVD, upravlja DVD predvajalnik in nadzira dijake med gledanjem filma.
Literarno besedilo,
film
Mediji, pripomočki
Trajanje
Časovni potek
Pomaga pri težavah razumevanja filma ter ga evtl. prekine za razlago.
Učitelj da jasna navodila za izdelavo domačih nalog in zaključne naloge. Pogovarja se z
dijaki o njihovih izdelkih individualno ali pred razredom.
Kot naravni govorec je v posebni meri sposoben dijakom pomagati pri spoznavanju
različnih jezikovnih ravni, slogov, arhaičnih jezikovnih elementov ali namigov v govoru.
Isto velja za jezikovno kompetentno svetovanje za izdelavo pisnih nalog.
- Jacob und Wilhelm Grimm (ed.): Schneewittchen (deutsch)
- Film Schneewittchen und das Geheimnis der Zwerge (D/ČSFR/I/E 1991 mit Gudrun
Landgrebe, Eberhard Feik, Dietmar Schönherr, 87 Minuten)
Tabla in kreda, svinčnik in papir, berilo (pravljica), DVD predvajalnik in videoprojektor,
DVD, sekundarna literatura iz knjižnice ali interneta, slovar (Debenjak)
6 šolskih ur pouka, 2 šolski uri ogled filma, v 4 časovnih enotah. Petminutne individualne
konzultacije po dokončanju zaključnega spisa (2 šolski uri). Skupaj 10 šolskih ur.
1. dan (90 minut). Cilj: Dijaki znajo prepoznati in karakterizirati besedilo pravljice ter ga
uvrstiti v njegov zgodovinski kontekst. Spoznajo pravljico „Sneguljčica“ v nemškem
originalu. Dejavnosti/ Vsebine: Življenje in delovanje Grimmovih bratov (kratko
besedilo). Kaj je pravljica? (povzetek) Kaj veš o Sneguljčici? Skupno branje pravljice
„Sneguljčica“. Domača naloga: Povzetek vsebine, karakterizacija oseb.
2. dan (90 minut). Cilj: a. utrjevanje od 1. b. Dijaki znajo našteti razlike v strukturi in
delovanju med filmom in literarnim besedilom. Dejavnosti/Vsebine: a. Branje
domačih nalog in kratka razprava. b. Kratko strokovno berilo o filmih. Povzetek
lastnosti filmov. Kateri filmi so posneti po pravljicah, kateri po pravljici
„Sneguljčica“? Povzetek podatkov o filmu, ki ga bodo gledali.
3. dan (90 minut): Cilj: Dijaki spoznajo film v nemščini, ki je bil posnet po pravljici
„Sneguljčica“. Dejavnosti/Vsebine: Skupen ogled filma „Sneguljčica in skrivnost
palčkov“. Domača naloga: Povzetek vsebine, karakterizacija oseb in primerjava s
pravljico.
4. dan (90 minut). Cilj: Dijaki znajo prepoznati in obrazložiti razliko med filmom in
literarno osnovo. Znajo uvrstiti film v njegov zgodovinski in kulturni kontekst.
Dejavnosti/Vsebine: Branje domačih nalog, primerjanje in skupna razprava o razlikah
med filmom in pravljico. Priprava dijakov na zaključni spis, delovna navodila.
Domača naloga: Zaključni spis.
5. Individualne konzultacije
6. dan (90 minut). Cilj: Dijaki znajo prepoznati in karakterizirati besedilo pravljice ter
ga uvrstiti v njegov zgodovinski kontekst. Spoznajo pravljico „Sneguljčica“ v
nemškem originalu. Dejavnosti/ Vsebine: Življenje in delovanje Grimmovih bratov
(kratko besedilo). Kaj je pravljica? (povzetek) Kaj veš o Sneguljčici? Skupno branje
pravljice „Sneguljčica“. Domača naloga: Povzetek vsebine, karakterizacija oseb.
7. dan (90 minut). Cilj: a. utrjevanje od 1. b. Dijaki znajo našteti razlike v strukturi in
delovanju med filmom in literarnim besedilom. Dejavnosti/Vsebine: a. Branje
domačih nalog in kratka razprava. b. Kratko strokovno berilo o filmih. Povzetek
lastnosti filmov. Kateri filmi so posneti po pravljicah, kateri po pravljici
„Sneguljčica“? Povzetek podatkov o filmu, ki ga bodo gledali.
8. dan (90 minut): Cilj: Dijaki spoznajo film v nemščini, ki je bil posnet po pravljici
„Sneguljčica“. Dejavnosti/Vsebine: Skupen ogled filma „Sneguljčica in skrivnost
palčkov“. Domača naloga: Povzetek vsebine, karakterizacija oseb in primerjava s
pravljico.
9. dan (90 minut). Cilj: Dijaki znajo prepoznati in obrazložiti razliko med filmom in
literarno osnovo. Znajo uvrstiti film v njegov zgodovinski in kulturni kontekst.
Dejavnosti/Vsebine: Branje domačih nalog, primerjanje in skupna razprava o
razlikah med filmom in pravljico. Priprava dijakov na zaključni spis, delovna
navodila. Domača naloga: Zaključni spis.
10. Individualne konzultacije
7. Andrea Jadrzyk
Overall Aim:
At the end of this unit, students will be able to compare the printed form of a media text (A Clockwork Orange)
with its visual media production (A Clockwork Orange).
Targeting:
Grade: 3rd and 4th (Age 17 – 18)
School Level: High School Students
Maximum number of students: 10
Prerequisite for course:
-
Students must have already read the novel in question
Some knowledge of literary elements (plot, setting, character portrayal, etc.)
Basic knowledge of note taking
Basic knowledge of essay writing
Higher level of English
Learning Outcomes:
Students will be able to:
- identify and compare various narrative elements (plot, characters, setting, etc.)
- identify constraints on the part of the film production and the resulting script changes (production budget, time,
etc.)
- compare and discuss similarities and differences present in the film and the novel
- present their preferences towards these similarities and differences and arguments in an essay to describe their
effect.
Language structures involved:
- vocabulary necessary to accurately compare the two including useful phrases and vocabulary for both literature
and cinematography (setting, protagonist, antagonist, mood, camera angles, lighting, sound effects, etc.).
Content involved:
-
vocabulary: unofficial in-class assessment of their previous knowledge (in terms of literary and cinematography analysis)
and the addition of new, more extensive terms and phrases.
Evidence of outcomes:
-
-
-
Students can discuss the novel and their opinions on it.
(Assessment: group work and discussion)
Students identify the general similarities and differences between the film and the novel.
(Assessment: in-class discussion, note taking)
Students identify and compare the narrative aspects of the text and the film (plot, setting, point of view, mood,
etc.).
(Assessment: group work, reporting)
Students can describe the effect the said differences have on the reader / viewer (if the film has a stronger
impact on them than the novel or vice versa) and why.
(Assessment: group work, reporting)
Students can discuss the choices of the author and / or director in portraying the events of the plot and
speculate as to reasons for these choices.
(Assessment: in-class discussion)
Activities of Students and Teacher
Student Learning Activities:
- practical use of the acquired knowledge
- participating in class discussions
- note taking
- group work
- online research
- essay writing
Teacher Activities:
- monitoring
- providing and teaching the necessary information (vocabulary, background information on the film and
novel, useful phrases for essay writing, etc.)
- offering support throughout the course (discussions, group work, essay writing
- guiding pair work and leading discussions
1st block hour:
TIMING
STUDENT ACTIVITY
10’
The students listen and then introduce
themselves to the class.
15’
Students listen and tell each other about
their experiences with such films (what they
liked, did not like, why things were added /
left out, etc.).
10’
Students tell me what they thought of the
book as a whole and why (if they liked it
and why or why not) in order for them to
express an honest opinion on the subject
matter.
45’
Each group of students discuss an aspect of
the novel and make notes of their
conclusions. They then report back to the
class. Students add to the findings of the
other students and disagree if necessary.
10’
Students listen and complete their notes
where necessary and take note of what
should be done by the next meeting. This
will allow them time to prepare for the inclass essay (research).
TEACHER ACTIVITY
Introduce myself and invite the students to do the
same.
I ask students to tell me what they know about books
that have been made into films (the response it
generates, differences, similarities, etc) to establish a
basis for discussion.
I make sure everyone has read the book and ask each
student to give me their general opinion on it in order
to establish their opinions and preferences.
I encourage students to discuss certain aspects of the
novel (character portrayal, metaphors, the setting,
potential symbols…) in groups to get them thinking
about subject matter beyond the storyline and then
report their findings back to the class. Students are
encouraged to add to or disagree with anything that is
said.
I quickly sum up what has been said and inform
students that we will be watching the film during the
next block hour. Students are encouraged to do some
research on the movie in advance (budget, director,
locations, etc.). I inform them that they will be writing
an essay during the last lesson to compare the aspect
of the film and movie that most intrigued them.
Expected Outcome:
Students are able to express their opinions and discuss general aspects of the novel in order to help them
deconstruct the novel into its narrative elements.
(Assessment: group work, discussion)
2nd block hour:
TIMING
STUDENT ACTIVITY
90'
Students watch the movie and make notes
on anything that find interesting / relevant
(similarities and differences between the
book and the movie).
TEACHER ACTIVITY
I monitor the students and encourage them to take
notes for later (as they will be useful for a discussion /
essay).
Expected Outcome:
Students take notes that will be useful for further discussion and are encouraged to pay attention to aspects beyond
the storyline in order to deepen their comparative capabilities.
(Assessment: note taking)
3rd block hour:
TIMING
STUDENT ACTIVITY
±20'
Students watch the end of the movie.
10'
15’
Students tell their opinion to the class and
elaborate on the reasons for their opinions.
Students listen and ask questions when
something is unclear.
35’
Students get into groups and discuss any
relevant issues within their topic, making
notes to present later. They agree, disagree
or add to what has been said.
10’
Students listen and make note of what they
will need for the next hour.
TEACHER ACTIVITY
If 90 minutes was not enough time to complete the
film, I play the end for them.
I ask the students for their overall opinion of the film
and whether or not they preferred the novel.
I explain the necessary vocabulary that may be useful
for the following discussion and write all the words
and phrases on the board (or give a handout instead).
I put the students into groups and ask each group to
discuss, for example, Violence as a Constructive
Element of A Clockwork Orange and compare the
novel and film in this respect. I guide the discussions
and provide them with the essay criteria. They are
instructed to make notes on their final conclusions
and to present them to the class at the end. Students
are encouraged to agree, disagree or add to what has
been said.
I sum up what has been said and inform the students
to choose the aspect of the movie / book to discuss in
an in-class essay which they will write the next hour.
They may bring relevant information with them
(quotes, etc.) as well as any dictionaries they may
require.
Expected Outcomes:
By the end of the lesson, students will be able to investigate, discuss and argue their opinions concerning an essay
topic allowing them to make comparisons between the film and the novel.
(Assessment: group work, in-class discussion)
4th block hour:
TIMING
STUDENT ACTIVITY
5’
Students listen and show their teacher what
they have brought with them.
