Motion Pictures Unit 1
Motion Pictures
7th Grade Interdisciplinary Unit
By:
Molly Blum
Jamie Brondyke
Lindsey Morley
Belinda Schroeder
Michael Majerowicz
EDUC 449-Middle School Philosophy
Fall Semester 2008
Motion Pictures Unit 2
Table of Contents
Overall Unit Description
Page 3
Daily Schedule
Page 4
Data
Page 5

Individualized Education Programs
Introductory Parent Letter from the Advisory Team
Page 19
Special Education letter
Page 20
Multiple intelligences connection
Page 21
Community/Family Involvement
Page 22
Creative Component
Page 23
Lesson Plans
Page 25
Motion Pictures Unit 3
Monday
Tuesday
Wednesday
Thursday
Friday
BAS – English –
Screenwriting
PSA
MB – Science –
Blue Screen
Technology
JB – English –
Movie vs. Book
Debate
MM – P.E. –
“Vision Quest”
Wrestling
Activity, Stunts
MM – P.E. - 300
Workout
BAS – English –
Rehearsal/Prop
Making for PSA
BAS – English –
Filming PSA
MB – Science –
Special Effects
JB – English –
Read
Monologues
JB – Write
Monologues
MM – P.E. –
Rocky Workout
MB – Math –
Box Office
Budgets
BAS – English Editing
MB – Math –
Movie Sequel
Rates
JB – English –
Movie Grammar
MM – P.E. –
High School
Musical III
Dance
Unit Matrix
Motion Pictures Unit 4
Overall Unit Description and Rationale for Creating This Unit
The unit we created centers around the theme of motion pictures. The unit lasts 3
weeks and is interdisciplinary (language arts, math, science, and physical education). We
selected this theme because it easily applies across subject areas, it relates to the lives of
students, and it sparks student interest.
The lessons in the unit teach academic as well as social/emotional concepts. The
academic concepts included in the unit are monologues, public service announcements,
scripts, special effects, movie budgets, sequel rates, stunts, physical fitness, and grammar.
There are also a number of major concepts taught “outside” the curriculum. Many of the
lessons include teamwork and collaboration among peers. The physical education lessons
teach healthy lifestyle choices and self-expression through dance. The monologue lessons
teach students effective listening skills, to be unique, and to value differences in selfexpression. Real world skills were also taught. Students learn about technology through
making their own movie, doing Internet searches, and learning about the special effects
behind movies. Students learn about problem solving through inquiry questions and use
of the scientific method. Students also perform acts of community service through public
service announcements.
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Page 1 of 4
INDIVIDUALIZED
EDUCATION PROGRAM
(IEP)
IEP Meeting Date: 9/2/2008
10/03
STUDENT INFORMATION
Student: Eden Baldwin
Gender: F
Grade: 7
D.O.B.: 12/15/1995
PARENT/GUARDIAN INFORMATION
Parent/Guardian Name(s): Michael and Lauren Baldwin
IEP INFORMATION
Federal Setting:
IEP Manager Name: Lindsey Morley
Phone #: (507) 5552447
PROGRESS REPORTING
Frequency and method(s) to be used for reporting progress to parents:
Eden will carry a student planner with her to every class where her assignments and daily activities will be
recorded. This planner will be signed by her parents nightly, and progress reports will be sent home weekly. Also,
parent-teacher conferences will be scheduled monthly.
EXTENDED SCHOOL YEAR
Yes
Are extended school year services required for this student?
If yes, services must be described within this IEP or in attached documentation.
No
More Data Needed
X
SPECIAL EDUCATION AND RELATED SERVICES
Instruction or Service Provided
Speech Pathology
Location
General Education
Special Education
X
Anticipated
Frequency
3 days/week
Minutes
Per Session
Indirect
Direct
Start
Date
9/9/08
Service
Anticipated
Duration
Through
June 2009
LEAST RESTRICTIVE ENVIRONMENT (LRE) EXPLANATION
If the student is not able to participate full time with students without disabilities in the regular classroom and in
extra-curricular and non-academic activities, provide a statement explaining the extent of nonparticipation:
Eden will participate in the mainstream classroom for 60% of the day, and she will participate in the special
education classroom for the remaining 40% of the day to work on regaining her verbal skills.
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Page 2 of 4
IEP
Student Name:
Eden Baldwin
PROGRAM
Present Level(s) of Educational Performance, including for K-12 students, describe how the disability affects
their involvement and progress in the general curriculum (i.e. the same curriculum as for non-disabled students).
For preschool children, describe how the disability affects the child’s participation in appropriate activities.
Eden is a bright girl who excels in school. She enjoys interacting with her peers and has many friends. Since her
brain surgery the past spring, Eden becomes frustrated at a faster rate. It is emotionally taxing when she struggles
in class, and she needs to learn to cope with her limited vocabulary. She is also struggling with spatial issues, and
has difficulty remembering order. Math has become increasingly difficult for her. Currently, she has a
paraprofessional assisting her with her regular curriculum, and uses a picture schedule to direct her throughout the
day. She also has built in time for a speech pathologist to come into the school and work with her. This will clear
up her slurred speech and help her with her limited vocabulary.
Annual Instructional Goal:
1 of 2 Goals
Current level: Eden is struggling in math. She knows her math facts at a 55% proficiency rate (at a fourth grade
level).
Goal: Eden will improve her math fact knowledge to a 65% proficiency rate by the end of the quarter.
Short Term Objectives or Benchmarks:
Eden will improve her math fact proficiency 10% by the end of the quarter through math fact drills (via flashcards,
worksheets, and math “games”). She will also be assigned to work on these facts at home for twenty minutes per
night. She will have weekly tests to keep track of her progress.
Annual Instructional Goal:
2 of 2 Goals
Current level: Eden becomes very frustrated when she does not understand the curriculum. She will shut down,
and refuse to socialize and voice her opinions.
Goal: Eden will verbalize her thoughts when she does not understand the curriculum, and will rationally ask for
assistance, explaining what is frustrating her.
Motion Pictures Unit 7
Short Term Objectives or Benchmarks:
By the end of the first quarter, Eden will keep her frustration level down to two “outbursts” per week. This will be
done through constant reminders from her paraprofessional, regular education teacher and special education
teacher. Also, the special education teacher will work on expressing feelings during social skills class. Speech
pathology will also help in forming the appropriate vocabulary for her to voice concerns.
By the end of the second quarter, Eden’s schedule will change. She will need to increase her visits to the special
education room from one visit per day to two visits per day until she becomes comfortable with her schedule. This
will allow for her to work on her social skills and adapt to a new schedule. She must have her schedule in picture
form.
Parent-teacher conferences will be scheduled monthly to view her progress in this area.
Page 3 of 4
IEP
Student Name:
Eden Baldwin
MINNESOTA COMPREHENSIVE ASSESSMENT
BASIC SKILLS TEST
Address for MCA’s administered during the student’s annual IEP year.
Will participate without accommodations or modifications (PS)
Will participate without accommodations
Will participate with accommodations listed (PS):
Will participate with accommodations listed:
(Modifications are not allowed.)
Will participate with modifications (PI):
(Document modifications selected and provide rationale.)
With assistance from a paraprofessional in order
to fully comprehend the questions asked.
Alternate Assessment-Document IEP team rationale:
Alternate Assessment (PI) -Document IEP team rationale:
DISTRICT-WIDE ASSESSMENT
State
PS
Address each time a student is in a grade being assessed by the district.
Will participate without accommodations
Individual *
PI
Alt. Assess.
PI
Date
Passed
Reading
Math:
Writing:
Will participate with accommodations listed below:
With assistance from a paraprofessional in order to fully comprehend the
questions asked.
Alternate Assessment-Document IEP team rationale
Check the appropriate box to indicate the level the student will
attempt. *If the modification is to alter the district’s passing level,
enter the test score expected to be achieved.
Motion Pictures Unit 8
and list alternate assessments:
LEP STUDENTS
Address for special education LEP students during the student’s annual IEP year.
Will participate in TEAE test without accommodations
Will participate in TEAE test with accommodations
listed:
With assistance from a paraprofessional in order to fully comprehend
the questions asked.
MN SOLOM-Document IEP team rationale:
PROFILE OF LEARNING/HIGH STANDARDS AND/OR MINNESOTA ACADEMIC STANDARDS
Will participate in the Profile of Learning High Standards. See attached documentation and identify local requirements.
(Based on existing locally established graduation requirements.) and/or
Will participate in the Minnesota Academic Standards as they are written. No changes will be made.
The IEP team has determined that some of the Minnesota Academic Standards are inappropriate.
Some or all of student’s IEP goals and objectives will replace the inappropriate academic standard(s)
listed below:
The IEP team has determined that because the nature of the child’s disability, all the Minnesota
Academic Standards are inappropriate. The student’s IEP goals and objectives will be the established
alternative standard(s).
ADAPTATIONS IN GENERAL AND SPECIAL EDUCATION
Describe needed adaptations including 1) supplemental aids and services in general and special education, and 2) program modifications or
supports for school personnel to meet the needs of the student, and 3) assistive technology:
Page 4 of 4
IEP
Student Name:
Eden Baldwin
SECONDARY TRANSITION PLANNING
Transition Needs: For students about to enter grade 9 or reach age 14 and thereafter, describe the focus on
courses of study to address transition from secondary services to post-secondary education and training,
employment, community participation, recreation and leisure, and home living. In addition, describe how the
disability impacts secondary transition planning.
Transition Services: For students about to enter grade 9 or reach age 14 and thereafter, identify instructional
Motion Pictures Unit 9
services, related services, and interagency responsibilities and any needed linkages to address transition from
secondary services to post-secondary education and training, employment, community participation, recreation
and leisure, and home living and the person(s) accountable for each activity:
TRANSFER OF RIGHTS AT AGE OF MAJORITY
Addressed only in IEPs for students who will reach age 17 during the tenure of this IEP.
Prior to the student’s 17th birthday, the student was informed of the rights that will transfer to him/her upon
reaching the age of majority (18), unless a legal guardian or conservator has been appointed.
Date student was informed:
Page 1 of 4
IEP Meeting Date: 9/8/2008
10/03
INDIVIDUALIZED
EDUCATION PROGRAM
(IEP)
STUDENT INFORMATION
Student: Noah Newman
Gender: M
Grade: 7
D.O.B.: 8-12-95
PARENT/GUARDIAN INFORMATION
Parent/Guardian Name(s): Nicolas and Sharon Newman
IEP INFORMATION
Federal Setting:
IEP Manager Name: Lindsey Morley
Phone #: (507)5552447
Motion Pictures Unit 10
PROGRESS REPORTING
Frequency and method(s) to be used for reporting progress to parents:
Noah will bring home a planner nightly to be signed by his parents. There will be monthly parent-teacher
conferences to track his progress.
EXTENDED SCHOOL YEAR
Yes
Are extended school year services required for this student?
If yes, services must be described within this IEP or in attached documentation.
No
More Data Needed
X
SPECIAL EDUCATION AND RELATED SERVICES
Instruction or Service Provided
Paraprofessional assistance
Social Skills Class
Location
General Education
Special Education
X
X
Anticipated
Frequency
Daily
Daily
Minutes
Per Session
Indirect
Direct
Start
Date
9/9/08
9/9/08
Service
Anticipated
Duration
Through
June 2009
Through
June 2009
LEAST RESTRICTIVE ENVIRONMENT (LRE) EXPLANATION
If the student is not able to participate full time with students without disabilities in the regular classroom and in
extra-curricular and non-academic activities, provide a statement explaining the extent of nonparticipation:
Noah will participate in the regular education classroom with help from a paraprofessional for 70% of the day. For
the other 30% of the day, he will be in the special education classroom focusing on language and social skills.
Page 2 of 4
IEP
Student Name:
Noah Newman
PROGRAM
Present Level(s) of Educational Performance, including for K-12 students, describe how the disability affects
their involvement and progress in the general curriculum (i.e. the same curriculum as for non-disabled students).
For preschool children, describe how the disability affects the child’s participation in appropriate activities.
Noah is a very bright boy. He does well in math and science, and his skills in these areas are continually
improving, but he has difficulty expressing himself. This makes language-based curriculum difficult for him. He
needs assistance with interacting properly with his peers and teachers. Noah tends to act out in a violent way if he
becomes overwhelmed. He tends to act out in class and has difficulty making friends. His parents have been
working with him on forming relationships. He has made improvements since last year, but this aspect needs
further improvement.
Motion Pictures Unit 11
Annual Instructional Goal:
1 of 2 Goals
Current level: Noah yells out answers and interrupts the class several times each day.
Goal: Noah will raise his hand and wait to be called on by his teacher.
Short Term Objectives or Benchmarks:
By the end of the quarter, Noah will raise his hand 3 out of the 4 times he wants to ask a question or speak in class.
The special education teacher will work on this skill during social skills class. Noah will also have constant
reminders from his teachers and paraprofessional. The regular education teachers will keep track of his
disturbances and report to the special education teacher, and his parents daily on his progress.
Annual Instructional Goal:
2 of 2 Goals
Current level: Noah has difficulty reading. He currently reads at 65% proficiency.
Goal: Noah will improve his reading proficiency 5% by the end of the quarter.
Short Term Objectives or Benchmarks:
By the end of the quarter, Noah will raise his reading proficiency 5 points to 70%. This will be done through
visual drills with flashcards, and audio drills on phonetic awareness. These drills will take place for thirty minutes,
three days a week and will perfect his phonetic awareness, phonic awareness, and comprehension. He will be
tested monthly to ensure progression in his skills.
Page 3 of 4
IEP
Student Name:
Noah Newman
MINNESOTA COMPREHENSIVE ASSESSMENT
BASIC SKILLS TEST
Address for MCA’s administered during the student’s annual IEP year.
Will participate without accommodations or modifications (PS)
Will participate without accommodations
Will participate with accommodations listed (PS):
Motion Pictures Unit 12
Assistance with reading the questions from a paraprofessional.
Will participate with accommodations listed:
(Modifications are not allowed.)
Will participate with modifications (PI):
(Document modifications selected and provide rationale.)
Assistance with reading the questions from a
paraprofessional.
Alternate Assessment-Document IEP team rationale:
Alternate Assessment (PI) -Document IEP team rationale:
DISTRICT-WIDE ASSESSMENT
State
PS
Address each time a student is in a grade being assessed by the district.
Individual *
PI
Alt. Assess.
PI
Date
Passed
Reading
Math:
Will participate without accommodations
Writing:
Will participate with accommodations listed below:
Assistance with reading the questions from a paraprofessional.
Check the appropriate box to indicate the level the student will
attempt. *If the modification is to alter the district’s passing level,
enter the test score expected to be achieved.
Alternate Assessment-Document IEP team rationale
and list alternate assessments:
LEP STUDENTS
Address for special education LEP students during the student’s annual IEP year.
Will participate in TEAE test without accommodations
MN SOLOM-Document IEP team rationale:
Will participate in TEAE test with accommodations
listed:
Assistance with reading the questions from a paraprofessional.
PROFILE OF LEARNING/HIGH STANDARDS AND/OR MINNESOTA ACADEMIC STANDARDS
Will participate in the Profile of Learning High Standards. See attached documentation and identify local requirements.
(Based on existing locally established graduation requirements.) and/or
Will participate in the Minnesota Academic Standards as they are written. No changes will be made.
The IEP team has determined that some of the Minnesota Academic Standards are inappropriate.
Some or all of student’s IEP goals and objectives will replace the inappropriate academic standard(s)
listed below:
The IEP team has determined that because the nature of the child’s disability, all the Minnesota
Academic Standards are inappropriate. The student’s IEP goals and objectives will be the established
alternative standard(s).
Motion Pictures Unit 13
ADAPTATIONS IN GENERAL AND SPECIAL EDUCATION
Describe needed adaptations including 1) supplemental aids and services in general and special education, and 2) program modifications or
supports for school personnel to meet the needs of the student, and 3) assistive technology:
Page 4 of 4
IEP
Student Name:
Noah Newman
SECONDARY TRANSITION PLANNING
Transition Needs: For students about to enter grade 9 or reach age 14 and thereafter, describe the focus on
courses of study to address transition from secondary services to post-secondary education and training,
employment, community participation, recreation and leisure, and home living. In addition, describe how the
disability impacts secondary transition planning.
Transition Services: For students about to enter grade 9 or reach age 14 and thereafter, identify instructional
services, related services, and interagency responsibilities and any needed linkages to address transition from
secondary services to post-secondary education and training, employment, community participation, recreation
and leisure, and home living and the person(s) accountable for each activity:
TRANSFER OF RIGHTS AT AGE OF MAJORITY
Addressed only in IEPs for students who will reach age 17 during the tenure of this IEP.
Prior to the student’s 17th birthday, the student was informed of the rights that will transfer to him/her upon
reaching the age of majority (18), unless a legal guardian or conservator has been appointed.
Date student was informed:
Motion Pictures Unit 14
Page 1 of 4
INDIVIDUALIZED
EDUCATION PROGRAM
(IEP)
IEP Meeting Date: 9/4/2008
10/03
STUDENT INFORMATION
Student: Devon Winters
Gender: M
Grade: 7
D.O.B.: 5/3/1995
PARENT/GUARDIAN INFORMATION
Parent/Guardian Name(s): Neil and Dru Winters
IEP INFORMATION
Federal Setting:
IEP Manager Name: Lindsey Morley
Phone #: (507)5552447
PROGRESS REPORTING
Frequency and method(s) to be used for reporting progress to parents:
Devon will use a student planner daily, and bring it home with him nightly (his parents will sign it to ensure it was
viewed.) Progress reports will be sent home weekly.
EXTENDED SCHOOL YEAR
Yes
Are extended school year services required for this student?
If yes, services must be described within this IEP or in attached documentation.
No
More Data Needed
X
SPECIAL EDUCATION AND RELATED SERVICES
Instruction or Service Provided
Location
General Education
Special Education
Anticipated
Frequency
Minutes
Per Session
Indirect
Direct
Start
Date
Service
Anticipated
Duration
Motion Pictures Unit 15
LEAST RESTRICTIVE ENVIRONMENT (LRE) EXPLANATION
If the student is not able to participate full time with students without disabilities in the regular classroom and in
extra-curricular and non-academic activities, provide a statement explaining the extent of nonparticipation:
Devon will be in the mainstream classroom 100% of the day. He will have assistance from a
paraprofessional 40% of the day. The remaining 60% of the day, Devon will work independently.
Page 2 of 4
IEP
Student Name:
Devon Winters
PROGRAM
Present Level(s) of Educational Performance, including for K-12 students, describe how the disability affects
their involvement and progress in the general curriculum (i.e. the same curriculum as for non-disabled students).
For preschool children, describe how the disability affects the child’s participation in appropriate activities.
Devon is a very intelligent boy. He excels in school, and has been on the A and B honor roll every semester. He
has a hearing impairment that makes it difficult for him to learn in loud environments. For this reason, he is
accompanied by a paraprofessional in physical education, music, and any class that will have large group
activities. This is to ensure that he understands all directions. Devon is very outgoing, and has many friends. He is
well liked and respected by his peers.
Annual Instructional Goal:
1 of 2 Goals
Current level: Devon can become too dependent on his paraprofessional for assistance. He will rely on her to give
him all information said in class each day.
Goal: By the end of the quarter, Devon will become more independent in classroom by asking more questions, and
getting more involved in group discussions.
Short Term Objectives or Benchmarks:
Devon will become more involved in the classroom and less dependent on his paraprofessional by being called on
in class, even when he does not volunteer answers. This will occur in subjects that Devon is comfortable in, and
the teacher will have discussed this with Devon to know that he is knowledgeable on the subject and can be
comfortable volunteering answers in the classroom.
By the end of the quarter, Devon will have assistance from a paraprofessional 30% of the day, and the other 60%
of the day, he will work independently.
Motion Pictures Unit 16
Annual Instructional Goal:
2 of 2 Goals
Current level: Devon is easily distracted in class. This can become an issue in his academics, and it can also
become disturbing to the other students in the class.
Goal: Devon will be on task in class 90% of the time.
Short Term Objectives or Benchmarks:
Devon will be seated at the front of the class so the teacher can ensure his behavior is on task, and he is following
directions.
The teacher will keep track of his on task time, and a progress report will be sent to his parents weekly.
By the end of the quarter, Devon will be on task in class 90% of the time.
Page 3 of 4
IEP
Student Name:
Devon Winters
MINNESOTA COMPREHENSIVE ASSESSMENT
BASIC SKILLS TEST
Address for MCA’s administered during the student’s annual IEP year.
Will participate without accommodations or modifications (PS)
Will participate without accommodations
Will participate with accommodations listed (PS):
Will participate with accommodations listed:
(Modifications are not allowed.)
Will participate with modifications (PI):
(Document modifications selected and provide rationale.)
Alternate Assessment-Document IEP team rationale:
Alternate Assessment (PI) -Document IEP team rationale:
DISTRICT-WIDE ASSESSMENT
Address each time a student is in a grade being assessed by the district.
State
PS
Individual *
PI
Alt. Assess.
PI
Date
Passed
Motion Pictures Unit 17
Reading
Math:
Will participate without accommodations
Writing:
Will participate with accommodations listed below:
Check the appropriate box to indicate the level the student will
attempt. *If the modification is to alter the district’s passing level,
enter the test score expected to be achieved.
Alternate Assessment-Document IEP team rationale
and list alternate assessments:
LEP STUDENTS
Address for special education LEP students during the student’s annual IEP year.
Will participate in TEAE test without accommodations
Will participate in TEAE test with accommodations
listed:
MN SOLOM-Document IEP team rationale:
PROFILE OF LEARNING/HIGH STANDARDS AND/OR MINNESOTA ACADEMIC STANDARDS
Will participate in the Profile of Learning High Standards. See attached documentation and identify local requirements.
(Based on existing locally established graduation requirements.) and/or
Will participate in the Minnesota Academic Standards as they are written. No changes will be made.
The IEP team has determined that some of the Minnesota Academic Standards are inappropriate.
Some or all of student’s IEP goals and objectives will replace the inappropriate academic standard(s)
listed below:
The IEP team has determined that because the nature of the child’s disability, all the Minnesota
Academic Standards are inappropriate. The student’s IEP goals and objectives will be the established
alternative standard(s).
ADAPTATIONS IN GENERAL AND SPECIAL EDUCATION
Describe needed adaptations including 1) supplemental aids and services in general and special education, and 2) program modifications or
supports for school personnel to meet the needs of the student, and 3) assistive technology:
Page 4 of 4
IEP
Student Name:
Devon Winters
SECONDARY TRANSITION PLANNING
Transition Needs: For students about to enter grade 9 or reach age 14 and thereafter, describe the focus on
courses of study to address transition from secondary services to post-secondary education and training,
employment, community participation, recreation and leisure, and home living. In addition, describe how the
disability impacts secondary transition planning.
Motion Pictures Unit 18
Transition Services: For students about to enter grade 9 or reach age 14 and thereafter, identify instructional
services, related services, and interagency responsibilities and any needed linkages to address transition from
secondary services to post-secondary education and training, employment, community participation, recreation
and leisure, and home living and the person(s) accountable for each activity:
TRANSFER OF RIGHTS AT AGE OF MAJORITY
Addressed only in IEPs for students who will reach age 17 during the tenure of this IEP.
Prior to the student’s 17th birthday, the student was informed of the rights that will transfer to him/her upon
reaching the age of majority (18), unless a legal guardian or conservator has been appointed.
Date student was informed:
Motion Pictures Unit 19
December 4, 2008
Dear Parents and/or Guardians,
The seventh grade team of teachers is proud to present our upcoming unit, Motion
Pictures. For the next three weeks students will have the opportunity to learn about the
film industry in an academic setting. This exciting theme, which is so relevant in today’s
society, will provide many wonderful learning opportunities for your children.
Throughout the three weeks students will have motion picture themed lessons in
all of their subjects. In language arts they will have the opportunity to film their own
public service announcements, perform monologues, and practice their grammar skills
through a movie quote game. Their mathematic lessons will study movie budgets and
sequel rates. Science activities will include studying about blue screen technology and
other special effects. In Physical Education students will have the opportunity to
participate in a movie-based workout each class period, including a High School Musical
dance workout. Each of these lessons has been designed to engage your children in hands
on activities that will help them grow academically and socially.
One favor we ask of you is to rack your brains for your favorite childhood
movies. We would like to display a “Then and Now” themed bulletin board in the school,
showing students some influential movies from across different generations. Please send
in these titles with your children.
We are very much looking forward to these next few weeks of school. If you or
your child should have any questions about this unit, please contact one of us at your
earliest convenience.
Sincerely,
Molly Blum
Science and Mathematics
Jamie Brondyke
Language Arts
Belinda Schroeder
Language Arts
Michael Majerowicz
Physical Education
Lindsey Morley
Special Education
Motion Pictures Unit 20
December 4, 2008
Dear Parents and/or Guardians,
We have a very fun-filled week coming up in the Middle School. Our advisory
team decided to have a motion picture themed week. This will be the topic studied in
your child’s language arts, math, science, and physical education classes.
In language arts, the seventh graders will be producing public service
announcements, viewing differences between novels and movies based on novels,
working with monologues and reviewing movie grammar. This will include writing
scripts, comparing and contrasting literary works, and perfecting their grammatical skills.
Seventh grade math classes will focus on movie budgets and sequel rates. These activities
will include column addition, division, and sequencing data, along with mean, median
and mode practices. The science department will focus on sound effects and explosives.
These fun activities will allow the students to understand the “magic” that takes place
behind the scenes when making action movies. For physical education, the students will
have movie-based workouts for each class period. The workouts include: stunts from
“Vision Quest”, “300” workout, “Rocky” workout, and finally a “High School Musical
3” dance. These interactive activities will be designed for seventh grade students and will
are modified to be safe for your child to do. All lessons will be modified to accommodate
your child according to his or her IEP.
The purpose of this week is to introduce your child to the history and intrigue of
the motion picture world that has shaped our culture through the generations. These
lessons will make learning the required material more fascinating, and hopefully, your
child will appreciate the work that goes into making the movies he or she loves to watch.
It is our hope that your child will enjoy this themed week, and learn a lot about a topic
that is of great interest to him or her.
If you have any questions and/or concerns, please feel free to contact me. My phone
number and email are listed below.
Sincerely,
Lindsey Morley
Special Education Teacher
555-2447
lmorley@winona.k12.mn.us
Motion Pictures Unit 21
Multiple Intelligences Connections
In this unit, Motion Pictures, teachers will be accommodating students with
multiple intelligences in each of the unit’s lessons. Teachers are also accommodating
students with special needs. All will be involved in the unit, regardless of intelligence
level. Below are examples of how multiple intelligences and special needs are provided
for in each lesson.
In the English lessons, linguistic, interpersonal, and intrapersonal intelligences are
accommodated. For example, in the lesson “Lights, Camera, Action” students are
playing to their audience; they have to be people smart or interpersonally intelligent, to
attract an audience. In regards to the Math and Science lessons, logical and
mathematical, spatial, and naturalist intelligences are accommodated for. For example, in
the Science lesson “Visual Perception” students are realizing that movies play tricks on
your eye and are shown examples and then are asked to figure out the science behind it.
Therefore, students who are spatially intelligent, or picture smart, are provided for.
Finally, in the Physical Education lessons, bodily-kinesthetic, intrapersonal, and musical
intelligences are provided for. In the lesson, “Dance Choreography” students are
watching the High School Musical 3 dance and then they learn the dance. This involves
being body, self, and musically intelligent, as all are needed to perform the dance.
Special needs are accommodated for in each lesson as well. This is done through
simplifying complicated elements in the lessons to that student’s specific intelligence
level. This is done for three students, one with traumatic brain injury, one who has
autism, and one with a hearing impairment. Each disability is accommodated for in a
specific way. For example, for Devon Winters, he can be placed at the front of the
classroom to maximize his hearing ability and understanding of the lesson. Eden
Baldwin, a child with traumatic brain injury, can be accommodated for through using
picture directions instead of having everything written out; this allows her to follow
directions with ease and understand lessons to the fullest potential. Finally, Noah
Newman, a student with autism can be accommodated for through mediation because of
his interpersonal relationship difficulties.
All students have different intelligent levels and therefore need to be
accommodated for. This advisory team has the full intent of reaching out to all students,
making sure that all are learning at their specific intelligence level at ease, but also being
challenged enough to increase the level of intelligence.
Motion Pictures Unit 22
Family and Community Involvement
Our team’s multidisciplinary unit can have a direct positive effect on the family
and community. Public service announcement that advocates reading and have the 7th
graders show their stuff to the elementary students want to go out and read. The students
can perform their dance from High School Musical for the school and community. They
can take what they learned about green screens and create something for their peers to
watch. Physical education is of itself a community enhancing entity where being active is
contagious. The students can bring home what they have learned in class and do activities
with friends and family.
Our team’s multidisciplinary unit can have an indirect positive effect on the
family and community. The monologue activity can make individuals better at
communication skills where students can communicate effectively as adults and
appreciate each other’s differences through debate lessons. These skills create respect for
differences in family and community. Working out increases self esteem and overall
endorphin levels which make people happy. They can spread cheer to family members as
well as the community.
Through concepts gained in lessons, our team’s multidisciplinary unit can have a
positive effect on the future of the family and community. Hook and Elf show that
although an individual may be small, they can still be a powerful voice in their family
and community. In this lesson they also learn problem solving, which can tremendously
help out. Rocky is considered a classic in America and most it will most likely be on
television sometime. Whenever this happens it can be used as a motivational tool.