80’
5’
Students listen and begin to write their
essays only using materials that have been
approved by the teacher.
Students listen and write down their e-mail
addresses for their teachers (if they do not
have access to email, then they provide their
mailing address).
TEACHER ACTIVITY
I seat the students apart from one another in the room
and give them paper to write on. I inform them of the
amount of time they have (until the end of the block
hour) to finish. I repeat the list of supplies they are
allowed to have and check to see that they have not
brought anything else.
I instruct them to begin and monitor their progress (let
them know how much time is left, etc.).
I collect their papers and inform them that they will
receive comments on their work via e-mail and they
can arrange to collect their papers (if they want them
back) at a later date.
Expected Outcomes:
By the end of the lesson, the students will be able to write a cohesive comparative essay identifying narrative
elements and their use to describe the effect they have on the viewer / reader.
(Assessment: essay writing)
The papers are corrected and either posted to the students via e-mail along with the teacher's comments, posted via
regular mail to the student's home address or an informal meeting between the teacher and the students can be
arranged so that comments may be discussed.
Teaching and learning tools and resources:
- a television with a DVD player
- a blackboard / whiteboard
- markers
- Book: A Clockwork Orange by Anthony Burgess (1962)
- Film: A Clockwork Orange by Stanley Kubrick (1971)
8. Christian P. L. Johnston
Stephen King 'The Body' (a novella)
vs
Rob Reiner 'Stand By Me' (89 minute movie)
Objective:
To write an analysis of a character from the book 'The Body', based on the themes played in the story
(relationships, society, hopes etc). Then write another analysis of the character in the movie 'Stand By Me' and
compare the two.
What will be targeted:
Reading comprehension
Character descriptions (focussing on descriptive literature)
Relationships
Goals
Comparatives
Writing
Pre-requisite:
Students should read the book before the course. It's a short book (110 pages)
What will be needed:
9 Copies of 'The Body' by Stephen King
A classroom with projector, computer and speakers
Whiteboard or smartboard
Students will need pen and paper
Suited for:
2nd to 3rd grade students
Time required:
9 classes
1 introductory class (to be done three weeks prior to block units)
1 block of 3 units
1 block of 5 units
DAY 1. 40 minute class
Objective and time required
Students role
By the end of this class students will Listen, express their desire to either be
know what they have to do in
a part of this work or not.
regards to this comparison
workshop.
10 – 15 mins
Teachers role (and notes)
To hand out the books and
allocate characters among the
students (one main and one second
tier)
Main characters:
Gordie Lachance
Chris Chambers
Vern Tessio
Teddy DuChamp
2nd tier characters:
Ace Merrill
The Writer (Gordie Lachance)
Denny Lachance
Billy Tessio
The store clerk: A very different
character (movie vs book)
To test students current ability in
describing a character
25 mins
Students list some of their favourite
movies and the characters that star in
those movies. They then
write down some descriptions of these
characters.
Eg.
Batman
Shrek
John Smith from movies x,y,z
Keep these descriptions for
evidence of learning.
Characteristics should be as in depth as
possible and answer questions such as What shaped the character to be the
way they are?
Share descriptions
Day 2 (to be had once students have read the book) 3 units
Objective and time required
Students role
Teachers role (and notes)
By the end of this stage, students
should be able to identify,
understand and paraphrase
descriptive passages from the book.
(40 mins)
Take phrases, sentences and paragraphs
that describe a character directly from
the book and summarise these
descriptions into single
adjectives/adverbs, or paraphrase the
meaning/description in their own
words.
Help students as required.
Students should be able to identify
the characteristics and themes
surrounding the characters in the
book.
Discuss and write.
(30 mins)
Students need to look at the following
areas:
Physical features, personality,
relationships, history, life challenges,
goals and dreams. Look at their role in
the book, what is the character plot?
Prompt and discuss.
At the end of this unit students will
have practiced comparative
discussion.
Students should say how the characters
made them feel. The characters of the
book all have different and interesting
relationships amongst each other, their
families, the town and community. The
issues these characters face could be
issues that the students face here today
in Slovenia.
Describe how life was for you as a
student/youth. What was the
community, family, school,
socioeconomic background,
challenges etc that you faced as a
student/youth?
(25 mins)
Note some of the most interesting
ways the author has described his
characters.
(to be used later)
Get the students to relate their lives to
the characters in the book and the
teachers life in his/her home town
growing up.
For students to use some of Stephen
Kings descriptive terminology and
apply it to situations outside of the
book, as discussed above)
It is important that the students practice This practice will be used to
and use some of the descriptive
describe the characters again later.
terminology that Stephen King uses in
the book. Then they can apply it to
different characters they may know.
(15 mins)
To come up with a basic plan to
facilitate comparative note taking.
(10 mins)
Put a plan down on paper. Work
together in groups to do this.
This should be laid out in a format
that will make it easy to reference
and compare while watching the
movie.
Day 3, 5 units
Objective and time required
Students role
Teachers role (and notes)
Watch movie and note similarities
and differences of the characters.
(95 mins)
Each student to focus on their two
characters. One main role, one minor
part.
Make sure students work sheets are
up to scratch.
Students should compare the final
conclusion (the epilogue) of the
movie to the conclusion in the book.
15 mins
Students can write and discuss how
The end of the movie and book are
they feel about the ending of the movie quite different, so it works as a good
in regards to their characters and take
comparison.
comparative notes to be used later.
Students should identify and come
up with key questions that can be
used to compare the book to the
movie.
15 mins
What is different?
Think of reasons as to why they are
different?
Where there any scenes that were left
out that you thought important?
Did your character look, seem, act like
you expected?
Facilitate the students to come up
with questions like these:
Was the movie able to convey the
character to a satisfactory level?
If it was your movie what would you
have done differently?
To get students to think critically of Answer the questions raised in the
the movie.
previous section.
25 mins
Students should apply their new
found knowledge of describing
characters from the book to now
describing characters in the movie.
15 mins
Paraphase the answers to the above
Help students by being there with
questions and use what they have
them and checking them as they go.
learned from describing the characters
in the book and apply this to the movie.
Write a comparative piece on the
two characters looking at the
differences and similarities then
present it to the class.
40 mins
Most of this has now been done so the
students just need to correlate all what
they have done so far and put it
together on one page then presnt it to
the class.
Facilitate this and keep final
comparative piece for evidence of
learning.
Correct and give feedback to each
presentation and essay.
9. Gerosa Lambergar
Učna tema
Razred
Overall aim
Znanje nemščine
Časovni okvir
Learning outcomes
Language structures
involved
Content involved
Evidences of outcomes
Student learning
activities
Teacher activities
Primerjava knjige »Am kürzeren Ende der Sonnenallee“ od Thomas Brussig, 1999 z
filmom „Die Sonnenallee“ von Leander Haussmann, 1999
3. in 4. letnik, do 20 dijakov
By the end of this unit, students will be able to compare the printed form of a media text
with its visual media production
Nadaljevalno
Branje knjige je bilo storjeno doma kot domača naloga pred pričetkom tega učnega
sklopa, v pouku se bo bralo samo določene in ključne pasaže
Ta učni sklop je koncipiran za 5 blok-ur. V prvi blok-uri je ogled filma, za naslednje 4
blok-ure pa veljajo razlage, ki tukaj sledijo:
The students will be able to:
1. ugotoviti, da je narava obeh medijev različna in da je zaradi tega težka direktna
primerjava teksta in filma. Znali bodo primerjati strukturo filma in teksta:
Kakšen je začetek v knjigi / v filmu? Ali so kakšne pasaže prestavljene /
skrajšane? Kako konča knjiga / film?
2. ugotoviti, da je snemanje filma krajši od knjige, ampak kako so te določene
teme vseeno prikazane v filmu. Ugotovijo tudi, da ima film nove možnosti,
nove perspektive pripovedovanja.
3. primerjati osebe oz. karakter
4. prikazati pomen glasbe v filmu ter vseh dodatnih zvokov
- Novo besedišče (dijaki bi lahko naredili en slovarček k tej temi oz. k tem
sklopu)
- Analiza konkretnega tekstnega odlomka in primerjava tega odlomka z filmsko
sceno oz. z vizualizacijo: Kaj bi pri tem izpostavili? Katere dialoge ali stavke so
spustili? Kaj so dodalo? In zakaj?
Vsebina knjige in filma je življenje v Vzhodni Nemčiji v 80 tih letih. Opisani so 17letni
najstniki (zato sem tudi zbrala to knjigo, da bi se dijaki znali čimbolj identificirati s to
temo), ki živijo v Vzhodnem Berlinu in njihove izkušnje s takratnim konfliktom med
Zahodom in Vzhodom. Pred ali po obravnavi tega učnega sklopa, bi bilo smiselno
dijakom prikazati zgodovinski pregled tega časa v Nemčiji. Npr: Delovni list: »Nemčija
po II Svetovni Vojni« (delitev Nemčije, zgodovinska vloga Berlina po II Sv. Vojni,
zgradba Berlinskega zida, padec zida, …) Tukaj je treba tudi omenit, da je bila najprej
napisana filmska knjiga za film »die Sonnenallee« pri kateri je Thomas Brussig
sodeloval. Ko je bil Film narejen, se mu je zdelo, da je treba še več povedati o življenju
v Vzhodni Nemčiji v tistem času. Zaradi tega je potem še roman »Am kürzeren Ende
der Sonnenallee“ napisal.
1. dijaki ugotovijo, da je knjiga roman, medtem ko je film komedija.
Učna metoda: razgovor, razlaga (tabelarično)
2. dijaki ugotovijo, da so v knjigi večinoma prosateksti, v filmu pa dialogi ali
dramatične scene
učna oblika: delo v dvojicah in poročanje
3. dijaki naredijo seznam vseh oseb v grafični obliki, katera tudi vsebuje razmerje med
osebami in funkcije. Nato primerjajo osebe romana in filma
assessment: delovni list
4. dijaki ugotovijo, da so filmska glasba in vsi ostali zvoki ključnega pomena in
naštejejo njihove različne funkcije pri dejanju, pri dramatizaciji
Branje knjige in ogled film (kot zgoraj omenjeno)
1. primerjava obeh medijev v tabeli (obliko in potek zgodbe)
2. dijaki naj poskusijo en primer prosateksta pretvoriti v dialog oz. v sceno, da bi
boljši videlo razliko in to potem komentirali
3. nalogo opazovanje in karakteriziranje glavnih oseb, ter primerjavo (oseb knjige in
Filma) dobijo in rešijo dijaki v prvi blok-uri med gledanjem filma
4. dijaki naj interpretirajo filmske scene pri izključenem zvoku, da bi spoznali pomen
in obratno naj komentirajo en del, ki ga samo poslušajo
1.-4. Razlaga besedišče, nadzoruje in vodi delo v dvojicah in skupni razgovor,
dopolnjuje dijake pri predstavitvi njihovih nalog in pri poročanju njihovih rezultatov,
pregleda pisne izdelke in jih po potrebi popravi
Sequencing an timing of activities:
Doma:
individualno branje knjige
Prva blok-ura:
skupni ogled filma v šoli
1.
primerjava medijev (genre, ….)