MEAN DEFINITION=
Motion Pictures Unit 23
Creative Component:
Graphic Organizer
Example: 3,5,6,3,4,7,6,2
Mean =
MEDIAN DEFINITION=
FINDING THE
AVERAGE OF
A SET OF
DATA
Example: 1, 3, 4, 8, 9 . . . Median =
Example: 1, 3, 4, 6, 8, 9 . . . Median =
MODE DEFINITION=
Example: 1,4,6,2,6,4,6,8,9,6,6,7,2,3,6,1
Mode =
Motion Pictures Unit 24
Creative Component: Rubric
Criteria
Length
Intended
audience
1pt
The
monologues
was half a
minute or
more shorter
than the
required
minute
No intended
audience was
presented
Oral
interpretation
The student
did not try to
theatrically
read the
monologue
Listening
Skills
The student
was not
paying
attention to
the other
students
3pts
The
monologue
was a less
than 30
seconds
short of a
minute
The intended
audience
was not very
clear
The student
read the
monologue
theatrically in
some parts
but not
others
The student
was paying
attention
some of the
time
5pts
The monologue was
at least a minute long
The intended
audience was clear
The student orally
interpreted/theatrically
presented his or her
monologue effectively
and was unique in
doing so.
The student listened
intently to other
students’ monologues
Motion Pictures Unit 25
Blue Screen Technology
(Science)
Week 1: Tuesday
STANDARD
MN Standard 1.C.: The student will know that science and technology are human efforts
that both influence, and are influenced by, society. (Benchmark: The student will give
examples of the development of technology influencing scientific knowledge, and
investigation and scientific knowledge influencing the development of technology).
PREREQUISITE UNDERSTANDINGS
Students must be able to work with a partner and follow directions carefully. Students
must have the inquiry skills to experiment, explore, and try different possibilities without
the assistance of the teacher.
OBJECTIVES
1. When given materials, the student will work with a partner to create a blue screen
movie scene. Each pair must find a blue screen and filter combination that makes
the blue screen seem to disappear.
2. When given a worksheet, each student will be able to independently answer all
the questions correctly using complete sentences (once a class discussion has been
held).
LEARNING GOALS
1. Students will work in pairs to design a blue screen movie scene.
2. Students will discover what color combinations will create a successful blue
screen.
3. Students will use higher-order thinking skills to realize when blue screens should
use a color other than blue.
4. Students will articulate how science has influenced the technology of the movie
industry and technology in general.
SEQUENCE
Anticipatory Set (5 minutes):
1. Tell students that today we will be learning about blue screen technology and how
moviemakers use it. Show clip from Harry Potter DVD to introduce what blue
screen technology is (extra features clip on how movie is made and the use of
blue screen technology).
Middle (35 minutes):
2. Instructional input: tell students that blue screens are a form of technology used to
film scenes that would otherwise be impossible in the real world. For example:
superheroes flying, magical fight scenes, or dangerous stunts. Actors are first
filmed in front of a blue screen. Later the actor is added to a different scene
Motion Pictures Unit 26
3.
4.
5.
6.
7.
8.
filmed for the background. The two film scenes are combined but the blue
background is filtered out.
Transition: tell students that today they will be making their own blue screen
technology. To begin, students must quickly and quietly find a partner and collect
the materials written on the board (plastic see-though sheets in clear, red, blue,
yellow, green, magazines, scissors, popsicle sticks, tape and/or glue). Students
should sit quietly when finished so the teacher knows when they are ready to
begin.
To make the background scene, the students must select, cut and glue magazine
clippings to the clear sheet. Next the students must select the action figure,
person, animal or object that they want to move in their scene. The students can
draw one or cut it out from the magazines. Set it aside, but do not glue it to
anything.
Students select one of the colored sheets as the “blue screen” (doesn’t have to be
the blue sheet). Students place the actor over the blue screen and use a different
colored sheet as the filter. Students must look through the filter to see the actor
and blue screen. Students are encouraged to try different combinations of blue
screen and filter colors to find the best combination.
Once students have found the right combination (when blue screen background
can not be seen through the filter, but actor can be), place the clear scenery sheet
on top of the actor. Tape a popsicle stick to the actor and move it around the scene
you created while looking through the filter. You have now created your own blue
screen technology!
Transition: when finished, partners should begin working on the attached
worksheet while waiting for other groups to finish. Complete sentences must be
used.
Hold a brief class discussion. Allow volunteers to share what they discovered in
the activity. Instructional input: make sure the following points are covered in the
discussion:
a. People see colors based on how light is reflected off of objects.
b. Each colored sheet was a filter that stopped certain colors from reaching
your eye. Different filters blocked different colors.
c. These filters are what made it seem like the “blue screen” below the actors
was invisible.
d. Ask students what would happen if you used a blue screen behind an actor
wearing a blue superhero suit. What could be done to fix this problem?
Closure (5 minutes):
Tell student that today we learned about blue screen technology. We learned what
it is, how it is used in the movie industry, how to make it, and why it works.
Please turn to your partner and share at least one new and interesting thing you
learned today. For homework, students should finish and/or correct the worksheet
on their own based on the class discussion held. Tell students to pay special
attention to the final 2 questions. They are the “big idea” of today’s lesson.
Transition: students should put away their materials, clean up their tables, and sit
Motion Pictures Unit 27
quietly. Once everyone is sitting quietly, students will be dismissed to their next
class.
EVIDENCE
1. Formative assessments:
a. Students work in pairs to create a blue screen scene that works. The
teacher will float around the room to make sure students have created a
successful blue screen-filter combination.
b. Class discussion will be held to make sure main ideas have been covered
and to check for understanding.
c. Higher order questions will be asked throughout the lesson as the teacher
floats around the room to check for understanding and during the class
discussion.
2. Summative assessments:
a. Students will independently complete a worksheet based on today’s
activity and class discussion.
ACCOMODATIONS
 A variety of senses will be used in the lesson. The use of visuals is included to help
visual learners and English language learners as well. The movie clip is an example
of a visual that is used. Tactile learners are able to physically arrange the colored
sheets and background scene assembled to learn about blue screen technology.
Auditory learners benefit from the discussion that follows the activity.
 Students are given the option of working with a partner. Partners can be arranged
based on ability levels and special needs in order to help all students work together to
succeed and assist one another.
 There is one hearing impaired student that we be seated near the front of the class.
The teacher may also use a microphone to help this student.
 There is one student with high functioning autism. A paraprofessional will be there
for assistance and written assignments can be simplified to best fit his needs.
 There is one student with a traumatic brain injury. Pictures will be used as often as
possible (especially for directions) and activities will be simplified. A
paraprofessional will also be available.
CONNECTIONS TO OTHER SUBJECT AREAS
This lesson connects to art, technology, and language arts. Students use art skills to create
a movie scene using drawings and magazine cutouts. Students learn about a new form of
technology, how it works, and how to create it. Students use language arts skills to
articulate the main ideas of the lesson through a class discussion and by writing complete
sentences on a related worksheet.
TECHNOLOGY USED
Students learn about blue screen technology. They watch a short video clip on it, learn
how it works, why it is used and how to make it.
MATERIALS
Motion Pictures Unit 28
Pencil
Worksheet
Plastic see-though sheets (clear, red, blue, yellow, green)
Magazines
Scissors
Popsicle sticks
Tape and/or glue
REFERENCE:
Public Broadcasting Service. (1996). Special effects: higher-tech reality. In What’s
behind E.T. and Superman flying? (number 3). Retrieved November 20, 2008,
from http://www.pbs.org/wgbh/nova/specialfx/fxguide/fxmshtr3.html
Motion Pictures Unit 29
Blue Screen Technology:
Movie Makers: _________________________________________________________
1. Which two colors did you select for the blue screen and filter? Why?
2. Did you find any other colors that also worked? Which ones?
3. Does a blue screen always have to be blue?
4. Give an example when a blue “blue screen” would be a bad choice and why.
5. Explain in your own words how the filter worked based on our class discussion.
6. Scientists knew how humans see colors before blue screen technology was ever
created. How has this knowledge influenced the technology of the moviemaking
world?
7. Give one other example of how science has influenced technology.
Motion Pictures Unit 30
Special Effects
(Science)
Week 2: Wednesday
STANDARDS
 MN Standard 1.A.: The student will understand that science is a way of knowing about the


world that is characterized by empirical criteria, logical argument and skeptical review.
(Benchmark 2: The student will explain natural phenomena by using appropriate physical,
conceptual and mathematical models).
MN Standard 1.B.: The student will design and conduct scientific investigations.
MN Standard 1.C.: The student will know that science and technology are human efforts that
both influence, and are influenced by, society.
PREREQUISITE UNDERSTANDINGS
Students must have some familiarity with the PHEOC scientific method. It is assumed
that this method has been introduced to the students, but more practice is needed with it.
Students must also possess the basic writing skills needed to write a lab report and a
complete paragraph.
OBJECTIVES
3. When given an inquiry question, the student will work with a partner to write a
lab report and discover a solution. The lab report must include all 5 steps of the
scientific method, complete sentences, and answer the inquiry question with
logical support from the investigation.
4. When given the necessary materials, the student will work with a partner to create
a movie scene shoebox that makes one classmate appear larger than the other.
LEARNING GOALS
5. Students will formulate a hypothesis.
6. Students will design a conceptual model of how visual perception works.
7. Students will conduct a scientific investigation using the PHEOC method.
8. Students will discover how science has and continues to influence technology,
specifically in the movie industry.
SEQUENCE
Anticipatory Set (5 minutes):
1. Show students a clip from the movie Elf, where the character Buddy is much
larger than his elf-sized father. Also show a clip from the movie Hook, where
Robin Williams (as Peter Pan) is much larger than Julia Roberts (as Tinkerbelle).
Transition: Write the following inquiry question on the board: how do
moviemakers make two normal sized humans appear to be very different heights
in the same scene? Tell students that today they will investigate and discover how
this special effect works by using the scientific method.
Motion Pictures Unit 31
Middle (35 minutes):
2. Tell students that today we will continue practicing how to create a lab report
using the PHEOC method. Briefly have students review the 5 steps involved
(Problem, Hypothesis, Experiment, Observations, Conclusions).
3. Have students find a partner and write the problem (inquiry question on the
board) and hypothesis right away.
4. Explain the experiment process to the students. Students must follow these
directions:
a. Transition: Student should collect the materials needed with his/her
partner. Each pair needs a shoebox, scissors, magazines, index cards, and
glue/tape. Students should sit quietly when finished so the teacher knows
everyone is ready.
b. The teacher will use a camera to take a head to toe photo of each student
standing the same distance from the camera (all photos must be
proportional). This should be done beforehand and the photos should be
ready to use.
c. Students create a viewfinder by cutting an eyehole at one end of the
shoebox (should be the size of the tip of the thumb).
d. At the other end of the inside of the shoebox, create a background scene
for your movie. Glue or tape on magazine clippings to create it.
e. You can also use magazine clippings to create props in your scene (trees,
benches, tables, etc.).
f. Glue or tape your photos and any props to index cards. Cut along the
outsides of the photo and props but leave an extra inch of index card at the
bottom of each. Place the photo(s) and props on the bottom of the shoebox
by folding the bottom of the cards to get them to stand up.
g. Move the photos and props around while looking through the viewfinder
hole. Try to make yourself much bigger than your partner in the same
shoebox movie scene (or the other way around). Once one partner is much
larger than the other and the scene looks otherwise realistic, have the
teacher check your work. Glue or tape the photos and props in the
positions desired once your scene has been okayed.
5. Transition: while students wait for others to finish the shoebox scenes, partners
can begin writing the experiment steps and any observations made throughout the
experiment. Teacher should float around the room to make sure students are
following the PHEOC method previously taught and that the observations are
scientific and meaningful.
6. Transition: once all students are finished making the shoebox movie scenes, get
the attention of the students. Tell everyone to put what he/she is working on
down, and make eye contact with the teacher. Check for understanding: bring
class back together for a brief discussion. Let volunteers share any observations or
discoveries made. Guide students’ by asking higher order questions to get across
the following main ideas:
a. In the real world we can look at what surrounds objects to determine size.
We can tell how big things are even if some objects are further away.
Motion Pictures Unit 32
b. We used the shoeboxes to limit what we see and play a trick on our visual
perception (how we think we see things).
c. Even though both photos of the students were about the same size, the one
closer to our eye seemed much larger.
d. Moviemakers use similar special effects to make movies like Elf and
Hook.
7. Guided practice: review how to write the conclusion to a lab. Partners should
evaluate the accuracy of their original hypothesis, and write final thoughts that
answer the original inquiry problem posed with supporting evidence. Give
students a few minutes to write the conclusion to today’s activity.
Closure (5 minutes):
8. Remind students that today we practiced the scientific method and learned how
special effects can alter our visual perception. Have students orally recite what the
acronym PHEOC stands for. Hold up a photograph of a fishing photo where the
fisherman holds the fish he/she caught closer to the camera to make it look bigger
than it actually is. For homework, students must write one complete paragraph to
explain the technique the fisherman used to make his catch more impressive than
it actually was. Transition: instruct students to clean up their tables and put
materials away. The class will be dismissed once everyone is lined up quietly at
the door.
EVIDENCE
3. Formative assessments:
a. Students orally state the 5 steps of the PHEOC scientific method and
describe what each step entails.
b. Students formulate a hypothesis with a partner and evaluate it at the
conclusion of the experiment.
c. Students create a shoebox movie scene that makes one classmate appear
much larger than the other.
d. Higher order questions will be asked throughout the lesson as the teacher
floats around the room to check for understanding and during the
concluding class discussion.
4. Summative assessments:
a. Students turn in their completed lab write-up.
b. Students write one paragraph describing the visual trick used by the
fisherman.
ACCOMODATIONS
 Visuals are included to help students. The movie clips are an example of a visual.
Tactile learners are able to physically make the shoebox movie scene. Auditory
learners benefit from the discussion after the activity.
 Student choice: students are able to make the shoebox scenes as complicated or as
basic as desired. This allowed the whole class to keep on the same pace while
challenging students to the appropriate level.
Motion Pictures Unit 33



There is one hearing impaired student that we be seated near the front of the class.
The teacher may also use a microphone to help this student.
There is one student with high functioning autism. A paraprofessional will be there
for assistance and written assignments can be simplified to best fit his needs.
There is one student with a traumatic brain injury. Pictures will be used as often as
possible (especially for directions) and activities will be simplified. A
paraprofessional will also be available.
CONNECTIONS TO OTHER SUBJECT AREAS
This lesson relates well to art, technology, and language arts. Students use art and design
skills to create their own shoebox movie scene. Students learn about the link between
technologically and science through the special effects used by moviemakers. Students
must use language arts skills to write a formal lab report using complete sentences.
Students must also write a complete paragraph.
TECHNOLOGY USED
Students learn about the technology behind special effects that alter the visual perception
of a movie’s audience. Students watch video clips that show this special effect, and
students create a model of the concept themselves.
MATERIALS
Pencil and paper
TV, DVD player, Elf DVD, Hook DVD
Photo camera (photo of each student)
Shoebox, scissors, magazines, index cards, glue/tape for each pair of students
Fisherman photo and written homework directions
REFERENCES:
Piper Falk, Julie. (2008, June 7). The bass. Retrieved November 20, 2008, from
http://flickr.com/photos/48600090482@N01/2558426104
Public Broadcasting Service. (1996). Special effects: return of more than meets the eye.
In When are people bigger than monsters? (number 3). Retrieved November 20,
2008, from http://www.pbs.org/wgbh/nova/specialfx/fxguide/fxmsmore3.html
Motion Pictures Unit 34
Name: ___________________________
VISUAL PERCEPTION
Directions: Write one complete paragraph to explain the technique the fisherman used to
make this catch more impressive than it actually is. Think about what we learned today
about visual perception and special effects.
Motion Pictures Unit 35
Box Office Budgets
(Math)
Week 3: Monday
STANDARD
MN Standard 7.4.1: Use mean, median and range to draw conclusions about data and
make predictions. (7.4.1.1: Design simple experiments and collect data. Determine mean,
median and range for quantitative data and from data represented in a display. Use these
quantities to draw conclusions about the data, compare different data sets, and make
predictions.).
PREREQUISITE UNDERSTANDINGS
Students will need basic writing skills and Internet research skills to participate fully in
the activities. Students will need to be able to follow along and take notes using an
advanced organizer. Students will need to be confident in basic computation skills
including column addition, division, and sequencing a set of data from least to greatest.
OBJECTIVES
5. When given an advanced organizer, the student will take notes on mean, median,
and mode by filling in all the blanks as directed.
6. When given a list of the highest paid young movie actors, the student will find the
mean, median, and mode for the list of salaries. Students must answer at least 2 of
the 3 correctly.
7. When given last weekend’s box office chart, the student will find the mean,
median, and mode for the total gross of the top ten movies, and the mean, median,
and mode for the budget of the top ten movies. Students will answer at least 4 of
the 6 correctly.
8. When given a discussion question, the student will argue his/her point and write a
paragraph to support it. The student must make at least one contribution to the
class discussion and write a complete paragraph with support for his/her point.
LEARNING GOALS
9. Students will discover the meanings of mean, median and mode.
10. Students will apply knowledge of mean, median and mode to answer real world
questions.
11. Students will use higher-order thinking skills to debate and articulate the best
instances to use mean, median or mode.
SEQUENCE
Introduction (5 minutes):
1. Anticipatory set: Ask class if anyone knows which movie holds the record for
most money made in the United States and worldwide. Allow a few guesses and
then state Titanic as the answer. Let students guess how much it made
($600,788,188 in the United States and $1,842,879,955 worldwide according to
boxofficemojo.com). Tell class that today we will be introduced to 3 new statistic
words and use movie budgets to practice the new skills we learn.
Motion Pictures Unit 36
2. Pose the following question: How do you find the average amount of something?
Ask each student to define the word average and write how he/she would
determine the average of a set of data.
Middle (30 minutes):
1. Transition: tell students to turn to a neighbor and share their thoughts on the
inquiry question as you pass out an advanced organizer.
2. Teach the difference between the words mean, median and mode by using an
advanced organizer. Provide a set of numbers and model how you would find the
mean, median, or mode for that set of data. (10 minutes)
a. Mean: the average of a set of data. Add up all the numbers and divide by
how many pieces of data there are.
i. Example: 3,5,6,3,4,7,6,2 . . . Mean: 36/8 = 4.5
b. Median: The middle number in a sequence of numbers (when numbers go
from lowest to highest). When there is an even amount of numbers, the
median is the average of the two middle numbers in the sequence.
i. Example: 1, 3, 4, 8, 9 . . . Median: 4
ii. Example: 1, 3, 4, 6, 8, 9 . . . Median: average of 4 & 6 = 5
c. Mode: the number that appears most frequently
i. Example: 1,4,6,2,6,4,6,8,9,6,6,7,2,3,6,1 . . . Mode: 6
3. Transition: hand out a list of the highest paid young movie actors to the class.
Allow students to read through the list, read about the actors, and discuss the list
with peers for a few minutes (which actors they like, what they think about the
salaries, etc.). Guided practice: students are asked to find the mean, median, and
mode for the list of salaries. Students can work alone or in pairs. Teacher will
float around the room to help as needed. (10 minutes)
4. Transition: tell students to get a pencil, notebook, and calculator. When students
are lined up and prepared quietly at the door, the class will walk quietly to the
computer lab. Upon arrival, students should share a computer with a partner and
wait for directions. Guided practice: students are directed to the following
website: http://www.boxofficemojo.com/. Students are directed to pull up last
weekend’s box office chart. Point out the total gross and the budget for each
movie (total gross is the amount earned and the budget is the amount spent in
millions). Students are asked to find the mean, median, and mode for the total
gross of the top ten movies, and the mean, median, and mode for the budget of the
top ten movies. Students may work alone or with a partner. Answers and work
should be written down on a sheet of paper. (10 minutes)
Closure (10 minutes):
5. Transition: students turn in their work, push in chairs and quietly return to the
classroom. Students tell a friend what mean, median, and mode mean in their own
words once back in the classroom.
6. Students are asked if mean, median, or mode is the best method for determining
the average from the data used today. Students vote as a class and a brief
discussion is held.
7. Homework: students write a paragraph arguing their point of view on which
method best represented the data from today. Students should also write at least
one instance when the other two methods are the best option for determining the
Motion Pictures Unit 37
average and why. Transition: students can begin working on the assignment until
the bell rings.
EVIDENCE
5. Formative assessments:
a. Students are asked to define the word average at the beginning of the
lesson to gauge their knowledge of the subject.
b. Students fill out an advanced organizer for evidence that they have
followed the lecture and are beginning to grasp the concepts.
c. Students find the mean, median, and mode of the salaries of highly paid
young movie actors. They do the same for the total gross and budget of the
top ten movies at the box office.
d. Students debate when to use each of the three statistical methods learned.
6. Summative assessments:
a. Students orally tell a friend what mean, median and mode mean.
b. Students write a complete paragraph to support their point of view from
the debate.
ACCOMODATIONS
 The advanced organizer helps all students, but can be adjusted based on individual
needs. It can be written in another language for ELL students, it can be filled in more
completely for students with learning disabilities, or it can include additional
terminology for talented and gifted students.
 A variety of teaching methods are used in order to appeal to diverse learning styles.
Visuals are used, discussion is encouraged, a debate is held, and technology is
utilized.
 Students are given the option of working with a partner. Partners can be arranged
based on ability levels and special needs in order to help all students work together to
succeed and assist one another.
 There is one hearing impaired student that we be seated near the front of the class.
The teacher may also use a microphone to help this student.
 There is one student with high functioning autism. A paraprofessional will be there
for assistance and written assignments can be simplified to best fit his needs.
 There is one student with a traumatic brain injury. Pictures will be used as often as
possible (especially for directions) and activities will be simplified. A
paraprofessional will also be available.
CONNECTIONS TO OTHER SUBJECT AREAS
Students use language arts skills to write their own definition of the word average, to
practice communication skills in a debate, and to write a paragraph for homework.
Students also use technology skills to do basic Internet searches.
TECHNOLOGY USED
Students use computers and the Internet to research the average total gross and budgets of
recent box office movies. Students also have the option of using calculators in the
computation of mean, median, and mode.
Motion Pictures Unit 38
MATERIALS
Pencil, paper
Calculator (optional)
Mean, median and mode advanced organizer
List of highest paid young movie actors (from forbes.com)
Computers and Internet access (or box office chart printed off)
REFERENCES:
Box Office Mojo, LLC. (2008, November). Weekend box office. Retrieved November 19,
2008, from http://www.boxofficemojo.com/
Dictionary.com, LLC. (2008, November). Mean, Median, and Mode. Retrieved
November 19, 2008, from http://dictionary.reference.com/
Forbes staff. (2007, December 4). 20 under 25: the top-earning young superstars. Forbes.
Retrieved November 19, 2008, from www.forbes.com
Motion Pictures Unit 39
MEAN DEFINITION=
Example: 3,5,6,3,4,7,6,2
Mean =
MEDIAN DEFINITION=
FINDING THE
AVERAGE OF
A SET OF
DATA
Example: 1, 3, 4, 8, 9 . . . Median =
Example: 1, 3, 4, 6, 8, 9 . . . Median =
MODE DEFINITION=
Example: 1,4,6,2,6,4,6,8,9,6,6,7,2,3,6,1
Mode =
Motion Pictures Unit 40
20 Under 25: The Top-Earning Young
Superstars
December 4, 2007
www.forbes.com
Motion Pictures Unit 41
© Peter Kramer/Getty Images
6. Daniel Radcliffe, $15 million Born: July 23, 1989
Better known as the title character of the Harry Potter film franchise, Radcliffe generated
a media frenzy this year after he appeared onstage nude in a West End revival of Equus.
The fifth Potter film, this summer's The Order of the Phoenix, grossed $938 million
worldwide, making it the second highest-grossing film of the year. Since his 2001 foray
into wizardry at age 12, both Radcliffe and his paycheck have matured remarkably. The
actor was offered a reported $145,000 for The Sorcerer's Stone six years ago. His most
recent role earned an estimated $14 million.
© Alessandra Benedetti/Corbis
10. Keira Knightley, $9 million Born: March 26, 1985
Knightley became a bona fide star as a result of her role in the Pirates of the Caribbean
franchise, though she wasn't paid like one. Producer Jerry Bruckheimer locked her in to
the first two films at scale; Knightley finally finagled a raise, to $5 million, for this
summer's At World's End. The new face of Chanel, Knightley recently wrapped filming
on The Edge of Love, about poet Dylan Thomas' lovers, with Sienna Miller. In May
Knightley won a $6,000 libel award against The Daily Mail after the British paper
insinuated the reed-thin actress was anorexic.
Motion Pictures Unit 42
12. Scarlett Johansson, $5 million Born: Nov. 22, 1984
The sultry actress is set to appear in at least three films next year, including Woody
Allen's Vicky Cristina Barcelona, her third flick with the director. Though her last pass at
a high-profile film adaptation of a best seller went bust--this summer's The Nanny Diaries
grossed a measly $35 million--Johansson will nonetheless appear in He's Just Not Into
You, slated for release in August. Last year Johansson landed endorsement deals with
Louis Vuitton and Reebok, plus an enviable role in Justin Timberlake's video for "What
Goes Around (Comes Around)."
14. Dakota Fanning, $4 million Born: Feb. 23, 1994
Commanding as much as $3 million for major motion pictures--more than many of
Hollywood's most promising starlets--this pint-sized prodigy boasts credits in some of the
biggest box office hits of the past few years, including War of the Worlds and Charlotte's
Web. More recently Fanning has been taking edgier roles in smaller pictures. Last year
she drew scads of very-adult criticism for her role in Hounddog, an indie flick in which
her character is raped. She'll appear in at least three films next year, including the
animated fantasy Coraline and ensemble crime drama Winged Creatures, co-starring
Forest Whitaker.
Motion Pictures Unit 43
15. Emma Watson, $4 million Born: Aug. 24, 1988
Her coy suggestions to the press two years ago that she may need a break from the Harry
Potter film franchise, in which she plays Hermione Granger, no doubt sent Warner
Brothers into convulsions. For the last three flicks, including last summer's Order of the
Phoenix, she scored a substantial raise, earning an estimated $4 million per film. In July
she confessed to Parade magazine that she has enough money now to never work again,
adding, “but I would never want that."
© Frederick M. Brown/Getty Images
16. Rupert Grint, $4 million Born: Aug. 24, 1988
The ginger-topped Harry Potter co-star saw his salary increase substantially for this
summer's installment, Harry Potter and the Order of the Phoenix, which has to date
grossed $938 million worldwide. Playing Potter pal Ron Weasley should set Grint up for
life. He's already filming Half-Blood Prince, with the film adaptation of the final novel,
Deathly Hallows, scheduled to follow.
Motion Pictures Unit 44
18. Lindsay Lohan, $3.5 million Born: July 2, 1986
Too bad starlets don't get paid per headline. Despite a slew of legal and on-set troubles,
La Lohan squeezed in two films, Georgia Rule and I Know Who Killed Me, both box
office duds, during our time frame. She also booked print campaigns for Jill Stuart and
Miu Miu, as well as appearance fees before being sidelined by her third stint in rehab this
year. Dogged by speculation about her insurability, and a lousy box office track record
for her last four major releases, Lohan's commercial viability is in serious doubt.
© Amy Sussman/Getty Images
19. Mandy Moore, $3.5 million Born: April 10, 1984
The actress-singer is following the lead of fellow aging 'tween stars Ashley and MaryKate Olsen and Hilary Duff by launching her own fashion line called Mblem. In addition
to co-starring in five films in 2007, the frequent magazine cover girl released her fifth
studio album, Wild Hope, in June.
Motion Pictures Unit 45
Movie Sequel Rates
(Math)
Week 3: Wednesday
STANDARD
MN Standard 7.4.1: Use mean, median and range to draw conclusions about data and
make predictions. (7.4.1.1: Design simple experiments and collect data. Determine mean,
median and range for quantitative data and from data represented in a display. Use these
quantities to draw conclusions about the data, compare different data sets, and make
predictions.).
PREREQUISITE UNDERSTANDINGS
Students should have knowledge of and recent practice with mean, median, and mode.
Students should also be able to write a complete paragraph, be familiar with hypotheses,
and know how to do basic searches on the Internet.
OBJECTIVES
9. When given an inquiry question, the student will write a hypothesis based on what
he/she learned about hypotheses in science class (must be a complete paragraph).
10. When given a movie series, the student will accurately calculate the amount of
time in between each release date, and the mean, median, and mode of these
lengths of time.
11. When given a list of the length of time between multiple movie release dates, the
student will find the average mean, median and mode for the total list.
LEARNING GOALS
12. Students will formulate a hypothesis.
13. Students will collaborate with peers to answer an inquiry question posed.
14. Students will research movie release dates on an Internet database.
15. Students will investigate the average rate for movie sequels to come out and
predict when a new sequel will be released.
SEQUENCE
Introduction (10 minutes):
1. Ask each student to brainstorm a list of all the movies that have sequels or are in a
series. Compile the list into one big class list on the board.
2. Ask students when they think the next sequel to a current popular movie will
come out in theatres. Pose inquiry question to the class: is there a mathematical
way to determine how frequently sequels come out? Tell students that today we
will figure this out by using what we have recently learned about mean, median,
and mode.
Middle (30 minutes):
Motion Pictures Unit 46
3. Tell students to take a few minutes to think about the inquiry question on their
own. Have students get out a piece of paper and write a one-paragraph hypothesis
for a possible solution to the inquiry question.