2.
podrobnejša primerjava tekstov, dialogov, scen
3.
glavne osebe
4.
glasba in ostali efekti
Teaching and learning tools and resources:
- Roman »Am kürzeren Ende der Sonnenallee“ von Thomas Brussig, 1999
- Film „Die Sonnenallee“ von Leander Haussmann, 1999
10. Maja von Lehe
„Comparison of a printed form of a media text with its visual media production“
Framework:
Target group: 6-16 B2 level late teenage students
Time frame:
6 lessons, 13 hours of homework (As a variation, part of the homework could be done in lesson form.)
General outcome (as given at the seminar in Bled):
By the end of the lesson unit the students will be able to compare the printed form of the novel “Crazy” by
Benjamin Lebert with its film “Crazy” by Hans-Christian Schmid. (A story written by a 17 year´s old about the life
of a handicapped teenager in a boarding school.)
Lesson plans:
1. block
Outcome
Becoming focused on the
topic.
student´s activity
teacher´s activity
Brainstorming and mind
mapping in 3 groups about
the topics „teenager
problems“,
„life as a handicapped
person“, „life in a boarding
school“
Introduction of the 20´
topic,
writing the mind
maps of the students
on the board.
Train to make notes while Watching the movie, making Giving instructions
watching a film.
notes about the main
about what/how to
characters, the plot, the main make notes
themes (s. above) and the
settings
Time Material
used
93´
Evidence of
outcomes
pen+paper Mind maps,
board
made by the
students
DVD
projector
Notes
2. block
Outcome
understand the content of
a whole, simple
structured novel after
having watched the
corresponding film =
learn/practise to
understand a long,
authentic text, even
when some of the
vocabulary stays
unknown
excerpting certain details
student´s activity
teacher´s
activity
Homework:
- reading the book (e.g.
during the holidays),
- making notes about the
main characters, the plot, the
main themes and the settings.
Time Material
used
Evidence of
outcomes
10
one book
hours per
student
s. next block
3. block
Outcome
student´s activity
Learn/practise the vocabulary Underlining the characteristic
and the structures neccessary phrases used to summarize
to summarize orally a long text within that text. (e.g. „The
main characters are..“, „The
plot is about..“)
teacher´s
activity
Time Material Evidence of
used
outcomes
- handing out a 20´
short summary
of a(nother)
book as a text
- explaining
unfamiliar
vocabulary.
hand-outs
Outcome
student´s activity
teacher´s
activity
- Use the vocabulary and the
structures neccessary to
summarize orally a long text.
In class:
- summarizing orally the
content of the novel
Time Material Evidence of
used
outcomes
20´
- Assessing
students ability
to orally
summarize a
book.
- reporting the results of the
their specific tasks (defining
the characters etc.).
- Writing the
30´
results (and
some new
vocabulary) on
the board.
- Checking the
notes made at
home.
Outcome
student´s activity
teacher´s
activity
Students are able to use
language structures for
comparisons
Students are able to detect the
differences and similarities
between the written and filmed
version and find (possible)
reasons for them.
4. block
Time Material
used
Evidence of
outcomes
Repeating language structures Repeating
for comparisons filling in a
language
worksheet
structures for
comparisons
with a
worksheet
20´
- board
- worksheet
Filled in
worksheets
In groups, finding answers to
the questions: „How are the
thoughts of the main character
presented in the book/movie?
Why?“
„Which situations/scenes are
only to be found in the book/
movie? Why?“
„What are the content focuses
of the book/movie? Why?“
20´
board
Oral
assessment
during the
class
discussion.
Students are able to orally state Present and discuss the results Writing the
the differences and similarities to the whole class.
results on the
between the written and filmed
board.
version and give (possible)
reasons for them, using
approbiate language and
structures.
30´
5. block
Outcome
student´s activity teacher´s activity
Time
Evidence of
outcomes
Students are able to state the
differences and similarities
between the written and filmed
version and give (possible)
reasons for them, using
approbiate language and
structures in a written form.
Homework:
correcting the essays
writing an essay,
comparing the
novel and the film.
Students:
4 hours
Assessing the
essays
Giving individual
feedback about the
essays.
Depending on the
number of
students.
Variations:
To continue this lesson unit, e.g. teaching „writing a critic“, letting the students write one as a final output.
11. Andrea Leone
The unit is based on the analysis of the autobiographical novel “Il mondo deve sapere” (The world must know) by
Michela Murgia and the film “Tutta la vita davanti” (Whole life ahead) (directed by Paolo Virzì) inspired by the
novel. The media text has been released in 2006 and the film in 2008.
The main topic dealt is the life of a young girl who has just finished a brilliant career at University and is facing
thousands of difficulties to “build” her future through an employment. She will soon discover the meaning of
struggling to get a satisfactory job, the economical independence and the biggest problems of life such as
depression and death.
Marta, the main character, is constantly living between her “philosophical world” concerning a fake reality, and the
real world and its problems. As soon as she gets an honour degree in philosophy, Marta looks for an employment
and she tries to reach her desired position in every possible way; she is confident that her talent would be
recognised by someone who will offer her an interesting opportunity. But soon she will realise that the reality is far
different from what she has been expecting...
Description of the unit:
Pre-task: the students are asked to read the book in a period of time of 3 weeks.
The activity is designed for students of the 4th grade of secondary school or advanced learners (B2 level).
By the end of this unit students will be able to:
- compare and contrast the parts of a media text (book) with its visual media production (film) through the
attentive analysis of the characters, settings, sequence of topics and elements stressed in the narration
- justify the preferences of the author of the book and the director of the film when putting in evidence some
particular aspects of their works
- compare and understand the specific language and narrative style of the book and the film
Language structures involved:
- the lexicon of work and education
- how to write a formal letter (motivation letter)
- revising the conditional and the use of subjunctive
Content involved:
- how to analyse a media text and a visual media production and the way they communicate the dealt topics: job,
Italian educational system, temporary employment and economy
- analyse and discussion supported by worksheets, essays, guidelines
- support the contents with written texts extracted from the film to be compared and contrasted with passages
from the book
- role plays concerning the different positions of a company and simulation of a job interview
- elaboration of a Decalogue on how to pass successfully a job interview
- writing a formal letter in answer to a magazine advertisement
Evidence of outcomes:
- the students can produce a physical and psychological description of Marta, the main character, the rest of the
characters and the way and order they are presented in the book and the film
(assessment: group work, reporting)
- the students recognize the aspects put in evidences in the book and in the film
(assessment: reports containing quotes and arguments from the book and the film)
- the students can compare, contrast and justify the sequence of the narration of the book and the film
(assessment: group work, class discussion)
- the students can understand the language and the stylistic choices of the book and the film dialogues
(assessment: questionnaire)
Student/learning activities:
- autonomously read the book
- think and express the strengths and abilities of a candidate of a job position
- give pieces of advice on how to be successful in an difficult situation
- expose and solve problems
- discovery of the lexicon of work
- use of the grammar tools needed to succeed in an appropriate formal communication
- comparison of the Slovene school system with the Italian one
Teacher activities:
- production of a questionnaire to investigate the expectancies of the pupils about the way the film is showing the
main character, the working environment and the rest of the figures shown both in the book and the film
- design an analysis worksheet to be filled by the pupils while watching the film
- create a list of settings and situations for the role-plays
- give pupils some articles concerning the hardship of young precarious workers to be analysed
- explain the Italian school system
Teaching and learning tools and resources:
- a copy of the novel per each pupil
- a dvd player or a computer connected with a projector and a speaker system
- photocopies of the worksheets
1st phase: global knowledge and motivation (2 hours)
STUDENT/LEARNING ACTIVITIES
-
imagine an ideal future
think and describe the experience of finding a job
from parents or friends
reading the book
analyse the language of job and make some
examples
exercise on the language structures involved
TEACHER ACTIVITIES
-
-
ask about the ideal job position
write a worksheet to be filled with a questionnaire
about the research that pupils made
write a box to be filled by the pupils about how the
main character is shown in the book and imagine
how she will be in the film
explain the language of job
explain the semantic field of job (verbs, nouns,
refrains)
2nd phase: analysis (4 hours)
STUDENT/LEARNING ACTIVITIES
-
watching the movie while filling the worksheet
provided by the teacher
analyse the content and compare with the book
(topics, characters, language)
TEACHER ACTIVITIES
-
provide pupils a worksheet to be filled during the
projection of the film
observe, check and correct the evidence of
outcomes
3rd phase: synthesis (2 hours)
STUDENT/LEARNING ACTIVITIES
-
create a dialogue/role play simulating a job
interview
write a formal letter/motivational letter in order to
apply for a job position
TEACHER ACTIVITIES
-
give the guidelines for some job
situations/advertisement from a newspaper
explain how to write a good formal
letter/motivational letter
12. Mary Ellen Ramasimanana Virtič
The lessons will be based on the printed form of »Cendrillon ou la petite pantoufle de verre« tale written by Charles
Perrault in 1697
AND THE VISUAL MEDIA PRODUCTION (FILM) »CENDRILLON OU LA PETITE PANTOUFLE DE
VERRE« French version,
ADAPTED FROM THE PERRAULT'S VERSION, BY WALT DISNEY PRODUCTION in 1950
In 1695, when Charles Perrault was 67, decided to dedicate himself to his children and plublished Tales and Stories
of the Past with Morals. »Cendrillon« is the first story in this plublication. Its mad him suddenly widely-known and
marked the begginings of a new lirerary genre, the fairy tales. The oldest version of the tale.
In 1950, after 2nd world war, the Disney productions had a critical finacial problem. The story of »Cendrillon« is
universal. So, Walt Disney choosed the french version, and »betted« for the future of the house. He won because
the movie was a real success and bailed out the firm that we know till today.
My choice was guided firstly by the place that took »Cendrillon« in the career of Perrault and the fate of Walt
Disney. Secondly, by the thinking that fairy tales are following each of us during our life. In our childwood, it has a
big place because each evening when mothers read these stories, we enjoied these moments, and it was feeding our
imagination for how life is going, to which person I identify myself, how I would deal with problems if I would be
in the place of the hero. Later, when we are growing, it still have his place in our way of thinking, of ordering our
life. The hope of a better life help us to look through and to fight the good fight. In the other hand, cartoons, and
specially from Disney, became a part of references of commun knowledge for all children in the eastern countries.
- The course is planned for 5 sequences/ teaching hours on the basis of block sheduling
- (90 mn).
- The public will be students from 3rd or 4th year of high school.
- Number of students: 12 to 16
- Required minimum knowledge :
- B1 – B2 level in accordance of the european references
- Some knowledge of literary genre
- Knowledge of discussing ( debate main rules)
- They know how to write an essay
- They know how to search and look informations in internet (in French)
-
The book will be presented (the cover page) in French. The text will be printed from internet and will be
readed during my couse. It's short so we can effort to do this. The film will be seen in french (with french
subtitles) in extra hour.
Overall aims
The students will be able to compare the printed form of a media text (book) with its visual media production.
The students will be able
1. To discribe and to define media genre (book – fairy tale / film –cartoon)
2. To discribe, to compare and to make a synthesis book / movie
3. To discuss and give their opinion
4. To debate and to compare the »moral« in both media
5. To create and to write a short scenario
Language (stucture) involved
1. to express/define the structure of a fairy tale (beginning, middle, end ; formulation ) and a cartoon (where, who,
how)
2. Use of the past tense (passé composé et imparfait) (to know the use of passé simple) in french: to express, to
classify and to paint (not learning)
3. Use expression about giving opinions
4. Expression for debate : protesting, expressing feeling, asking for opinion, contesting
5. Conjonctions / adverbes de coordinations
Content involved
1.
2.
3.
4.
5.
6.
Vocabulary for fairy tales
Vocabulary to describe a person (physical and moral)
Vocabulary about family – relation between members
Vocabulary about housework specially for girls/women (look for the same specially for boys/men)
Historical content : French society in XVII century
Vocabulary of »magic« ... and »fabulous« , the »real« and »fiction – unreal
Evidence outcomes
Students will know :
1. To analyse and to identify structure and form of literary genre a fairy tale and compare with the cartoon
2. How to summarize the story
3. How to compare/differenciate the same character in both document and to debate about the differences.
4. How to analyse and express their opinion what is the goal of tales ? (to give a moral lesson)
5. How to express in an essay their point of view
6. How to write a script for a modern version of »Cendrillon« in year 2011 to express / to use their knowledge and
experience of life.
Students learning activities
1. First teaching hour (90 mn)
To read together the text and take note to define the structure. To look chosen extract of the film to help students to
see the structure as they can compare both form. To make supposition why both version will not be similar.
Assessment: Make a personnal research and summarize to show the structure of both genre. (Fairy tale: short –
Film : long ) It makes the producer »adding« details
Individual work
After, we will look in extra-hour the movie (all) as we can continue the work of comparison (before the second
teaching hours)
2. Second teaching hour (90 mn)


To describe and to compare the characters : main characters and secondary characters in both media. To make a
synthesis and to give their opinion. For help : compare the illustration in the cover of the book with the poster
of the film
To answer to the question : why it's different ? (because of culture : to compare french character and culture
and France in the end of 17th century to american point of view in beggining of 20th century)
Assessment: Make a table showing what is similar and difference and to give their point of view like analyse
Work in pair
3. Third teaching hour (90 mn)





To analyse, to compare and to discuss about the role of the magic in both media.
How it's shown in the movie ? Do we believe that it's exist in real life ? What kind of »magic« can we meet in
our today's life ?
To compare what/who is »good« and »bad« ? What/who brings good things, good thinking, makes good acting
? and the opposite way ? what you think about it ?
Debate between two groups : 1st group -> argue that magic exist and try to prove it
2nd group -> argue that magic doesn't exist and try to prove it.
Assessment: one from each group take note about the mains arguments and examples
Class is splited in two groups
4. Fourth teaching hour (90 min)


To discuss and to give their point of view about girls and women condition of life in our society (eastern).
From the book and the movie, describe how girls / women are leaving. To compare with our today's life :
housework, education, position in the society, (reasons for) marriage (main goal in life ?).
To not judge but to defend his own opinion
Assessment: Make a poster or a power-point presentation to compare girls-women life before and today (in 20102011)
Work in little groups (3 or 4 maximum)
5. Fifth teaching hour (90 min)
To debate about the »moral«. Why it's written in the end ? Does it exist in the movie ? in which form ? Do you
agree with the author ? Why no ? Why yes ? Is it a pure fiction?
Assessment: Write an essay : To which character do you fell the most closer to your own character ? Can you say
if you are a good or a bad person ? Illustrate your answer with examples from both media (book – film)
»Cendrillon«.
Individual work
6. Final assessment:
To write a short scenario (the same long as the tale), »Cendrillon in 2011«
Students will use all arguments, ideas that we see together during the lessons.
My facilitation of their learning/teacher activities? Breaking down into smaller units? Sequencing and timing?
1.
2.
3.
4.
5.
To give some historical information about the author, Perrault and about the producer Walt Disney.
Work in different forms : individual, pair, small groups, big group.
Lead and liven up the discussion
Prepare some questionary for the comprehension of the text, to evaluate the knowledge.
Give some key for writting summary, essay
Teaching and learning tools and ressources
I will provide to students differents ressources that they can need : link from internet, dictionnary, texts in french
and in slovene.
The film will be in French without subtitle. They can look for their own at home in the language that they choose.
For the activities in class, we will use flash cards, power point presentation (historical parts)
13. Ignacio Escriche Rubio
UNIT PLANNING – 2nd draft: compare the printed form with the media
production
Don Quixote
BASIC MATERIALS NEEDED?
Don Quixote cartoon series
Don Quixote for children´s book
WHY?
For three years I have been colaborating with Slovene teachers by explaining the importance of Cervantes and his work during
their lessons.
During the 1st year of secondary school in Slovenia students are introduced to Don Quixote and Cervantes as a part of Slovene
– Literature classes. When reading the Spanish version, they get the feeling they do not understand a word, so we could
develop a unit plan for first three years.
TO WHOM WE AIM?
We are going to work with different materials but a similar estructure with each year depending on their previous learning.
- For the first year, we will focus on physical description.
- During the second year we will deal with comprehension.
- For the third year, we plan to work the past tenses.
WHAT ARE WE GOING TO FOCUS ON WHILE COMPARING BOTH MATERIALS (PRINT AND VISUAL)?
People and place description. This is a content already worked at the class and we will review this skill.
1st year
Comprenhension - reading and listening. The students already know the present tense and the irregular verbs.
2nd year
Past tenses. The students should know all three past tenses in Spanish. We will show the grammar in use and
3rd year
they will understand the difference between all of them.
TIMING?
4 academic hours (2/2) for each year. In total 12 hours.
UNIT PLAN
1st YEAR
LEARNING ACTIVITIES:
1st hour
LEARNING OUTCOME: The students will be able to understand the description of the printed form of Quixote´s book with
its visual media production or Don Quixote´s cartoon series.
10´
Quick review of vocabulary and description skills.
20´
Description through a text. We read a brief description of Don Quixote and the students have to draw a
draft of what the red.
25´
The teacher shows an image of Don Quixote (preferably drawn not painted)
35´
We repeat the same procedure with Sancho Panza´s description (first read, then draw, then show the
image)
45´
Short questioning about the descriptions in written and visual form, how are they alike and different,
which do students prefer and why...
ASSESMENT ACTIVITIES: Individual questionary.
2nd hour
LEARNING OUTCOME: The students will be able to understand the description of the printed form of Quixote´s book with
its visual media production or Don Quixote´s cartoon series.
15´
We first watch it in the cartoon when Don Quixote´s lady appears (Dulcinea)
30´
and then read the book when this happens (we can also work more vocabulary regarding with
description)
45´
We watch a short part of the cartoon without audio where the students can see a typical central Spain
landscape. The students must write a description
ASSESMENT ACTIVITIES: Work in pairs: Students will have to write a rich description of whatever place the want (first)
and to record a very short movie related with the written description (second).
3rd hour
LEARNING OUTCOME: The students will be able to produce the description of the printed form of Quixote´s book with its
visual media production or Don Quixote´s cartoon series.
10´
Two students read (dramatized) in front of the class a chapter when Don Quixote attacks windmills.
Then we watch a short movie action.
45´
Work in groups: Parallel between book pro`s and con`s and film pro`s and con`s. We can divide the class
in 4 or 6 groups and each group will have either book or film´s advantages/disadvantages. The group(s)
which will came out with better results will get either a small book (or magazine) or the dvd we are
wathing during the unit.
ASSESMENT ACTIVITIES: We can consider the final products as assesment activities.
4th hour or assesment. The students will:
-Produce of a description reviewing the important vocabulary and expressions that help us to describe in Spanish
- and write or draw a script for the same description of the written (previous) part.
2nd YEAR
1st hour
LEARNING ACTIVITIES: The students will be able to understand a text from Quixote´s book with its visual media
production and its equivalent in Don Quixote´s cartoon series.
20´
Comprenhension through a text. We read a brief part of Don Quixote and the students have to act/drama
what the red.
25´
The teacher shows short action from Don Quixote´s cartoon.
35´
The students write a short text about what they think is happening in the cartoons.
45´
The students can act their products while other(s) is reading the text.
ASSESMENT ACTIVITIES: We will collect the texts after 1st hour and correct it by colouring/identifying the mistakes.
Then the students will get again the text and will be asked to correct the mistakes.
2nd hour
LEARNING ACTIVITIES: The students will be able to understand the description of the printed form of Quixote´s book
with its visual media production or Don Quixote´s cartoon series.
We will divide the class in two groups. One teacher will be working »reading comprenhension« while the second will
work »media comprenhension«.
15´
We first read the extract when Don Quixote meets his lady Dulcinea.
30´
We watch it in the cartoon and give the students questions in order to analyse the contents the saw/red .
45´
We read a short extract, ask them questions about what they are going to watch (how the imagine the
scene...) and we watch the action. The scene should include a fight or something very dinamic.
ASSESMENT ACTIVITIES: The questionary is the assesment
3rd hour
We will be working in the computer class while the hour.
LEARNING ACTIVITIES: The students will be able to understand a text from Quixote´s book with its visual media
production and its equivalent in Don Quixote´s cartoon series.
8- 10´
Two students read in slovene (dramatized) in front of the class a chapter when Don Quixote attacks
windmills. Questions.
Again we ask them questions about what they are going to watch
15´
Then we watch a short movie action.
45´
Work in groups: They are going to produce a text by watching a scene without voice (computer). Each
group/pair will have different parts to relate.
We can consider this text the first part of today´s assesment.
The second part of the assesment and 4th hour would be to show the different parts (media) without voice and each group
reading their products. At the end we can also watch some part with audio if they are interested in this.
3rd YEAR
1st hour
LEARNING ACTIVITIES: The students will be able to understand the differencies between two past tenses in Spanish.
25´
Quick review of past tenses and exercises.
35´
Reading a text and identifying the use of both tenses »pretérito indefinido« and »pretérito imperfecto«
45´
We will translate the verbs into Slovene, just the verbs not the whole text. Then we can observe that in
both languages exist this difference.
ASSESMENT ACTIVITIES: The students will do an inverse traduction from a Slovene into Spanish considering all the
aspects we check during the hour (5´ at the end)
2nd hour
LEARNING ACTIVITIES: The students will be able to use both past tenses »indefinido« and »imperfecto« in Spanish.
10´
We watch a short part of the cartoon without audio. The teacher ask the students which verbs will appear
in the written version they are going to read.
25´
The students write a text showing the cartoon in slow motion.
45´
We read the extract of the book and the students compare their own text with the original one. The team
that had written the story closer to Cervante´s version wins.
ASSESMENT ACTIVITIES: We can consider the final products as assesment activity.
3rd hour and 4th hour
LEARNING ACTIVITIES: The students will be able to use both past tenses »indefinido« and »imperfecto« in Spanish by
creating a performance.