4. Transition: have students get in groups of 3. Once the groups are formed, the class
will walk quietly to the computer lab and wait for directions. Have each group
select one of the movie series on the board to research (must have at least 3
movies in the series). Each group will use a computer to research the release dates
of each movie in the series selected. A good movie search website to tell students
about is: http://www.imdb.com/. The students can write the dates on the board.
Transition: while students wait for others to finish, ask them to discuss the inquiry
question within their groups. The students should share their hypotheses and work
together to write a new revised one down as a group. When all groups have
finished, students line up quietly at door and return to classroom.
5. Once the dates have been posted and the new hypotheses created, discuss the
results as a class. Ask students to share what they discovered and come up with a
final hypothesis for the inquiry question as a whole class. Lead students to think
about the ideas of mean, median and mode.
6. Have students help you write the definitions of mean, median, and mode on the
board (should be a review).
7. Have each group determine the amount of time between each movie in their
series. Determine parameters of data as a class: should you study years, months,
weeks, or days in between each movie and why? Have students change the figures
on the board to reflect this.
8. Review and model how to find the mean, median, and mode by using the data
from a movie series no group has yet selected.
9. Guided practice: have group find the mean, median, and mode of their data and
report their findings on the board. Transition: have each group check the work of
at least one other group as they wait for all groups to finish.
10. Ask students what we should do next to figure out when a sequel will likely come
out. We have data for a variety of different series, but how do we apply that to our
question? Lead students to realize the importance of compiling all the data
together.
11. Guided practice: once the data has been compiled together, have each group
determine the average mean, median, and mode for all the data. Groups should
work together, the teacher should float around the room, and the students should
be encouraged to collaborate. Help students find the mean, median and mode for
the length of time in between movies using the data from all the series provided.
Have groups briefly present their findings and discuss any discrepancies.
Closure (5 minutes):
12. Once the mean, median, and mode have been determined for all the data
combined, discuss which is the best method to use for answering our inquiry
question. Students should debate as a class which method (mean, median, or
mode) would best represent how frequently sequels come out and why based on
the definitions of those terms. Once the best method has been determined, use it to
Motion Pictures Unit 47
calculate when the next movie in any given series will come out in theatres. This
will answer the inquiry question.
13. For homework, students should write a one-page summary of the inquiry question
and how we went about answering it as a class. Within the write-up the student
should discuss his/her hypothesis, the use of mean, median, and mode, and also
brainstorm other factors that might affect when sequels come out. Transition:
students can get a start on the assignment until the bell rings. Talking among
peers is encouraged as long as it is productive and on task.
EVIDENCE
7. Formative assessments:
a. Students write a one-paragraph hypothesis for the inquiry question and
revise it with a partner and the whole class.
b. Class works together to define the terms mean, median, and mode.
c. Students find the mean, median, and mode of the time between movie
releases in a given series.
d. Students find mean, median, and mode of the time between all sequels
researched as a class.
e. Students debate if mean, median, or mode is the best predictor for movie
release dates.
f. Students extrapolate when the next movie in a given series will likely be
released.
8. Summative assessments:
a. Students write a one-page summary of today’s lesson and findings.
ACCOMODATIONS
 A variety of teaching methods are used in order to appeal to diverse learning styles.
Visuals, technology, and discussions are incorporated into the lesson.
 Very little of the lesson is done independently. Students work with partners, small
groups, and the entire class to complete activities. Group work can be arranged based
on ability levels and special needs in order to help all students work together to
succeed and assist one another.
 There is one hearing impaired student that we be seated near the front of the class.
The teacher may also use a microphone to help this student.
 There is one student with high functioning autism. A paraprofessional will be there
for assistance and written assignments can be simplified to best fit his needs.
 There is one student with a traumatic brain injury. Pictures will be used as often as
possible (especially for directions) and activities will be simplified. A
paraprofessional will also be available.
CONNECTIONS TO OTHER SUBJECT AREAS
Students use language arts skills to practice writing a complete paragraph. Students also
use language arts to write the one-page summary for homework. Students practice what
was learned in the science classroom to write a hypothesis and use technology skills to do
basic Internet searches.
Motion Pictures Unit 48
TECHNOLOGY USED
Students used computers and the Internet to research movie release dates. Students also
had the option of using calculators in the computation of mean, median, and mode.
MATERIALS
Pencil and paper
Computer and Internet access for each group
Calculators (optional)
REFERENCE:
IMDb.com, Inc. (2008, November). The Internet movie database. Retrieved November
17, 2008, from http://www.imdb.com/
Motion Pictures Unit 49
Holes Debate (Language Arts)
Week 1: Wednesday
STANDARD
MN Standard 7.3.A: Students will demonstrate understanding and communicate
effectively through listening and speaking. (7.3.A.5 & 6: Follow a speaker’s
presentation and represent it in notes. Orally communicate information, opinions,
and ideas effectively to different audiences for a variety of purposes).
PREREQUISITE UNDERSTANDINGS
Students will have read Holes, by Louis Sachar and watched the movie in recent
weeks. Students will have previously learned the correct debate format. This
lesson will help initiate and develop the students’ listening and speaking skills.
Objectives
Students will think critically while engaging in group discussions and during the
debate.
Students will show his or her speaking and listening skills by posing questions,
debating answers, and submitting notes based on the debate.
Students will communicate their ideas effectively through the use of three or
more main points in each group’s argument.
Learning Goals
This lesson in which the students will be taking sides on the issue (which is
better, the book or the movie?) will help students gain a higher understanding of
the differences between movies based on books and the actual book and
hopefully enlighten them to realize that books are better than the movies. The
students will gain a better understanding of the debate process through this
debate and will also initiate critical thinking skills in order to come up with
arguments for or against the issue. Students will also be able to practice their
listening and speaking skills.
Evidence
Each student will be evaluated on his or her listening and speaking skills. The
group will be evaluated on the argument presented and whether the three main
points were evident.
Each student will be expected to speak at least once during the course of the
debate, which will evaluate his or her speaking skills.
Each student will be required to turn in his or her notes based on the debate,
which will reflect his or her listening skills.
Motion Pictures Unit 50
Sequence
Introduction (5 minutes):
Who can give me a summary of Holes, by Louis Sachar?
Now, who can give me a summary of the movie?
Do you think there are differences between the book and the movie?
Which do you think was better, the book or the movie?
Transition: “Today you all will be able to make your voices be heard on your
opinion of which is better: the book or the movie.
Body (35 minutes):
Tell the class the goal of today’s lesson: Each group will be given the book or the
movie, and each group must come up with 3 main reasons why the book or
movie is better. The group must also come up with possible arguments the other
group may make and consider negations to help their argument. Let the
students know they will be graded on their individual listening and speaking skills
and their group’s argument. Give each student the rubric (2 minutes).
After the lesson has been presented, divide the class into two groups randomly.
Give group one the book, and give group two the movie. Select a main speaker
for each group. Allow students to discuss in their perspective groups and come
up with an argument (13 minutes).
Regroup the class and start the debate. The movie group will begin and the
main speaker will present the argument. Each student on that side will then have
his or her chance to say his or her opinion on why the movie is better than the
book. Then let the book group present their argument with the main speaker
presenting. Let each student express his or her opinion on why the book is
better than the movie. (Each group has 5 minutes to present their argument = 10
minutes)
Allow the movie group to retort and conclude their argument. Allow the book
group to retort and conclude their argument. (Each group has 5 minutes to retort
and conclude their argument = 10 minutes).
Transition: “Okay, and that is the end of the Holes debate. Please return to your
seats.”
Conclusion (5 minutes):
Motion Pictures Unit 51
Congratulate students on the debate. Have each student turn in the notes he or
she took while listening to the debate. Ask students: After participating and
listening to the debate, which do you think is better, the book or the movie?
Count hands and let the class know the majority. Dismiss class.
Accommodations
For student, Devon Winters, a student with a hearing impairment, the teacher will
place the student at the front of the classroom. Students will also be reminded to
speak clearly and loudly for all to hear so that he is able to follow along with the
debate.
Materials Needed
Pencil and paper
Copies of grading rubric
Technology Used
None
Bibliography
None
Motion Pictures Unit 52
Holes Debate: Grading Rubric
Student’s Name__________________ Grade___
Criteria
Group’s
argument
0 pts.
Group had no
argument
Speaking Skills
Student did not
speak
Listening Skills
Student did not
turn in notes at
end of class
Total Possible Points: 15
3 pts.
Group had at
least one main
point
Student
attempted to
speak
Student turned
in notes on
debate but
notes were not
sufficient
5 pts.
Group had at
least 3 main
points
Student spoke
at least once
during the
course of the
debate
Student turned
in one page of
notes showing
his or her
listening skills
throughout the
debate
Motion Pictures Unit 53
Monologues Part 1 (Language Arts)
Week 2: Thursday
STANDARD
MN Standard 7.1.D: The student will actively engage in the reading process and
read, understand, respond to, analyze, interpret, evaluate, and appreciate a wide
variety of fiction, poetic, and non-fiction texts. (7.1.D.2: Identify and analyze
various genres and subgenres as forms with distinct characteristics and
purposes).
MN Standard 7.2.A: The student will create informative, expressive, and
persuasive writing. (7.2.A.1: Write frequently in a variety of forms, including but
not limited to the following: poetry, stories, essays, editorials, letters, directions,
and research reports).
MN Standard 7.2.B: The student will engage in a writing process, with attention
to organization, focus, quality of ideas, and a purpose. (7.2.B.5: Consider the
intended audience when composing text).
Prerequisite Understandings
The students will have previously learned about genres.
Objectives
Students will actively participate in class discussion and give their opinions on
monologues presented. After reading examples of monologues, students will
reflect and actively participate in small group discussion, sharing ideas and giving
opinions on each student’s thoughts for his or her monologue.
Students will show their comprehension of monologues and writing skills during
class time given to begin their individual monologues.
Learning Goals
This lesson in which students will be reading monologues in class, discussing
their ideas with other students, and writing their own monologue will help
students gain a higher understanding of the genre of drama and how
monologues can be used in not only dramas like movies and television, but also
in books as well. It will help students recognize what a monologue is when they
come across it in books or while watching movies. Students will be able to
practice their writing skills and learn to write in a different form. Students will also
gain a better understanding of the audience they intend to write for.
Evidence
Motion Pictures Unit 54
Each student will be evaluated on his or her participation in class. Students will
also be evaluated in the next class session on the monologue they wrote and
how well they performed it. Students will be given a rubric to see what is
required.
Sequence
Introduction (7 minutes):
What are some genres of literature we have discussed?
In drama, there is a dramatic discourse called: monologue. Does anyone know
what a monologue is?
Do we only see monologues in drama, like plays and movies? Or do we see
monologues in other types of genre too?
Can anyone think of an example of where a monologue was used that was not in
drama?
Transition: Pass out packet of different monologues.
Body (37 minutes):
Discuss how monologues are used in different contexts. Refer to the packet;
monologues are used in movies as well as books. They also are written to
provide actors with try-out material. (2 minutes)
Read one of the monologues aloud and act it out according to the character
being presented. Then ask for a volunteer so that a student can do the same.
Ask the students their opinions on each of the monologues. How are they
different from each other? Who is the intended audience in each? (10 minutes)
Tell the class the goal of this lesson and next: to write a monologue either
creatively written or non-fictionally written and perform it in front of the class.
Pass out the rubric for the monologues. (2 minutes)
Split the class up into groups of four. The class must discuss their ideas with
their group members and give positive feedback to each other. (5 minutes)
Bring the class back together and have them begin writing their monologues. (18
minutes)
Transition: Switch lights on and off twice.
Conclusion (1 minute):
Motion Pictures Unit 55
Inform the class that whatever they did not finish they must finish for homework
and be prepared to present the monologues in front of the class in the next class
session. Dismiss class.
Accommodations
For student, Noah Newman, an autistic child, the lesson will be simplified. He
will not have to write a monologue that is as long as the other students, the
requirement will be no longer than 30 seconds and he will not be docked points
for anything under 20 seconds.
Materials Needed
Pencil and paper
Copies of the monologue packet
Copies of the grading rubric
Technology Used
None
Bibliography
Dictionary.com 22 Nov. 2008 <http://dictionary.reference.com>.
Fantastic Plays for Kids. Ed. Matt Buchanan. 22 Nov. 2008
http://<www.childdrama.com>.
Monologue Archive. 22 Nov. 2008 <http://monologuearchive.com>.
The Movie Monologue Page. 22 Nov. 2008 <http://www.whysanity.net>.
Motion Pictures Unit 56
A Variety of Monologues
Monologue defined:
1.a form of dramatic entertainment, comedic solo, or the like by a single speaker
2.a prolonged talk or discourse by a single speaker, esp. one dominating or
monopolizing a conversation.
3.any composition, as a poem, in which a single person speaks alone.
4.a part of a drama in which a single actor speaks alone; soliloquy.
www.dictionary.com
Monologues can be seen in books, movies, and other works. Below are a few
examples of different monologues.
THE ADVENTURES OF HUCKLEBERRY FINN
A monologue from the book by Mark Twain
TOM SAWYER: Well, if that ain't just like you, Huck Finn. You CAN get up the
infant-schooliest ways of going at a thing. Why, hain't you ever read any books at
all?--Baron Trenck, nor Casanova, nor Benvenuto Chelleeny, nor Henri IV, nor
none of them heroes? Who ever heard of getting a prisoner loose in such an oldmaidy way as that? No; the way all the best authorities does is to saw the bedleg in two, and leave it just so, and swallow the sawdust, so it can't be found, and
put some dirt and grease around the sawed place so the very keenest seneskal
can't see no sign of it's being sawed, and thinks the bed-leg is perfectly sound.
Then, the night you're ready, fetch the leg a kick, down she goes; slip off your
chain, and there you are. Nothing to do but hitch your rope ladder to the
battlements, shin down it, break your leg in the moat--because a rope ladder is
nineteen foot too short, you know--and there's your horses and your trusty
vassles, and they scoop you up and fling you across a saddle, and away you go
to your native Langudoc, or Navarre, or wherever it is. It's gaudy, Huck. I wish
there was a moat to this cabin. If we get time, the night of the escape, we'll dig
one.
ALICE IN WONDERLAND
A monologue from the book by Lewis Carroll
ALICE: [Angrily] Why, how impolite of him. I asked him a civil question, and he
pretended not to hear me. That's not at all nice. [Calling after him] I say, Mr.
White Rabbit, where are you going? Hmmm. He won't answer me. And I do so
Motion Pictures Unit 57
want to know what he is late for. I wonder if I might follow him. Why not? There's
no rule that I mayn't go where I please. I--I will follow him. Wait for me, Mr. White
Rabbit. I'm coming, too! [Falling] How curious. I never realized that rabbit holes
were so dark . . . and so long . . . and so empty. I believe I have been falling for
five minutes, and I still can't see the bottom! Hmph! After such a fall as this, I
shall think nothing of tumbling downstairs. How brave they'll all think me at home.
Why, I wouldn't say anything about it even if I fell off the top of the house! I
wonder how many miles I've fallen by this time. I must be getting somewhere
near the center of the earth. I wonder if I shall fall right through the earth! How
funny that would be. Oh, I think I see the bottom. Yes, I'm sure I see the bottom. I
shall hit the bottom, hit it very hard, and oh, how it will hurt!
(www.monologuearchive.com)
Adventures of Robin Hood
Written by Norman Reilly Raine & Seton I. Miller
Robin Hood: I've called you here as freeborn Englishmen, loyal to our king.
While he reigned over us, we lived in peace. But since Prince John has seized
the regency, Guy of Gisbourne and the rest of his traitors have murdered and
pillaged. You've all suffered from their cruelty - the ear loppings, the beatings, the
blindings with hot irons, the burning of our farms and homes, the mistreatment of
our women. It's time to put an end to this! (cheers from the assembled
company) Now, this forest is wide. It can shelter and clothe and feed a band of
good, determined men - good swordsmen, good archers, good fighters. Men, if
you're willing to fight for our people, I want you! Are you with me? (an
unanimous yes then the swearing in of the rebels:) That you, the freemen of
this forest, swear to despoil the rich only to give to the poor, to shelter the old and
the helpless, to protect all women rich or poor, Norman or Saxon. Swear to fight
for a free England. To protect her loyally until the return of our King and
sovereign Richard the Lion Heart. And swear to fight to the death against our
oppressors!
Clueless
Written by Amy Heckerling
Cher: (voice-over) Everything I think and everything I do is wrong. I was wrong
about Elton, I was wrong about Christian, and now Josh hated me. It all boiled
down to one inevitable conclusion, I was just totally clueless... Oh and this whole
Josh and Ty thing was wiggin' me more than anything. I mean, what was my
problem? Ty is my pal, I don't begrudge her a boyfriend. I really... (looks into a
store window) Oooh! I wonder if they have that in my size! (comes out of the
store with bags in tow) What does she want with Josh anyway? He dresses
funny, he listens to complaint rock, he's not even cute in a conventional way... I
mean, he's just like this slug that hangs around the house all the time! Ugh! And
Motion Pictures Unit 58
he's a hideous dancer, couldn't take him anywhere. Wait a second, what am I
stressing about, this is like, Josh. Okay, okay......so he's kind of a Baldwin. What
would he want with Ty, she couldn't make him happy, Josh needs someone with
imagination, someone to take care of him, someone to laugh at his jokes in case
he ever makes any...the suddenly....(pause) Oh my god! I love Josh! I'm majorly,
totally, butt crazy in love with Josh! But now I don't know how to act around him. I
mean normally I'd strut around in my cutest little outfits, and send myself flowers
and candy but I couldn't do that stuff with Josh. (whysanity.net)
Ever Wish You Could Control Your Dreams?
Ever wish you could control your dreams? You know--you go to sleep and dream
about whatever you want? Sometimes I think I could really FIX things if I could
just dream them right. I guess that sounds pretty stupid. Like last week I had this
huge test in Chemistry. I really like Chemistry, but there's so much to remember.
I tanked. And I KNOW that stuff--that's what makes me so mad. Who cares,
right? It's just a stupid test. But I'm the one who's supposed to be so smart. My
Dad wants me to go to medical school, and I guess I do too, but who needs the
pressure? I mean, doesn't he have a life of his own? If I turn out to be a moron,
what's that to him? "My son, the Honor Student. My son, the Doctor." Can't he
talk about sports like everybody else? The first thing he says to me when he gets
home: "So, how'd the test go? Another A, right?" I told him we didn't get the test
back yet.
So that night I dreamed I aced the test. In my dream I remembered every stupid
element. I could see the protons and electrons and neutrons spinning around like
little solar systems, and I could recognize every one. I think I was flying among
them for a while, like with a jet pak or something. Or maybe I WAS and electron.
That part of the dream is sort of fuzzy. But the thing was, I KNEW IT ALL. I woke
up before the dream was over, so I never saw my grade on the test, but I know I
aced it. I had the stuff cold. And the funny thing was, the dream made the real
test okay. I mean, I still got an F and all. I still probably can't get an A for the
semester no matter what I do on the next test, but I'm okay with it. Look, I KNOW
Chemistry. Hey, for one thing, if I didn't, how could I have dreamed all that stuff? I
just had a bad day.
The next morning I told my Dad I flunked the test. He gets all quiet for a minute,
but then he goes, "Well, you'll do better next time, right?" He didn't even freak.
I bet he still tells his buddies on Friday that I aced it, though. It's kind of pathetic
when you think about it.
Arrest Us for What? Wearing Big Pants?
I'm skating on the sidewalk and this guy tears out of his shop like I'm the
Unabomber or something and actually tries to shove me off the pavement.
"Get a job, you punk!"
Who's he think he is? Get a job. I'm not doing anything to you. As far as I can
Motion Pictures Unit 59
see, this isn't your sidewalk. I've been here all day and I haven't crashed into one
person.
Maybe if he worried less about skaters scaring off his precious customers and
more about not selling garbage his store wouldn't be going under. Maybe if he
checked his blood pressure once in a while he might live longer. I know one
thing: The next time he tries to push me off his stoop, he's gonna wish he kept
his hands to himself.
Get a job. Get one yourself. You'll need one when your lease comes due and
your landlord kicks you out so he can open a yogurt bar or something. This is the
same guy who threatened to call the cops on us last week. I wish he HAD called
them. What are the cops going to do--arrest us? For what? For wearing big
pants? There's no law against skateboards.
Call me a punk. I wish he did call the cops. I wonder what the penalty is for a
grown man assaulting a juvenile. Not that anyone would've come anyway. The
cops are too busy rolling bums and eating donuts to mess around with
"skatepunks" who might actually fight back. Skatepunks! What's that about? Just
because we skate, does that make us juvenile delinquents? I have a B average
in school, I don't smoke or drink, and I never cut class in my life. I don't even
sneak into the movies. They don't like the way we dress, so they assume we're
criminals or something.
My Dad has pictures of himself in the sixties, with long hair and beads and stuff.
He looks like a freak! And he's PROUD of it! They're all proud of it. Compared to
them we look normal. (www.childdrama.com)
Motion Pictures Unit 60
Monologue Grading Rubric
Student’s Name___________________ Grade________
Criteria
Length
Intended
audience
1pt
The
monologues
was half a
minute or
more shorter
than the
required
minute
No intended
audience was
presented
Oral
interpretation
The student
did not try to
theatrically
read the
monologue
Listening
Skills
The student
was not
paying
attention to
the other
students
Possible Points: 15
3pts
The
monologue
was a less
than 30
seconds
short of a
minute
The intended
audience
was not very
clear
The student
read the
monologue
theatrically in
some parts
but not
others
The student
was paying
attention
some of the
time
5pts
The monologue was
at least a minute long
The intended
audience was clear
The student orally
interpreted/theatrically
presented his or her
monologue effectively
and was unique in
doing so.
The student listened
intently to other
students’ monologues
Motion Pictures Unit 61
Monologues Part 2 (Language Arts)
Week 2: Friday
STANDARD
MN Standard 7.3.A: Students will demonstrate understanding and communicate
effectively through listening and speaking. (7.3.A.2, 7 & 8: Know and apply
listening rules for formal settings. Adjust delievery and language in oral
presentations for the intended audience and purposes. Perform expressive oral
readings of prose, poetry, or drama).
PREREQUISITE UNDERSTANDINGS
Students will already know the rules of listening, the criteria for their monologue
presentations, and within the rubric it states that the intended audience must be
clear, so the students will understand that language and or delievery must be
appropriate for the intended audience.
Objectives
While listening to his or her peers’ oral interpretation of the monologue, students
will demonstrate effective listening skills.
Because students have already been shown examples of expressive oral
readings, students will demonstrate their own expressive reading of their own
work.
Learning Goals
This lesson in which students will be performing their own monologues will help
students gain a higher understanding of how to perform expressive oral readings.
It will also help students understand that each student interprets his or her own
monologue differently, so the performance may not be the same, each is unique.
The students will also gain practice in effective listening skills.
Evidence
Each student will be evaluated via the grading rubric given out in yesterday’s
lesson. The criteria for the presentations are length, intended audience, the
student’s oral interpretation, and listening skills.
Sequence
Introduction: (3 minutes)
Motion Pictures Unit 62
Refresh students memory on today’s lesson, they will be finishing up their
monologues, practicing them with a partner, and then presenting them to the
class.
Ask if there are any questions before everyone gets started.
Transition: Rhythmic clapping, 3 times, students repeat.
Body (40 minutes)
Give students time to finish up anything they have left with their monologues.
Even if some students are already done, this time should be used to either finish
up or think about how you are going to perform it (5 minutes).
After 5 minutes of work time, tell the students to pair up with a partner, someone
who they are comfortable with, and tell them to practice their monologues with
one another. The partners should be providing any positive feedback they feel is
necessary to ensure the other’s success (5 minutes).
After these 5 minutes are up, gather the class back together and go over the
criteria on the rubric one more time. Then, call each student up one by one to
present his or her monologue to the class. (30 minutes).
Transition: Rhythmic clapping, 3 times, students repeat.
Conclusion (2 minutes)
Congratulate students on their performances. Let the students know that their
grades on the performance will be handed back next week. Ask if there are any
questions and dismiss class.
Accommodations
For student, Eden Baldwin, a child with a traumatic brain injury the lesson will be
simplified. Since she has a problem speaking, her presentation will be given
when the students are in their small groups. She will rehearse it with the teacher
beforehand and then present her monologue to the small group.
Materials Needed
Extra rubrics for students that lost or want to see it again
Pencil and paper
Technology Used
Motion Pictures Unit 63
None
Bibliography
None
Monologue Grading Rubric
Student’s Name___________________ Grade________
Criteria
Length
Intended
audience
1pt
The
monologues
was half a
minute or
more shorter
than the
required
minute
No intended
audience was
presented
Oral
interpretation
The student
did not try to
theatrically
read the
monologue
Listening
Skills
The student
was not
paying
attention to
the other
students
Possible Points: 15
3pts
The
monologue
was a less
than 30
seconds
short of a
minute
The intended
audience
was not very
clear
The student
read the
monologue
theatrically in
some parts
but not
others
The student
was paying
attention
some of the
time
5pts
The monologue was
at least a minute long
The intended
audience was clear
The student orally
interpreted/theatrically
presented his or her
monologue effectively
and was unique in
doing so.
The student listened
intently to other
students’ monologues
Motion Pictures Unit 64
Movie Grammar – Jeopardy (Language Arts)
Week 3: Thursday
STANDARD
7.3.C: The student will apply standard English conventions when writing. (Use of
standard English conventions is necessary to help a writer convey meaning to
the reader. Spelling, grammar, and usage may be taught as a separate unit as
well as integrated into teaching writing processes). (7.3.C.2, 3, & 4: Edit writing
for correct spelling and sentence clarity. Apply grammar conventions correctly in
writing. Apply punctuation conventions correctly in writing).
PREREQUISITE UNDERSTANDINGS
The students will have already been taught editing skills and know the proper
grammar to look for within sentences.
Objectives
Students will show their comprehension of grammar when given movie quotes
with intentionally poor grammar and usage and then be asked to fix it.
Learning Goals
This lesson in which students will be playing Movie Grammar Jeopardy will help
students practice their thinking skills and gain a higher understanding of standard
English conventions in writing.
Evidence
Students will be evaluated on their level of participation within their team.
Teacher will walk around the room to make sure that this is happening.
Sequence
Introduction (5 minutes):
Tell the class that today will be “Jeopardy Day” but before we get to the game,
reviewing needs to take place.
Review what students should look for when editing writing (e.g. punctuation,
spelling, clarity, conventions).
Transition: Break the class up into two teams. Tell them to sit with their
teammates and to take out several pieces of notebook paper.
Body (38 minutes):
Explain the game of Jeopardy (categories, point system, rules). Then explain
that once a team recognizes what movie the quote came from, the team will be
Motion Pictures Unit 65
given 1-1.5 minutes to fix the grammatical errors in the quote. If it is done
correctly, the team will receive the whole amount of points. If the grammatical
errors are still incorrect, the team will receive half the amount of points for
knowing which movie the quote came from. Remind the class that the teacher
will be walking around the room to evaluate their participation. (3 minutes)
Begin the game. (35 minutes)
Transition: Tell the students to return to their seats and to fix the classroom back
to how it was.
Conclusion (2 minutes):
Tally up the points to see which team has won.
Tell the class that the group that has won just received 5 extra credit points for
the quarter.
Ask if there are any questions.
Dismiss class.
Accommodations
No accommodations needed for this lesson.
Materials Needed
Pencil and paper
Chalkboard for Jeopardy
List of movie quotes and what genres each movie quote goes in
Textbook for students to refer to for grammar rules if needed
Technology Used
None
Bibliography
Moviequotes. 2 Dec. 2008. <http://www.moviequotes.com>.
Motion Pictures Unit 66
*Copy of Movie Grammar Jeopardy
Sports
100
200
300
Comedy
100
200
300
Animation
100
200
300
Musical
100
200
300
Action
100
200
300
Quotes
Sports:
You got anger, that’s good; you're going to need it son. You got aggression,
that’s even better; you're going to need that too. But any little 2-year-old child can
throw a fit. Football is about controlling that anger, harnessing that aggression
into a team effort to achieve perfection. (Remember the Titans)
Oh well, now, not quite your storybook ending hah? Not for us anyway. But you
men played like champions, you never gave up, and champions hold their heads
high. What you achieved goes way beyond the win loss column or what’s going
to be written on the front pages of the sport's section tomorrow. You've achieved
something that some people have spent their whole lives trying to find, what you
achieved is that ever elusive victory with-in, and gentlemen I am so proud of you.
Four months ago when I took the job at Richmond High, I had a plan, that plans
failed. I came to coach basketball players and you became students. I came to
teach boys and you became men, and for that I thank you. (Coach Carter)
You're 5 foot nothing', 100 and nothing', and you got hardly a speck of athletic
ability and you've hung in with the best college football team in the land for 2
years and you're also going to walk out of here with a degree from the University
of Notre Dame. In this lifetime, you don't have to prove nothing to nobody except
yourself and if you haven't done that by now, it ain't going to never happen!
(Rudy)
Comedy:
Hey...it's a dude! I told you there weren't no white ape! You dragged me halfway
across the world to see some guy in a leopard-skin bikini! If I wanted to see that,
I woulda stayed in Miami! (George of the Jungle)
Why should Caesar get to stomp around like a giant while the rest of us try not to
get smushed under his big feet? What's so great about Caesar? Hmm? Brutus is
just as cute as Caesar. 'Kay, Brutus is just as smart as Caesar. People totally like
Brutus just as much as they like Caesar. And when did it become o.k. for one
Motion Pictures Unit 67
person to be the boss of everybody, huh? Because that's not what Rome is
about. We should totally just STAB CAESAR! (Mean Girls)
The nerve of those Whos! Inviting me down there--and on such short notice!