The students will think about a new version of Don Quixote, a modern one, and imagine him in new adventures. Don Quixote
comes to their city from the middle age and many things happen to him. They have to write the text and perform it.
ASSESMENT ACTIVITIES: We will evaluate this performance regarding originality, learning outcomes and acting. Maybe
the performance could require a 5th extra hour.
14. Daniel Schmidt
Fantastic Mr. Fox - Cultural influences of two creators takes on the same story
Expected Learning Outcomes:
Students will be able to compare and contrast the British novelist Roald Dahl’s Fantastic Mr. Fox to the 2009 film
adaptation Fantastic Mr. Fox made by the Texan director Wes Anderson.
Overall Aims:
With this knowledge of critical vocabulary and experience of discussion, debate and writing, students will be able
to apply this way of thinking critically to other such forms of mixed media.
The creators of these two mediums for the similar story come from very different cultural backgrounds. The two
stories vary greatly in delivery and style. Discussion over how the differences in story can be attributed to cultural
background of their subsequent creators.
Discussions will cover a number of topics that the story brings up. Justice is a topic of discussion, because the
deeds of Mr. Fox are seen as criminal, but what would be the fitting punishment if any at all. Responsibility of the
individual and the group will be discussed. The actions of Mr. Fox bring great destruction to his whole community.
How much are we responsible for others, and how must we live for the best outcome of our group.
Learning Approaches:
Use of interactive learning through basic lecturing, and then having the students give examples to show their
understanding. Cooperative learning will be used by having students in groups working together to accomplish
tasks. Coached problem solving will also be used by providing a structure to complete small in class projects, and
debates, but allowing students to figure out solutions on their own.
Assessment:
The most direct method of assessment that would be useful for tracking the progress of students would be a
Reading Log for each chapter of the book. Giving the students an ability to condense the story of the book to a
more manageable resource for contrasting with the film, which is shown later. Additionally, students will be
instructed to place their analytical thoughts about Dahl's cultural background influence upon the novel with
citations from the book.
The film Fantastic Mr. Fox is also broken down into chapters, where on screen it states the title of the next chapter.
Thus, the film lends itself to mirror this writing activity.
Finally, the students would complete an essay of comparison and contrast between the two mediums of this story.
The indirect method of assessment would be observation by the teacher of the students writing and through
informal oral questioning of the story, and the feelings of the students.
Unit Timing:
6 teaching hours: 4 Lessons of 1 teaching hour each week, plus a 2 teaching hours block schedule lesson for the
screening of the 2009 film version of Fantastic Mr. Fox.
Participants:
6-15 students from osnovna šola grades 8-9, sredna šola/gimnasia grades1-2
Lesson 1- one teaching hour
Objective:
Students will have cultural and historical knowledge, understanding and be able to orally demonstrate the
background of Roald Dahl and Wes Anderson in order to trace story qualities and differences between these two
renditions of the story Fantastic Mr. Fox.
Language Structures:
Tense review of Past, Present, Present Perfect and question their forms.
Given that Anderson is presently alive, and Dahl is deceased.
Content Involved:
Short bibliographical, historical, and cultural background content for both Dahl and Anderson.
Evidence of Outcomes: Through use of the interviews question and answer format, students will show that they
have comprehension in regards to cultural backgrounds of our two creators.
Student Activities:
Students are divided into two groups. Group one is given information on Dahl, Group two is given information on
Anderson. 10 minutes
After both groups have finished, they are partnered with students from the other group, and share what they learned
from their groups . 10 minutes
Students form interview questions regarding the two story tellers and their background. 5 minutes
Open discussion about analytical thoughts of American films based on novels. List will be passed to groups, and
discussion regarding films being worse/better than books that students have likely read for things like 'Reading
Badge' 10 minutes
Homework: Read Roald Dahl’s novel Fantastic Mr. Fox and keep a handwritten Reading Log, a very short
summary of each chapter, and analytical thoughts in regards to Dahl's background influencing the story and
characters.
Teacher Activities:
Introduction to the topic of the Unit. 5 minutes
Brief introduction of Dahl and Anderson, then division of the class into two working groups to read Biographies.
10 minutes
Pair students one from each group, and have then explain Dahl or Anderson accordingly. 10 minutes
Have students do a chain interview question and answer about the two story tellers in focus. 5 minutes
Dispense list of popular books turned to films, then start and help guide disucssion about analytical thoughts on the
film versions of books. 10 minutes.
Explain the homework task of reading Fantastic Mr. Fox, and the brief summary of each chapter in the handwritten
Reading Log. 3 minutes.
Lesson 2
Objective: Students will be able to articulate their thoughts on higher cognitive questions regarding story parallels
and morality.
Language Structures: Past Tense
Content Involved: Vocabulary of the novel
Evidence of Outcomes: Use of the Indirect Method of Assessment: Observation. Also the direct method of Oral
Questions.
Student Activities:
Students give verbal feedback on their thoughts of the book as teacher scans students written reading logs. 5
minutes
Students will be given broken into groups and given a short list of questions that they are to write their thoughts on,
in regards to the story of Fantastic Mr. Fox. 15 minutes
Students will present their thoughts on the questions given prior.
In pairs, students will draw a time map of the story. Some from Mr. Fox's perspective, some from the farmers
perspective, and some from the other animals perspective. 15 minutes.
Discussion of predictions to how different the film will be from the novel. 5 minutes
Teacher Activies:
Check students reading logs to see if there are any problems with vocabulary, or basic story understanding, and
analytical thoughts. 5 minutes.
Organize students into groups for the questionaire and question writing. 15minutes
Partner students into pairs for drawing the time maps, give skeletal example of one on the board, and move from
group to group helping and observing. 20minutes
Open class to discussion over expectations about the film for the next lesson. 5 minutes
Lesson 3 - Two teaching hours - Viewing of the 87 minute film Fantastic Mr. Fox
Objective: Students will have seen the film version of Fantastic Mr. Fox, in order for comparison to its novel
form.
Language Structures: Listening Comprehension, note writing.
Content Involved: 2009 film Fantastic Mr. Fox by Wes Anderson
Evidence of Outcomes: Students will demonstrate comprehension by having very brief written summary of each
chapter of the film.
Student Activities: Students are to write brief chapter summaries as they watch the film.
Teaching Activities:
Explain to students the task of writing two or more sentences for each film chapter. 2 minutes
Pause the film at the chapter points to keep students on track with their written summaries. 1/2 minute
Lesson 4 - one teaching hour
Objective: Students will demonstrate that they can see the differences between the novel and the film adaptation
and articulate this thoughts through discussion and presentations.
Language Structures:
Question forms, adjectives, comparative language. Writing and speaking exercises.
Content Involved:
The literary and film versions of Fantastic Mr. Fox
Evidence of Outcomes: Through direct method of assessment of project work with Venn Diagrams/posters.
Student Activities:
Students are placed into 3 seperate discussion/working groups where they must draw a Venn Diagram poster of
differences between the two versions on three different topics: 20 minutes
 Group 1: Story differences between Novel and Film versions.
 Group 2: Character personalities differences.
 Group 3: Social/morality commentary differences.
 Students present from their group to the class their conclusions from their discussion and show the differences
with their chart. 15 minutes
Teacher Activities:
Teacher will go through a list of comparative language, and show examples of their use. 5 minutes
Teacher will explain the task of creating a Venn Diagram, to show the similarities and differences between the two
mediums of the story, and divide the class into three working groups. 5 minutes
During the duration of the group time, the teacher will move from group to group, indirectly assessing the progress
each group makes on the topic. 20 minutes
After group work is completed, organize presentations of their findings to the rest of the class. Students should be
taking notes, as the class findings will be useful for the guided writing homework. 10 minutes
Lesson 5 - one teaching hour
Objective:
Students will be able to confidently state both verbally and in a written form the differences between the novel and
film of Fantastic Mr. Fox, and state their analytical thoughts on why these differences are due to different creators
cultural backgrounds. Students will have the vocabulary and expertise to apply this to other such forms of mixed
media.
Language Structures:
Language of opinion, past tense, debate.
Content Involved:
Biographical background of Anderson and Dahl, the novel and film versions of Fantastic Mr. Fox.
Evidence of Outcomes:
Students will have submitted written essays showing their gained knowledge of comparitive works
Student Activities:
Students will be given a questionaire in regards to the backgrounds of Anderson and Dahl, and how their different
backgrounds may have influenced the storys they made. 5 minutes
Open discussion about influences of Anderson and Dahl for differences in story. 10 minutes
Students will be divided into two groups, one who prefered the novel to the film and viceversa. They will prepare a
debate as to why they like one over the other. 10 minutes
Debate 10 minutes.
Students will fill out a survey of what they learned over the course of the unit. 4.5 minutes
Teaching Activities:
Teacher will collect comparative essays from students, and ask about what were difficulties. 5 minutes
Open class for discussion about how backgrounds of Anderson and Dahl may have influnced their styles and story
differences. 5 minutes.
Divide class into students who preferred book or film, and prepare groups for a friendly debate. 10 minutes
Inform students on the rules of debate. 5 minutes
Officiate the debate 10 minutes.
Dispense survey to students. 10 minutes
15. Amresh Prakash Torul
By the end of this unit, students will be able to compare the printed form of a media text (book) with its
visual media production (film).
Book: Angels & Demons (by Dan Brown)
Film: Angels & Demons (Directed by Ron Howard)
No. of lessons: 11 x 45mins
Grade: 3rd and 4th Gimnazija (Age: 17-18)
No. of students: 25
Learning outcomes:
Students will be able to:
1. Identify literary elements in the book and movie (setting, characters, plot events and resolution).
2. Differentiate between a faithful and loose film adaptation.
3. Compare and contrast elements of the book and movie that are similar and different.
4. Hypothesise why changes were made to the book.
5. State preferences towards these similarities and differences and discuss their effects on the movie.
6. Write an adapted film critique, based on a detailed analysis made on the film and the book on
which the film was based.
Contents:
1. Language (structures) involved
2. Content involved
3. Evidences of outcomes
4. Sequencing and timing of activities
5. Tools and resources
6. Appendix 1: Analysis Data Sheet
7. Appendix 2: Compare/Contrast Sheet
8. Appendix 3: Critical Opinion Sheet
9. Appendix 4: Expressing Opinions Sheet
Operacijo delno financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za šolstvo in šport. Operacija se izvaja v okviru Operativnega programa razvoja človeških virov v obdobju 2007-2013,
razvojne prioritete: Razvoj človeških virov in vseživljenjsko učenje; prednostne usmeritve: Izboljšanje kakovosti in učinkovitosti sistemov izobraževanja in usposabljanja.
1. Language (structures) involved
 Using the Past Tense and Past Perfect Tense to describe previous experiences of reading a book and watching
its adapted film.
 Specific vocabulary about literary works: Setting, Characters, Plot events, Resolution
 Speaking skills: Sharing ideas with the class
 More vocabulary: definitions of difficult words from the book (mini-dictionary)
 Formation of sentences using the difficult words
 Specific language style used when expressing and justifying opinions
 Vocabulary: Faithful and Loose film adaptation
 Writing skills: Essay (students’ opinions on movie’s fidelity; justify opinions)
 Specific style of language used when suggesting hypotheses.
2.





Content involved
Book and movie content, including covers
Mini-dictionary of difficult words from the book
Aspects of literary analysis and types of film adaptation
How to compare and contrast similarities and differences
Notes on adapted film critiques and sample film critiques
3. Evidences of outcomes
Most of the evaluation will be done by analysing the paperwork used by the students after each lesson. The
paperwork includes:
 Analysis Data Sheet (Appendix 1)
 Compare/Contrast Sheet (Appendix 2)
 Critical Opinion Sheet (Appendix 3)
Students’ homework will also be used to assess their learning. This unit consists of the following homework:
 Vocabulary (difficult words) – Lesson 1
 Essay (students’ opinions on movie’s fidelity; justify opinions) – Lesson 7
Finally, the adapted film critique (Lessons 10 and 11) written by students will also be used to evaluate the students’
learning. It will be compared to the Reflection Notes (Lesson 1), so that the extent of learning can be determined.
Learning Outcome
Assessment/Evaluation
1. Identify literary elements in the book and movie
(setting, characters, plot events and resolution).
Analysis Data Sheet (Appendix 1)
2. Differentiate between a faithful and loose film
adaptation.
3. Compare and contrast elements of the book and
movie that are similar and different.
4. Hypothesise why changes were made to the book.
5. State preferences towards these similarities and
differences and discuss their effects on the movie.
6. Write an adapted film critique, based on a detailed
analysis made on the film and the book on which
the film was based.
Essay (students’ opinions on movie’s fidelity; justify
opinions) – Lesson 7
Compare/Contrast Sheet (Appendix 2)
Discussion (Lesson 8)
Critical Opinion Sheet (Appendix 3)
Adapted film critique (Lessons 10 and 11)
4. Sequencing and timing of activities of students and teacher
LESSON 1
Prerequisites:
 Students will be expected to have read the selected book at home.
 Students should have a basic understanding of how to compare and contrast.
47
Preparation:
Teacher will have made a selection of pages of the book which have potentially difficult words, to be used for
homework on vocabulary. Photocopies of the pages will have been made, with the difficult words highlighted by
the teacher.
Outcomes:
Students will be able to define the aspects of literary analysis (setting, characters, plot events and resolution), and
recognise their importance in a book-movie comparison.
1.
Time-frame
5 minutes
2.
15 minutes
3.
20 minutes
6.
5 minutes
Teacher activities
Introduction
Briefly explain students about the unit as a whole,
and what they will be doing during the first lesson.
Reflection
Ask students to reflect on any previous experience
they may have from reading a book and then
viewing a movie based on that book.
Tell them to compare & contrast the book and
movie and to the write down their notes on a piece
of paper.
Move around to see how the students are doing and
provide assistance where necessary.
Aspects of literary analysis
Introduce the following literary elements to
students. These are the elements of the book and
movie which will be compared.
 Setting
 Characters
 Plot events
 Resolution
A PowerPoint presentation of the terms above will
be used to support the explanation.
Homework - vocabulary
Distribute the photocopies which have been
prepared before the lesson. Each student gets
different pages (2 pages per student).
Give the students instructions for the homework, i.e.
They need to write down explanations of the
highlighted words. Their answers will have to be
typed in a Word document.
Student activities
Listening to the teacher’s introduction.
Write down their ideas on a piece of
paper (Reflection notes), which will be
collected by the teacher.
Listen to the explanation and take notes
from the content of the presentation.
Receive photocopies and instructions
for the homework.
LESSON 2
Outcomes:
Students will be able to identify literary elements in the book (setting, characters, plot events and resolution).
1.
Time-frame
5 minutes
2.
20 minutes
Teacher activities
Introduction
Collecting the vocabulary homework from students
and distribute Analysis Data Sheets.
Analysis Data Sheet - book column
Ask students to fill in the “book” column of the
Analysis Data Sheet, in pairs.
Move around the classroom to help students who
need assistance.
48
Student activities
Submit homework.
Fill in the “book” column of the
Analysis data sheet.
3.
20 minutes
Review of book analysis
Select students randomly and ask them to share their
findings with the rest of the class.
Ask the other students to contribute any additional
information their classmates may have missed.
Clarify doubts that students have about the literary
elements.
Collection of Analysis Data Sheets.
Participate in the review/sharing
session accordingly:
 Sharing
 Updating their Analysis Data
Sheet if they have missed
anything important
LESSON 3
Outcomes:
Students will be able to identify literary elements in the movie (setting, characters, plot events and resolution).
Time-frame Teacher activities
Student activities
1. 5 minutes
Listen to teacher’s introduction, taking
Introduction
Explain to them that they will now watch the movie notes if necessary.
which is based on the book they have read and
analysed.
Ask students to watch out for the elements analysed
in the first lesson, while they watch the movie:
 Setting
 Characters
 Plot events
 Resolution
Tell students that they should fill in the “film”
column of the Analysis Data Sheet during every
viewing session.
Give students their Analysis Data Sheets back.
2. 40 minutes
View the first 40 minutes of the movie.
1st viewing session
Start the movie.
Fill in the Analysis Data Sheet during
At the end of the session, collect Analysis Data
the viewing session.
Sheets again.
Take additional notes where necessary.
LESSON 4
Preparation:
- Teacher will have corrected the students’ homework on vocabulary.
- Teacher will have compiled a mini-dictionary of all the words explained by students, containing the correct
definitions. Due to the theme of the book/film, a Physics teacher and a History teacher will be consulted for
this purpose.
Outcomes:
Students will be able to identify literary elements in the movie (setting, characters, plot events and resolution).
Time-frame Teacher activities
Student activities
1. 15 minutes
Participate in the quick review.
Review
Hand out copies of the mini-dictionary to all
Ask questions about the Analysis Data
students, and ask them to study it at home.
Sheet and correct findings accordingly.
Return Analysis Data Sheets to students.
Check if students have any questions regarding the
Analysis Data Sheet.
Clarify any doubts that students may have.
2. 30 minutes
View the next 30 minutes of the movie.
2nd viewing session
Resume the movie.
Fill in the Analysis Data Sheet during
After the session, collect the Analysis Data Sheets.
the viewing session.
Take additional notes where necessary.
49
LESSON 5
Outcomes:
- Students will be able to explain new vocabulary (difficult words) from the book.
- Students will be able to apply their knowledge of the new vocabulary by using them in sentences.
- Students will be able to identify literary elements in the movie (setting, characters, plot events and resolution).
Time-frame Teacher activities
Student activities
1. 15 minutes
Answer questions and form sentences
Vocabulary review
Select students randomly, and ask each one to
with difficult words.
explain a difficult word from the mini-dictionary
which was distributed during the previous lesson.
Also ask each student to use the word in a sentence
of their own.
2. 30 minutes
View the next 30 minutes of the movie.
3rd viewing session
Return Analysis Data Sheets to students, and make
Fill in the Analysis Data Sheet during
appropriate comments to clarify any remaining
the viewing session.
doubts. Resume the movie.
Take additional notes where necessary.
After the viewing, collect the Analysis Data Sheets.
LESSON 6
Outcomes:
- Students will be able to complete the identification of literary elements in the movie (setting, characters, plot
events and resolution).
1.
Time-frame
45 minutes
Teacher activities
4th (and last) viewing session
Remind students to pay special attention to
resolution in the last viewing session.
Return Analysis Data Sheets.
Play the rest of the movie.
Collect Analysis Data Sheets.
Student activities
View the remaining part of the movie.
Complete the Analysis Data Sheet
during the viewing session and take
additional notes where necessary.
LESSON 7
Prerequisites:
Students should have a basic knowledge about essay writing and expressing their own opinions.
Preparation:
Teacher will have prepared some notes about how to express opinions (Expressing Opinions Sheet – Appendix 4),
to be used to refresh their knowledge in this area.
Outcomes:
- Students will be able to express their own opinions appropriately in English.
- Students will be able to differentiate between a faithful and loose film adaptation.
1.
Time-frame
20 minutes
Teacher activities
Motivation/Discussion
In an attempt to make the students physically active,
ask them to stand in front of the class. Project and
read a few statements (one at a time) about the
movie so far, focusing on the elements to be
compared. Explain students that they will need to
respond to each statement as follows:
- Those who agree with it need to walk away and
stand on the right hand side of the class.
- Those who do not agree will go on the left hand
side.
- Finally, those who are undecided or neutral will
go in the middle.
After each statement, ask couple of students to
justify their opinions to the class. Ask them to refer
to the Expressing Opinions Sheet and their Analysis
50
Student activities
Participate and express opinions.
3.
15 minutes
4.
10 minutes
Data Sheets.
Explanation on Film Adaptation
Introduce the two most common types of film
adaptation to the students, which are:
 Faithful adaptation
 Loose adaptation
Introduce the term “fidelity” to the students.
Ask students to take notes.
Homework
Ask students to write a short essay about their
opinion on the movie’s fidelity towards the book on
which it is based.
Tell them that they need to write whether the movie
is a faithful or loose adaptation and then justify their
statement, while focussing on the literary elements
compared in previous lessons.
Prepare them for the homework by raising a short
discussion about the film adaptation.
Listen to the explanation and take
notes.
Listen to the teacher’s instructions.
LESSON 8
Outcomes:
 Students will be able to compare and contrast elements of the book and movie that are similar and different.
 Students will be able to hypothesise why changes were made to the book.
1.
2.
3.
Time-frame
10 minutes
15 minutes
10 minutes
Teacher activities
Review of film analysis
Select students randomly and ask them to share
what they have written in the “film” column with
the rest of the class. Ask the other students to
contribute any additional information their
classmates may have missed.
Collect homework given in the last lesson (faithful
or loose).
Compare and contrast
Tell the students that they will be identifying
important similarities and differences between the
book and movie in this lesson. Point out to them
that the focus will still be on the elements analysed
during the previous lessons:
- Setting
- Characters
- Plot events
- Resolution
Return paperwork (Analysis Data Sheets).
Distribute copies of the Compare/Contrast Sheet
and give instructions:
- Work in pairs
- Fill in the Compare/Contrast Sheet, using the
Analysis Data Sheet from the previous lesson as
guide.
Move around the class to help students who need
assistance.
Sharing session
Draw a Venn diagram on the blackboard to give the
students a more visual representation of the
similarities and differences between the book and
movie.
51
Student activities
Participate in the review/sharing
session accordingly:
 Sharing
 Updating their Analysis Data
Sheet if they have missed
anything important
Listen to teacher’s instructions.
Receive copies of the
Compare/Contrast Sheet and further
instructions.
While discussing in pairs, fill in the
Compare/Contrast Sheet.
Share ideas with the class. Take notes
where necessary.
Observe the Venn Diagram and use it to
improve/update their Compare/Contrast
Sheets.
4.
10 minutes
The Venn diagram will have two groups – “Book”
on the left hand side, and “Movie” on the right hand
side.
Ask the students to start sharing their observations
with the class.
Fill in keywords accordingly in the Venn diagram,
as students share their observations.