Even if I wanted to go my schedule wouldn't allow it. Four o'clock, wallow in selfpity; 4:30, stare into the abyss; 5:00, solve world hunger, tell no one. 5:30,
jazzercise. 6:30, dinner with me. I can't cancel that again! 7:00, wrestle with my
self-loathing; I'm booked! Of course, if I bump the loathing to 9 I could still be
done in time to lay in bed, stare at the ceiling and slip slowly into madness. But
what would I wear?! (How the Grinch Stole Christmas)
Animation:
No. No, you can't. ...STOP! Please don't go away. Please? No one's ever stuck
with me for so long before. And if you leave...if you leave... I just, I remember
things better with you! I do, look! P. Sherman, forty-two...forty-two... I remember
it, I do. It's there; I know it is, because when I look at you, I can feel it. And-and I
look at you, and I...and I'm home! Please...I don't want that to go away. I don't
want to forget. (Finding Nemo)
If you find a mate in life you should be loyal. In your case, grateful now get away
from me! But I think mating for life is stupid, I mean, there's plenty of Sid to go
around, ya know what I'm saying? (Ice Age)
What a lovely little bride I'll make, my dear, I'll look divine! Things are working out
according to my ultimate design. Soon I'll have that little mermaid and the ocean
will be mine! (The Little Mermaid)
Musical:
Everyone loves a good jazz square; it's a real crowd favorite. (High School
Musical)
Take me for what I am, who I was meant to be. And if you give a damn, take me
baby, or leave me. A tiger in a cage can never see the sun. This diva needs her
stage, baby let's have fun! (Rent)
Please take care of our little darling. Her name is Annie. She was born on
October the twenty-eighth. We will be back to get her soon. We have left half of a
silver locket around her neck and kept the other half, so that when we come back
for her you will know that she's our baby. (Annie)
Action:
Their treasure wasn't gold, it was knowledge. Knowledge was their treasure.
(Indiana Jones)
Motion Pictures Unit 68
I was overwhelmed by the power of this place; but I made a mistake, too. I didn't
have enough respect for that power and it's out now. The only thing that matters
now are the people we love: Alan and Lex and Tim. John, they're out there where
people are dying. (Jurassic Park)
Don't you ever call me crazy, Alan. Ever. Because everyone in this town has
called me crazy ever since I told the cops that you were sucked into a board
game. (Jumanji)
Motion Pictures Unit 69
Belinda Schroeder
Language Arts
Week One: Monday
Intro to Public Service Announcements
GRA
DE 7
II.
WRITIN
G
A. Types
of Writing
The student will
create informative,
expressive and
persuasive
writing.
1. Write frequently in a variety of forms,
including but not limited to the
following: poetry, stories, essays,
editorials, letters, directions and research
reports. By the end of grade 8,The student
will have written in all of the forms listed.
Standards:
Prerequisite Understanding:
Students must be able to work cooperatively in a group setting. Students will have
already read plays in order to familiarize themselves with what a script looks like.
Objectives:
 Students will learn about the benefits of reading by watching three video clips,
contributing ideas to their group, and participating in a class discussion on the
subject.
 Students will work cooperatively in a group to complete a draft of a script for a
public service announcement.
Learning Goals:
 Students will practice their persuasive writing skills in a creative manner.
 Students will learn to work in a community group setting.
Evidence:
Class Discussion: Each group will be graded based on their active participation
and contributions in the large group discussion.
Script Rough Draft: Each group is expected to contribute ideas for the Head
Writer to compile into a rough draft of their PSA script. Teacher will observe the
class during this time to ensure all members of a group are participating.
*The Summative Assessment for this unit will be the completed PSA video.
Motion Pictures Unit 70
Sequence
Anticipatory Set (5 Minutes):
Students will watch three video clips portraying different styles of Public Service
Announcements that advocate reading.
 “Manning Family PSA” – 29 seconds
 “Reading PSA (Redux)” – 46 seconds
 “Lifelong Literacy, Camelot PSA” – 62 seconds
Procedure (35 Minutes):
Divide students into pre-determined groups of about five and have them move to
sit together. Tell the class they will be writing and performing their own public service
announcements to explain some of the benefits of reading. Each group will videotape
their PSA to show to the rest of the class.
Have each group hold a short brainstorming session and write down different
benefits of reading. Why do they read? What kind of material do they enjoy reading?
Once each group has compiled a short list have a class discussion where each group can
share the main ideas they came up with.
Inform the students they will now have the rest of class to work on their PSA
script. They should accomplish the following tasks:
 Distribute group roles: Head Writer, Director, Cameraperson, and two Leading
Actors/Actresses
 Come up with a “catch phrase” for their PSA, such as “Explore new worlds.
Read.” in the Lifelong Literacy video clip.
 Prepare a rough draft of their PSA script, to be handed in at the end of class.
Students should keep in mind that each video is required to be 30 seconds to 1
minute in length. Students should also be encouraged to use their creative writing
skills to put together an entertaining presentation. Explain to students the point of
the PSA is to convince other people to read, so their writing must be done in a
persuasive manner.
Closure (5 Minutes):
Call students’ attention to the front of the room. Have each group share the catch
phrase they came up with for their PSA. Have each group hand in their script draft before
leaving class.
Accommodations:
- Devon, a deaf student, will need to sit close to the front of the classroom
when applicable. Also, the teacher should be wearing a microphone if
available.
- Noah, a high functioning Autistic student, will need directions specifically
given to him in a visual manner. Because of his language difficulties he
will probably be taking on a “behind-the-scenes” role where he can excel.
- Eden, who has a traumatic brain injury, has a paraprofessional with her to
help her function with the other students. She will also need to have visual
directions, perhaps in picture form, to help her understand what is
expected of her.
Motion Pictures Unit 71
Materials Needed:
 LCD Projector
 Computer with internet access
 Paper/Writing Utensils
Technology Used:
Students will watch three video clips from the Internet using an LCD projector.
Bibliography:
“Lifelong Literacy, Camelot PSA”. YouTube.com. 1 Dec. 2008.
http://www.youtube.com/watch?v=6hoIIT3Qdg0.
“Manning Family PSA”. YouTube.com. 1 Dec. 2008.
http://www.youtube.com/watch?v=qA2WKzcdSD4.
“Reading PSA (Redux)”. YouTube.com. 1 Dec. 2008.
http://www.youtube.com/watch?v=-pNMQ7JZkEQ.
Motion Pictures Unit 72
Belinda Schroeder
Language Arts
Week Two: Monday
PSA Filming Preparation
Standards:
GRADE
7
III. Speaking,
Listening, and
Viewing
C. Media
Literacy
The student will critically
analyze information found
in electronic and print
media, and will use a
variety of these sources to
learn about a topic and
represent ideas.
1. Identify distinctions in how information is presented in
print and non-print materials.
2. Evaluate the accuracy and credibility of information
found on Internet sites.
3. Make informed evaluations about television, radio, film
productions, newspapers and magazines with regard to
quality of production, accuracy of information, bias,
purpose, message and audience.
4. Critically analyze the messages and points of view
employed in different media, including advertising, news
programs, web sites, and documentaries.
Prerequisite Understanding:
Students will be able to work in groups and stay focused when given a list of tasks
to complete. Students will have previously written a script, which will be expanded upon
during today’s lesson.
Objectives:
 Students will analyze three videos by viewing the videos, then journaling about
their observations.
 Students will prepare for their PSA by creating props and rehearsing
cooperatively as a group.
Learning Goals:
 Students will learn to work in a community group setting.
 Students will notice small details in video media and learn how to use details to
capture the attention of their audience.
Evidence:
Journals: Students will turn in individual journal entries pertaining to today’s
lesson.
Teacher Observation: The teacher will informally assess students by floating
throughout the room during the students’ group work time.
*The Summative Assessment for this unit will be the completed PSA video.
Motion Pictures Unit 73
Sequence
Anticipatory Set (10 Minutes):
Before class, write the following journal questions on the board: What kind of
details did you notice about the public service announcements? Write down three things
that caught your eye during any of the videos (music, background, props, etc.). How did
these details help convey the video’s main point?
When students come into the classroom have them read the journal question, then
play the three video clips from the previous lesson.
 “Manning Family PSA” – 29 seconds
 “Reading PSA (Redux)” – 46 seconds
 “Lifelong Literacy, Camelot PSA” – 62 seconds
After students have viewed the video clips have them journal their responses for
five minutes.
Procedure (30 Minutes):
Have students divide into their groups from last week. Write on the board and
elaborate upon the following tasks that each group must accomplish for the day:
 Hand back their rough drafts with any suggested changes. Revisions should be
made to the script throughout the class period as needed. A final draft will not be
due until the video is completed.
 A group discussion needs to take place about the background, props, and other
details. Have students share their journal observations with each other. What kind
of details would make their PSA more convincing to their audience? Have a
workstation where students can create any props/backgrounds they need for their
video.
 Students then need to rehearse their PSA using the props. Changes may be made
to the script as students are rehearsing.
Closure (5 Minutes):
Have all students except for each group’s Cameraperson straighten up the
classroom and neatly put away their props and other materials. While the other students
are cleaning up conduct a mini-lesson with every Cameraperson on how to operate the
video camera.
Accommodations:
Devon, a deaf student, will need to sit close to the front of the
classroom when applicable. Also, the teacher should be wearing a
microphone if available.
- Noah, a high functioning Autistic student, will need directions specifically
given to him in a visual manner. Because of his language difficulties he
will probably be taking on a “behind-the-scenes” role where he can excel.
- Eden, who has a traumatic brain injury, has a paraprofessional with her to
help her function with the other students. She will also need to have visual
directions, perhaps in picture form, to help her understand what is
expected of her.
Motion Pictures Unit 74
Materials Needed:
 LCD Projector
 Computer with internet access
 Supplies for Props/Background
o Construction paper, glue, markers, poster board, etc.
 Video cameras
Technology Used:
Students will watch three video clips from the Internet using an LCD projector.
Bibliography:
“Lifelong Literacy, Camelot PSA”. YouTube.com. 1 Dec. 2008.
http://www.youtube.com/watch?v=6hoIIT3Qdg0.
“Manning Family PSA”. YouTube.com. 1 Dec. 2008.
http://www.youtube.com/watch?v=qA2WKzcdSD4.
“Reading PSA (Redux)”. YouTube.com. 1 Dec. 2008.
http://www.youtube.com/watch?v=-pNMQ7JZkEQ.
Motion Pictures Unit 75
Belinda Schroeder
Language Arts
Week 2: Tuesday
Lights, Camera, Action!
Standards:
GRADE
7
III.
SPEAKING,
LISTENING
AND
VIEWING
A.
Spea
king
and
Liste
ning
Students will
demonstrate
understanding
and
communicate
effectively
through
listening and
speaking.
1. Participate in and follow agreed-upon rules for conversation and formal
discussions in large and small groups.
2. Know and apply listening rules for formal settings.
3. Apply assessment criteria to self-evaluate oral presentations.
4. Distinguish between speaker’s opinion and verifiable facts and analyze
the credibility of the presentation.
5. Follow a speaker’s presentation and represent it in notes.
6. Orally communicate information, opinions, and ideas effectively to
different audiences for a variety of purposes.
7. Adjust delivery and language in oral presentations for the intended
audiences and purposes.
8. Perform expressive oral readings of prose, poetry or drama.
Prerequisite Understanding:
Students handling the video camera will have previously learned how the camera
is operated. Groups will have props, backgrounds, and a script prepared during previous
lessons.
Objectives:


Students will prepare for filming by holding a dress rehearsal of their group’s
PSA.
Students will complete the filming of a PSA during a 15-minute filming period.
Learning Goals:
 Students will work quickly and efficiently in a group to accomplish a common
goal.
 Students will be exposed to different aspects of filming: directing, operating a
camera, and performing.
Evidence:
Video Clips – Students will create footage during today’s class, which will be
edited to create their final video.
Class Discussion – Groups will contribute their filming experiences in a large
group discussion.
*The Summative Assessment for this unit will be the completed PSA video.
Motion Pictures Unit 76
Sequence:
Anticipatory Set (10 Minutes):
When students come in to class have the following directions written on the
board:
1. Immediately get together with your group and setup for filming.
2. Have a dress rehearsal – Run through your PSA several times exactly as you will
when you begin filming.
Procedure (30 Minutes):
Have half the groups film their PSAs. The rest of the class will sit quietly and do
Sustained Silent Reading. This will create more room for the groups as they film, and
also help eliminate background noise in the videos. Fifteen minutes into the lesson,
switch the groups.
Explain to the class that this will be their only chance to film, so they need to use
their time wisely. When each group is done they should quietly put away their props,
return to their desks, and pull out a book.
Closure (5 Minutes):
Have the groups that were filming put away their materials, and come sit down
with the rest of the class. Hold a brief class discussion. What was the most difficult part of
filming? Did the students feel prepared to film their video? What did they enjoy about
filming? Would they do things differently if they were to film again?
Accommodations:
- Devon, a deaf student, will need to sit close to the front of the classroom
when applicable. Also, the teacher should be wearing a microphone if
available.
- Noah, a high functioning Autistic student, will need directions specifically
given to him in a visual manner. Because of his language difficulties he
will probably be taking on a “behind-the-scenes” role where he can excel.
- Eden, who has a traumatic brain injury, has a paraprofessional with her to
help her function with the other students. She will also need to have visual
directions, perhaps in picture form, to help her understand what is
expected of her.
Materials Needed:
 Video Cameras
 Props/Backgrounds made in previous lesson
Technology Used:
Students will use video cameras to film their PSA.
Bibliography:
Motion Pictures Unit 77
No outside sources were used during this lesson.
Belinda Schroeder
Language Arts
Week Three: Tuesday
Video Editing
Standards:
GRADE
7
II. Writing
E.
Handwriting
and Word
Processing
The student will write
legibly and demonstrate
effective keyboarding
skills.
1. Write legibly using cursive.
2. Format word-processed documents to present information
in an organized, readable format, integrating graphics,
illustrations and bulleting as needed.
GRADE
7
III. Speaking,
Listening,
and Viewing
C. Media
Literacy
The student will critically
analyze information found
in electronic and print
media, and will use a
variety of these sources to
learn about a topic and
represent ideas.
1. Identify distinctions in how information is presented in
print and non-print materials.
2. Evaluate the accuracy and credibility of information found
on Internet sites.
3. Make informed evaluations about television, radio, film
productions, newspapers and magazines with regard to
quality of production, accuracy of information, bias, purpose,
message and audience.
4. Critically analyze the messages and points of view
employed in different media, including advertising, news
programs, web sites, and documentaries.
Prerequisite Understanding:
Students will have basic computer skills, which will be expanded upon during
today’s lesson. Students will be able to work together efficiently in a group. The video
footage used in today’s lesson will have been created during the previous class period.