Hypothesise
Ask students to come up with possible reasons
which could explain the differences between the
book and movie.
Pay attention to the students’ answers and look out
for signs of understanding of the concepts
introduced.
Collect all paperwork from students, to be used for
evaluation.
Participate in class by giving the
possible reasons that the teacher is
looking for.
LESSON 9
Outcomes:
Students will be able to state their preferences towards the similarities and differences and discuss their effects on
the movie.
Time-frame Teacher activities
Student activities
1. 10 minutes
Brainstorming session
Re-distribute all paperwork.
Ask students to comment about the changes made to Share opinions about changes made to
the book. Ask them to share with the class which
the book.
changes they liked and which ones they did not.
2. 10 minutes
Critical Opinions Sheet
Pass out copies of the Critical Opinions Sheet.
Fill in the Critical Opinions Sheet.
Ask students to fill in the new sheet, referring to
their Analysis Data and Compare/Contrast sheets.
Move around the class to provide assistance to
students who need it.
3. 10 minutes
Group work
Ask students whether they prefer the book or movie. Group work.
Form groups of 4, with each group consisting of
students sharing the same opinion (i.e. same
preference: book or movie).
Ask students to discuss among themselves the
reasons for which they prefer the book/movie.
4. 15 minutes
Report/Debate
Ask members of each group to report their answers
Report answers to the class.
to the class.
Provide arguments to back their
Divide the blackboard into two parts: Book and
opinions and preferences (book/movie).
Movie. Write arguments for book/movie, as
students report them to the class.
Collect all paperwork.
52
LESSON 10
Preparation:
 Teacher will have prepared some notes about how to write an adapted film critique.
Outcomes (after Lesson 11):
Students will be able to write an adapted film critique, based on the detailed analysis made on the film and the book
on which the film was based.
1.
Time-frame
10 minutes
2.
30 minutes
3.
5 minutes
Teacher activities
Explanation on adapted film critiques
Distribute all paperwork to students.
Distribute the notes about film critiques writing, and
briefly introduce the topic to students.
Student activities
Listen to explanation.
Writing of film critiques (class-work)
Ask students to write their critique of the movie,
using the notes provided as reference.
Feedback
Collect students’ scripts.
Ask students for brief feedback about the activity.
Ask them how they found it, what kind of
difficulties they encountered.
Collect all paperwork from students, for final
evaluation:
- Analysis Data Sheet
- Compare/Contrast Sheet
- Critical Opinions Sheet
- Film critiques
Write film critiques.
Provide feedback.
LESSON 11
Prerequisite:
Teacher will have prepared a PowerPoint presentation of 2 sample adapted film critiques.
Outcomes:
Students will be able to write an adapted film critique, based on the detailed analysis made on the film and the book
on which the film was based.
Time-frame Teacher activities
Student activities
1. 15 minutes
Correct critiques.
Adapted Film Critiques - Comments
Return the scripts to students.
Comment on their work, and highlight areas of
difficulty.
Get students to correct obvious mistakes of
grammar and spelling.
15 minutes
Watch the presentation.
Sample critiques
Briefly go through the 2 sample adapted film
Comment on the critiques.
critiques about the movie (one positive, the other
negative), and comment on them.
Get students to comment on them as well.
15 minutes
Listen to comments made by teacher.
Closure/Feedback
Closing comments about the Unit as a whole, with a Fill questionnaire.
very brief summary of everything covered.
Get feedback from students by having them fill a
specially-designed questionnaire about the unit.
53
5. Teaching and learning tools and resources
1) List of tools used:
Teacher:
-
Blackboard
Markers
Computer with internet connection
Projector and screen
PowerPoint
USB Flash Disk
DVD (movie)
Students:
- Notebook
- Pens/Pencils
2) List of resources used:
- Analysis Data Sheet - (Appendix 1)
- Compare/Contrast Sheet - (Appendix 2)
- Critical Opinion Sheet - (Appendix 3)
- Expressing Opinions Sheet - (Appendix 4)
- Photocopies of pages with difficult words
- Mini-dictionary with definitions of difficult words
- Notes on adapted film critique writing
- PowerPoint presentation about elements to be compared (setting, characters, plot events and resolution)
- PowerPoint presentation about 2 sample film critiques
- Movie and books
- Questionnaire for final feedback
Appendix 1 – Analysis Data Sheet
Book
Setting:
Characters:
Movie
Setting:
Characters:
Plot events:
Resolution:
Plot events:
Resolution:
Appendix 2 – Compare/Contrast Sheet
Similarities
Differences
Setting
Characters
Plot events
Resolution
Appendix 3 – Critical Opinion Sheet
Positive points
Negative points
Similarities
Differences
54
Appendix 4 – Expressing Opinions Sheet
EXPRESSING OPINIONS
Personal Point of View
 In my experience…
 As far as I’m
concerned…
 Speaking for myself…
 In my opinion…
 Personally, I think…





I’d say that…
I’d suggest that…
I’d like to point out
that…
I believe that…
What I mean is…
Agreeing with an opinion






Of course.
You’re absolutely right.
Yes, I agree.
I think so too.
That’s a good point.
Exactly.
General Point of View
 It is thought that...
 Some people say that...
 It is considered...
 It is generally accepted that...
Disagreeing with an opinion








I don’t think so either.
So do I.
I'd go along with that.
That’s true.
Neither do I.
I agree with you entirely.
That's just what I was
thinking.
I couldn't agree more.






That’s different.
I don’t agree with you.
However…
That’s not entirely true.
On the contrary…
I’m sorry to disagree
with you, but…






55
Yes, but don’t you
think…
That’s not the same
thing at all.
I’m afraid I have to
disagree.
I'm not so sure about
that.
I must take issue with
you on that.
It's unjustifiable to say
that...
16. Benjamin Tweedie
MEDIA UNIT – Australian-themed text
By the end of this unit, the students will be able to compare the printed form of an Australianthemed media text with its visual media production.
Language
The colloquial speech of Australia, also known as strine, is difficult for non-Australian native speakers to
comprehend, even more so for non-native English speakers. Therefore, a strine-specific glossary/dictionary will
be available for student use. Also, there will be a need to identify outdated or non-standard grammar, spelling
etc. Concurrently, since this unit is completed by 9.r, a complete review of all tenses is also necessary to ensure
the pupils do not 're-learn' outdated or non-standard tense usage.
Content
The Australian-themed media text will be selected by the student group from a list provided by the teacher. It is
expected that the pupils will have read the book and have watched the film (at least once) prior to the
commencement of the course. If not, they will find it very difficult to complete the course successfully.
The content will focus on the following:
 How are both genre types (text and visual media) structured?
 Who are the characters?
 What are the story's themes, motifs and symbols?
 What differences exist between the film adaptation and the book?
 What constraints does these film adaptation encounter?
Evidence of outcomes
Evidence of pupil attainment of the learning outcome will be gathered using a combination of both formative and
summative assessment instruments. Firstly, formative assessment will be conducted on a regular basis both,
informally during the lesson, and formally outside the regular lesson using the online classroom. Secondly, the
summative assessment will occur at the completion of the unit. The pupils will be given the opportunity to
decide how they will be assessed. They can either participate in a formal debate or write an essay. Both
assessment tasks would be rigorous enough to be reliable and measurable in accordance with the following
criteria:
Assessment Criteria
The pupil can identify the differences between text and film media genre types
The pupil compares and contrasts the text to the film using appropriate terminology
The pupil shows that he/she can appreciate the subtleties of different media genre types
Student learning activities
This unit of work will be conducted via a combination of face-to-face (F2F) and flexible learning. As already
stated, the onus will be on the pupils to complete the reading/viewing of the media resources outside of normal
class hours.
Generally-speaking, learning activities will include:
 note taking (from media resources)
 pair/group work and discussions during timetabled lessons
 online discussions using threads and chat groups
 gathering information through research
 homework in the online web classroom
This unit requires a total of six timetabled block lessons in which to be completed.
Lesson Matrix
Lesson
1
Topic
Types of Media Genres
Content
What are the key differences between the different
media genres?
Pupils construct a mind-map of the book's plot
2
Plot Overview
Pupils identify differences in plot(s) between film
and book
Pupils construct an interrelationship diagram of the
characters
3
Analysis of Major Characters
Pupils discuss which characters have been discarded
in the film adaptation
4
Themes, Motifs and Symbols
Pupils analyse the themes, motifs and symbols in
order to better understand the story structure
5
Research: film adaptation
Pupils research the 'bottom line' of the film
adaptation.
6
Summative Assessment
Summative: essay or debate
Teacher facilitation
The teacher will facilitate the pupils' attainment of the learning outcome by:
 pre-teaching any new vocabulary (especially Australian-specific language)
 guiding the pupils in the use of all applicable technology (internet, interactive board, etc.)
 promoting appropriate research techniques (eg. Wikipedia is not the only research source)
 guiding the pupils in essay writing
 assisting and coaching the debate teams (if applicable)
Tools and resources
The following resources are required:
 interactive whiteboard with necessary computer peripherals
 TV/DVD player
 Book
 Film DVD
Australian-related media text list
Title
Author
Book pub. year
Film rel. year
Picnic at Hanging Rock
Joan Lindsay
Book: 1967
Film: 1975
The film centres around a trip by a party of girls from Appleyard College who travel to Hanging Rock,
Victoria, for a picnic on Valentine's Day 1900. The excursion ends in tragedy when three of the girls, and
later one their teachers, mysteriously vanish while climbing the rock.
Colin Thiele
Book: 1964
Film: 1967
Storm Boy likes to wander alone along the fierce deserted coast among the dunes that face out into the
Southern Ocean. After a pelican mother is shot, Storm Boy rescues the 3 chicks, Mr Proud, Mr Ponder and
Mr Percival and nurses them back to health. He releases them and his favourite one returns after being
released and he names it "Mr Percival"
Elina Machetta
Book: 1992
Film: 2000
Josephine Alibrandi is a third generation Italian Australian completing her last year of high school. Josie
learns to overcome the narrow minded social and racial bigotry of people, but reacts angrily to derogatory
terms like wog and ethnic. She ultimately learns to have pride in her heritage.
Book: 1901
Film: 1979
Sybylla, a headstrong, free spirited girl growing up in late 19th century Australia, has the opportunity of
marriage to a young man, Harry a wealthy suitor and childhood friend, but rejects it in order to maintain her
independence, instead being forced to take a job as governess/housekeeper to the family of an illiterate
neighbour to whom her father owes money. After returning home, she again rejects another proposal by
Harry so she can write her novel, My Brilliant Career.
Storm Boy
Looking for Alibrandi
My Brilliant Career
Playing Beatie Bow
Miles Franklin
Ruth Park
Book: 1980
Film: 1986
Plot Summary
Beatie Bow, a young Victorian-era girl, is summoned from the past to contemporary Sydney by children
chanting her name. 16-year-old Abigail Kirk follows her back to 1873, in the colony of New South Wales.
Beatie's family believe Abigail is the promised 'Stranger' who will arrive to save 'The Gift' for future
generations of Bows. Abigail is trapped in the past until she does what she was 'sent' to do, even though she
doesn't know what this is. During her sojourn, she falls in love for the first time and gains a more mature
perspective on her parent's relationship.
17. Andrea Valenti
Book: Io non ho paura, Niccolò Ammaniti
Film: Io non ho paura, Gabriele Salvatores
GENERAL INTRODUCTION:
The unit is about the Italian novel Io non ho paura (I’m not scared), by the writer Niccolò Ammaniti, and the film
inspired by the same novel, Io non ho paura (I’m not scared), directed by Gabriele Salvatores.
The story takes place in the deep south of Italy, in an imaginary little village in 1978. The main protagonists are a
group of boys who play in the sunny sicilian landscape. One of them finds a boy of their age captured and kept
hidden in a hole... A friendship has been born and the boys will find themselves in a chain of breathtaking events ...
UNIT: 12 lessons
TARGET STUDENTS: 4th grade
PRE-REQUISITES:
Since the Slovene translation of the book exists, the pre-task for the students will be to read the book entirely. They
will need a month to do the pre-task.
If the students study Italian, certain paragraphs of the book can be done in Italian and the film can be viewed with
Italian subtitles. If the students don’t study Italian, the paragraph are read in Slovene and the film viewed with
English subtitles.
The students must have a minumum knowledge of litarary genre, film language and of narrative elements (plot,
setting, characters...).
OVERALL AIM:
By the end of this unit, the students will be able to compare the printed form of a media text (Io non ho paura) with
its visual media production (Io non ho paura).
LANGUAGE:
- the use of the past tenses in Italy (difference between passato prossimo and passato remoto – the first one
is mostly used in the north of the country, the second one mostly in the center and the south of the country;
both tenses are used in literary productions)
- revise the use of congiuntivo presente (subjunctive) (in order to express feelings, thoughts ...)
- film language, literary genre
CONTENT INVOLVED:
- Italy in the seventies, a country thorn into two parts
- clash between generations
- differences between the same story, narrated by the book or by the film, in terms of characters, location, the
plot itself
LEARNING OUTCOMES, EVIDENCE OF OUTCOMES, TEACHER AND STUDENTS ACTIVITIES:
FIRST LESSON:
Learning outcome: the student will understand the historical period of mass kidnapping going on at that time in
Italy.
Evidence of outcome: questionnaire.
The teacher will present the students, as a motivational activity, an article from the newspapers on a case of
kidnapping. He will prepare a reading and comprehension task for the students. Then, he will explain the students
the historical period of the novel.
The students will do the reading and comprehension activity based on the article, will fill the questionnaire on the
historical period.
SECOND LESSON:
Learning outcome: the student will identify similarities and differences in the narrative elements in the book and
in the film.
Evidence of outcome: comparative chart.
The teacher will choose a short paragraph at the very beginning of the book (the first description of the boys). The
paragraph will be read during the lesson.
The students will list the age, the physical aspect, and the character of the children. Since not every character is
described in details, the students will have to imagine the rest. They will fill in the comparative chart.
THIRD AND FOURTH LESSONS:
Learning outcome: the student will identify similarities and differences in the narrative elements in the book and
in the film.
Evidence of outcome: comparative chart.
Viewing of the film.
During the viewing, the students will put down in the comparative chart the missing characteristics or the
differences among the children - that is, how the children were presented in the film.
THE FIFTH, THE SIXTH AND THE SEVENTH LESSONS:
Learning outcomes:
-the student will identify certain aspects of the plot that has been modified, restricted or enlarged
-the students will identify similarities and differences in the narrative elements in the book and in the film
(characters, locations)
-the student will recognize the different past thenses
Evidences of outcomes:
-group work, reporting
- short questionnaire
Different scenes of the film and the corresponding paragraphs of the book will be chosen by the teacher and
analized in terms of differences and similarities by the students (the scenes and the corresponding paragraph will
speak about characters, location, certain aspects of the plot that has been modified, restricted or enlarged).
The teacher will choose some paragraphs of the book and show the use of the different past tenses, connected to
the different geographical provenience of the characters.
THE EIGHT AND THE NINTH LESSONS:
Learning outcome: the student identify and understand the clash between generations.
Evidence of outcome: short written essay (How would they have reacted in their relation with the adult world).
The clash between the infantile and the adult world. The teacher will choose the paragraphs and the scenes. The
key scenes will be viewed, the corresponding paragraph read, and the student will have to analyze the aspects
concerning the clashes between the children world and the adult one.
THE TENTH, ELEVENTH AND TWELFTH LESSON:
Learning outcome:
- the student will write a short story and then film it as a final product
- the student will identify the differences or the similarities between the two media products
Evidence of outcomes: discussion.
The teacher will divide the class in groups of four. Each group of students will write a simple short story. Each
story will be assigned to a different group and the group will have to adapt the story for the final filming.
The students will have a deadline to present the films.
The films will be viewed and there will be a debate between the authors of the story and the authors of the film on
the differences or similarities between the two media products.
TOOLS AND RESOURCES:
- a DVD player or a computer connected with an LCD projector
- a copy of the novel for each student
- a double lesson is recommended for the viewing
18. Stephen Moses Zulu
SUBJECT: English
TOPIC: Media literacy
BOOK: Billy Elliot by Lee Hall
FILM; Billy Elliot directed by Stephen Daldry.
DATE:
YEARGROUP: Grades 7 -9
SUBJECT LINKS:
TIME: four lessons
GROUP SIZE:
TEACHING/LEARNING TOOLS: projector, film, book about the film, the Internet.
NUMBER OF LESSONS: Four
Overall aims
The aim of these lessons is to improve the students' reading, listening, speaking and writing skills by comparing the
printed form of the media to its visual production (movie).
Objectives and expected learning outcomes.
By the end of this unit, students will be able to:
 discuss sports that are often associated with men / women,
 identify the stereotypes related to sport,
 compare the printed form of the media to it visual production,
 compare the use of language in the book to the use of language in the film (i.e. American English/ British
English, slang, dialects, etc),
 describe the string of events in the book and the film,
 understand the vocabulary related to the movie and the book,
 design the role play based on any printed form of the media text,
 discuss whether a lot of details have been omitted from the film, which ones and why were they omitted.
Language structures involved
- the teacher and the students discuss the most
frequently used language structures in the book, i.e.:
-passive voice
-if sentences
-reported speech
-idioms
-past tenses, etc.
Content involved
- Stereotypes related to sport
-Does the scenery that you imagined while reading the
book resemble the scenery presented in the film?
Discuss.
-Does the main character in the film differ from the one
described in the book? If yes, how?
-Does the film feature any scenes that have not been
mentioned in the book? If yes, why do you think so?
Lesson introduction:
-The teacher and the students discuss why people read books.
-Students name any books they have read and give a brief narration of the story.
Course development
Teacher’s role
Method
Pupils’ role
Lesson1:
-listening
Lesson objectives:
1. To improve students
-reading
speaking skills through
-writing
class discussion.
-Identifying sports, house
2. To sensitise children about
chores and jobs that are
gender equality
traditionally performed by
men /women
Expected learning outcomes.
Students will be able to
 Discuss sports associated with men
and women.
 Identify the stereotypes related to
sport.
Activities
-reading
-writing
-speaking
Teacher's Role
The teacher and the students discuss gender
in relation to sports, house chores, dances
and jobs.
 Teacher and the students discuss
different types of books, i.e.
novels, science fiction, fiction,
biographies, autobiographies.
Concentrating on the book in
question.
 Introducing the story about Billy
Elliot.
 Asks the students whether they
have heard about the story in
question.
 Guides the students to read the first
part of the book and asks them
comprehension questions.
 Assigns children to read the book
at home and instructs them to make
their own special glossaries
containing new words they come
across while reading the book.
Lesson2
Lesson objectives
1. To improve students’ writing
and reading skills.
2. To broaden the students’
vocabulary by discussing
meanings of difficult words
they found while reading the
book.
-Question and
answer.
-group
discussion
-Reading
-Conducting a
class survey about
the most read
books among the
students.
-listening and answering
comprehension questions
orally.
-Reading and making
glossaries containing new
words from the story.
Expected learning outcomes
Students will be able to
1. Describe the string of events in
the book, which will indicate
the improvement in their
speaking skills.
2. Understand the vocabulary
related to the book which will
help them to communicate at a
higher level and this will be
assessed through a written
summary and oral narration of
the story.
Teacher's Role
Discussing the new words with the
students.
Asking the students to give a brief
narration of the story. (This will improve
their fluency and competence in using the
target language).
- Asks the students to write five sentences
using the new words from the book they
have read. (This will improve their
vocabulary and writing skills).
- group discussion about
their favourite books and
movies, and reporting to
the class why they liked the
mentioned books.
-discussing men’s and
women’s sports and
stereotypes connected to
sport.
Demonstration
-Reading
-speaking: making
sentences in connection
with the story as they are
having class discussing.
-writing a summary of the
story
-Writing the
summary of the
book.
- Guides the students on how to write the
summary of the book. This will improve
their writing skills, i.e. spelling, the use of
tenses and language structure
- Checks students’ written summaries.
Lesson3-4
Lesson objectives
- To discuss the connection between the
printed media and its visual production.
- To discuss stereo types connected to
men’s and woman’s sport based on the
movie.
- To improve students competence and
fluency by involving them into a
debate about gender issues and
comparison between the movie and a
book.
Question and
answer.
Expected learning outcomes.
Students will be able to
- Compare the printed form of the media Demonstration
to it visual production. This will lead
them to a discussion that will help to
improve their spoken English.
- compare the use of language in the
book to the use of language in the film
(i.e. American English/ British English,
slang, etc),
- describe the string of events in the
book and the film,
- compare the characters in the book to
those in the movie, which will improve
their ability to compare and contrast
issues.
- compare the use of language in the
book to the use of language in the film
(i.e. American English / British
English, slang, etc), which will help
them discover different British dialects
and the difference between the written
and spoken English.
- describe the string of events in the
book and the film,
understand the vocabulary related to the
movie and the book.
Teacher’s role
Shows the movie to the class.
- Asks the students about their opinions
about the book and the movie.
- Guides the students to organise and
role play the scene from any film they
have seen. By doing this, the teacher
will check the students’ fluency,
competence and pronunciation of the
target language and check whether part
of the overall objective has been
achieved.
Students will make a role
play based on the summary
of the story. They will
divide the roles among
each other and act it out.
-organising and
performing a role
play
Evidences of outcomes
Students will make posters about the film and present them to the class, explaining what the poster shows and its
connection to the movie or the book.
By doing this students will
 demonstrate their ability to extract the most important information from any given media and talk about it
freely in front of their classmates
 practice their spoken English and gain confidence to present a certain topic in a foreign language.
They will create a role play about the movie.
By doing this students will be able to
 Use and recycle the new vocabulary they learnt from the movie /book
 Express themselves in the foreign language with confidence.
They will write and submit the summary of the story.
By doing this students will be able to
 Demonstrate their ability to briefly re-tell the story and will improve their writing skills.