Objectives:
 Students will learn to edit a video by using the computer program iMovie.
 Students will evaluate their learning by filling out an evaluation form about their
group and individual participation in the project.
Learning Goals:
 Students will work quickly and efficiently in a group to accomplish a common
goal.
 Students will build their computer skills.
Evidence:
Final Script – Each group will hand in a word-processed copy of their final
version of their script.
Public Service Announcement – Each group will complete their PSA, which is the
summative assessment for this unit.
Motion Pictures Unit 78
Evaluation Form – These forms will be used to help grade each student on the
project, and to insure each member of a group in contributing something.
Sequence
Anticipatory Set (7 Minutes):
Have students come into the classroom, gather into their groups, pick up their
video camera, then walk as a class to the computer lab. Have each group sit together and
open up the program iMovie, or a similar program. Give a short tutorial on how iMovie is
used, and how the students will be able to use this program to edit their PSAs.
Procedure (33 Minutes):
Have students work together to edit their video. They may use sound effects,
music, photos and other tools to enhance their PSA. Remind them their catch phrase must
be obvious to the viewer. Circulate the room to answer questions groups might run
across. The groups will present their completed videos to their classmates during the next
lesson.
Also during this time period the Head Writer of each group should word process a
final, revised copy of their group’s script.
Closure (5 Minutes):
Hand out group evaluation forms to each student. They will evaluate themselves
and their group members, citing specific examples of each person’s contributions to the
project. Also have an area for student suggestions and comments. Dismiss the class,
collecting their evaluations, final scripts, and video cameras on the way out.
Accommodations:
- Devon, a deaf student, will need to sit close to the front of the classroom
when applicable. Also, the teacher should be wearing a microphone if
available.
- Noah, a high functioning Autistic student, will need directions specifically
given to him in a visual manner. Because of his language difficulties he
will probably be taking on a “behind-the-scenes” role where he can excel.
- Eden, who has a traumatic brain injury, has a paraprofessional with her to
help her function with the other students. She will also need to have visual
directions, perhaps in picture form, to help her understand what is
expected of her.
Materials Needed:
 Video Cameras with previously shot footage
 Computer Lab, preferably with access to iMovie
 Group Evaluation Forms/Writing Utensils
Technology Used:
During this lesson students will use the computer program iMovie to edit a short
video. They will also word process their final scripts.
Bibliography:
Motion Pictures Unit 79
No outside sources were used during this lesson.
Title of Activity: 300
Grade Level: 6-12
Purpose of Activity: To utilize training techniques that have developed actors in a
popular movie.
National Standards Covered: Standard 1, 2, 3, 4, 5, and 6
Facility Requirements: Weightroom
Equipment: Pull-up Bar, Olympic Bar, Two 2.5 lb plates, Two 5 lb plates, Two 10 lb
plates, Two 45 lb plates, Spacer Plates, Collars, 24 inch box, Jump Rope, full Backpacks.
Lesson Details
Warmup: (Time)
March through the bleachers and up and down stairs to simulate marching
through rugged terrain.
Show Jumping Clips from 300
Skill Training: Intro to Plyometrics: (Time)
Teacher demonstrates each movement and then helps students go through it
themselves.
Box JumpsFeet in a vertical jump stance (closer than shoulder width). Swing arms
back, bring hips back and explode onto the box. Maintain balance on box.
Step down.
Depth JumpsStart on top of box with knees bent and butt out. Lean over the edge and
drop to the ground. Catch yourself in the same position you started in.
Side to side Box JumpsPut one leg up on the box and that arm back. Swing arm forward and push
off with your leg. Catch yourself on the other side of the box with the
opposite leg.
Lunge Depth JumpsStart on top of the box. Lean off of it and catch yourself on the ground in a
lunge position. Alternate legs each time.
Skill Training: 300 Challenge Components: (Time)
Motion Pictures Unit 80
Pull UpsMake your grip as wide as comfortably possible. Use an overhand grip on
the bar. Extend your elbows and shoulders out all the way. Pull with your
shoulders first and then elbows.
DeadliftsPut your feet shoulder width apart. Use an alternating grip (one hand
overhand the other underhand). Squat down by pushing your butt outa and
chest up. Shoulders should be above the bar. Lock out your shoulders.
First Pull (ground to above knees)- Concentrate on lifting only with your
legs. Second Pull (above knees to erect)- Push your hips forward. The bar
should slide along your legs through the entire movement.
Push-upsChest should come all the way down to the ground. Extend your arms until
elbows are extended.
Floor wipers- Lay on the floor. Hold a 135 lb Barbell out and raise legs to
the plate on each side from down. When both plates are touched, 1
repetition is completed.
Clean and pressTo be done in consecutive order
CleanPlace feet in vertical jump stance. Grip the bar in a comfortable
position on the bar utilizing a hook grip (double overhand, thumb
underneath fingers over). Squat down by pushing hips back. Keep
Chest out. Shoulders are above bar. Imagine you are trying to jump
through the ceiling. First pull- Slower. Second pull- explosive.
Thigh Brush-When bar is almost locked out pop your hips into it
and shrug. Perform an upright row motion (pull with elbows above
wrists, not a reverse curl) with your elbows and drop down
underneath it to a front squat position (butt back and elbows
pointed forward). Stand up all the way.
PressFrom the top of the front squat position push the bar above your
head until your elbows are locked out. Slowly lower the weight
back to shoulders than bring down to floor.
300 Challenge (to be completed at the end of class or during their own free time):
25 pull-ups
50 deadlifts at 135 pounds
50 push-ups
50 box jumps with a 24-inch box
Motion Pictures Unit 81
50 floor wipers" (a core and shoulders exercise at 135 pounds)
50 clean and press" at 36 pounds (a weight-lifting exercise)
25 more pull-ups -- for a total of 300 reps
No Rest between movements and the score is based on total time
Cooldown: (5 minutes)
Jump rope.
Safety precautions: Always have a spotter. Always put collars on whenever adding
weight to anything. Make sure the area is clear and safe to start each exercise.
Adaptations for special needs: The person with special needs will be included as much as
possible in their least restrictive environment. Lighter weight can be used and different
lifts can replace the ones that are listed. Machines are a valuable option instead of using
free weights for individuals with special needs.
Variations: Workouts can be modified to be easier by including lighter weight and
different lifts so that success can be achieved by anyone.
Motion Pictures Unit 82
Title of Activity: Vision Quest
Grade Level: 6-12
Purpose of Activity: To give students an introduction to skills which are used in the sport
of wrestling
National Standards Covered: Standards 2, 3, 4, and 6
Facility Requirements: Wresting Room
Equipment: Pegboard, Wrestling Mat, Bleachers, Rope, Log.
Lesson Details
Warmup: (Time)
Run
Show Pegboard Clip from Video
Skill Training: Wrestling Drills: (Time)
Teacher demonstrates each movement and then helps students go through it
themselves.
Seal WalkLobster WalkBleacher Log ClimbFalling (Movie Stunt of the Day)Pegboard or Rope Climb-
Skill Training: Wrestling Moves: (Time)
StanceShot/Double Leg TakedownSprawlHeadlockSwitchesCooldown: (5 minutes)
Jump rope.
Safety precautions: Don’t post your hand on the mat when getting moves done on you.
Motion Pictures Unit 83
Adaptations for special needs: The person with special needs will be included as much as
possible in their least restrictive environment. Individuals with special needs can
participate in this without many adaptations. An ADAM machine or throwing dummy
can also be used if needed.
Variations: People can switch their partners so they don’t get used to one person’s
individual style. Ropes and pegboard can be replaced by a rope ladder or ladder to make
easier.
Motion Pictures Unit 84
Title of Activity: Rocky Training
Grade Level: 6-12
Purpose of Activity: To make students aware of training techniques
National Standards Covered: Standards 2, 3, 4, 5, and 6
Facility Requirements: Weight Facility, Stairs, Hill, and outdoor area
Equipment: Stairs, Kettle Bell, Bench Press, Various plates 2.5-45 lbs., squat rack,
Olympic bar, Collars, punching bag, chains, medicine ball, mallet, Tire, keg, various
weighted dumbbells (5-50 lbs.) pull up bar, neutral grip pull up bar, chain-belt, and
weightlifting belt.
Lesson Details
Warmup: (Time)
Run through outdoor area, up and down hill.
Show Training Session Clip from Rocky
Skill Training: (Time)
Teacher demonstrates each movement and then helps students go through it
themselves.
Alternate side Pull-ups with weight
Bench Press
Kettle bell clean
Cross country
Clean
Squat
chain flies
Plyometric ball pushups
Dumbell punches
Pull-ups wide grip
Hammer tire
Keg smash
Punching bag
Run up stairs challenge- have each student run up to the top of the stairs, give
their best Rocky impression and have the class rate each one.
Motion Pictures Unit 85
Cooldown: (5 minutes)
Jump rope.
Safety precautions: Always use collars and spotters. Make sure weight is balanced on bar.
Only remove one plate at a time. Always wear shoes. Do not wear loose or baggy
clothing. No jewelry. Make sure area is clear with no obstructions.
Adaptations for special needs: The person with special needs will be included as much as
possible in their least restrictive environment. Lighter weight can be used and different
lifts can replace the ones that are listed. Machines are a valuable option instead of using
free weights for individuals with special needs.
Variations: Workouts can be modified to be easier by including lighter weight and
different lifts so that success can be achieved by anyone.
Motion Pictures Unit 86
Title of Activity: Dance Choreography
Grade Level: 6-12
Purpose of Activity: To make students more aware of their body in space
National Standards Covered: Standard 1, 2, and 6
Facility Requirements: Anywhere that music can be played
Equipment: Music Player (CD Player, IPod hooked up to speakers, etc), 1 computer for
each group. Can be done as a class.
Lesson Details
Warmup: (Time)
Just Dance by Lady Gaga
Show “Bet on it” video and describe what it is to freestyle and interpretive dance.
Encourage students to showcase their own interpretive dance in a dance circle.
Show High School Musical Dance
Skill Training: High School Musical Dance
Step Instruction- Teach to count out steps on a four count and do movements
according to the number.
Break into groups. Students watch video and figure out as much of dance as
possible themselves.
Showcase the Dance for the class
Cooldown: (5 minutes)
Jump rope.
Safety precautions: Make sure that shoes are tied and you do not invade the space of
other people.
Adaptations for special needs: The person with special needs will be included as much as
possible in their least restrictive environment. Individuals with special needs may have
difficulty with rhythm. Teach them as much as possible but let them dance on their own
to the music so they can enjoy dancing even if they are not able to get it. There may even
be a need to simplify dance moves so it is easier to pick up on it.
Motion Pictures Unit 87
Variations: Different songs can be played so they can learn different dances.
Interdisciplinary Unit: Team Planning
Goals & Objectives: Unit planning is essential no matter what grade level you
will end up teaching, and at the middle level, you will often be asked to develop
at least one interdisciplinary unit with your team members. Learning to write
lessons and units is a developmental process, and each time you will get better
and have a better understanding of what’s needed at this age level. My hope is
that by the end of this process, you will:
 have an awareness of the benefits of interdisciplinary planning
 be able to create thorough, engaging, age-appropriate lesson plans that
assess student readiness and take students to the next level
 be able to incorporate variety into your lesson plans, and chunk your
lessons into middle level pieces that will keep their attention
 understand the benefits and limitations of planning with a group of team
members
 learn to adjust your schedules and use flexible planning for special events
 develop lessons that show adaptations for a wide range of learners and
provide opportunities for student choice
 be able to explain to a future employer why interdisciplinary planning is a
good fit at the middle level and how you could contribute to their team
 know how to work with content area teachers, specials teachers, and
SPED teachers to plan for the WHOLE child (not just sheer content)
 have a good list of strategies to help you better meet the needs of young
adolescents in your future classroom
Team Presentation of Unit (Front of Unit)

Overall Cover Page – Team member names, Name of course, semester,
Title of unit, Grade level, Any other pertinent information you’d like to
include to personalize it

Table of Contents – Page numbers and titles for major sections of unit

Copy of Your Team’s Daily Schedule for the Unit – This helps to note if
you have conflicting assessments or too much work on certain days
Team Materials for Overall Understanding of Unit
Divide up the following pieces among your team. While all require some
discussion as a team, one person should be responsible for each.
Motion Pictures Unit 88
**Overall Unit Description and Your Team Rationale for Creating This Unit
(2 - 4 paragraphs) – all on 1-2 pages; This should include the big concepts you
feel students need to know related to this interdisciplinary unit, including both
academic and social/emotional concepts; This is what your principal will pull out
when a parent calls in and asks, “Why in the world are my child’s teachers doing
_____?”
_____ Who: Molly___________________________
**Data Use within your Lessons (2-4 paragraphs); This should be a description
how you used the data presented during class in order to make your decisions in
your lessons (strategies, activities, technology, etc.) and accommodations.
_____ Who: Lindsey___________________________
**Introductory Parent Letter from Team – this letter would be sent out the
week before the unit would begin and would be coming from the team as a whole
 -max: 1 ½ pages
 -intro to theme/ concept of interdisciplinary units (consider your
audience…they want to know why you are doing this)
 -PARENT INVOLVEMENT PIECE – consider using this as a way to get
families involved during the unit – get creative and use the resources we
have collected
 -give them a little taste of what is to come and indicate that attached they
will find a letter from each of the teachers telling a little more about what is
to come (each person will have the parent letter in his/her own unit in the
binder)
_____ Who: _Belinda__________________________
**Special Education Letter -- In this 1 ½ - 2 page parent letter, provide very
specific ways you will help the students at school and how parents can help at
home to keep students organized and on top of the homework. You can include
a bulleted list within the letter if you’d like. Consider study habits tips, or anything
you’ve learned in your SPED classes. Provide the name of the SPED teacher
who wrote the letter at the bottom, along with contact information so parents can
reach you.
_____ Who: _Lindsey__________________________
**Multiple Intelligences Connections -- In 3-4 paragraphs, the Specials
teacher will describe the many ways the team has worked to incorporate multiple
Motion Pictures Unit 89
intelligences into this unit. This sheet will also provide the reader with an idea of
the specific ways children of all learning styles will be drawn into the unit
(auditory, kinesthetic, and visual). Please include the author’s name at the top of
this page along with the title.
_____ Who: _Jamie__________________________
**Community/Family Involvement – In 3-4 paragraphs, describe the various
ways your team will work to involve the community and families in a positive way
throughout this unit. Don’t go for tons of ideas; just pick a few that would be
manageable and describe these efforts. Provide the name of the author along
with the title at the top.
_____ Who: _Mike__________________________
**Pick ONE CREATIVE piece from one of the following –
 design a student web site where students can go to click on links related
to the topic, click on copies of (mock) assignments, or other things
 sketch 2 bulletin boards (for the hallway and classroom) (with LOTS of
good details and design) that get students interested/engaged in unit
theme or showcase what they are doing (should be interactive and bring
your unit to life)
 design a graphic organizer that is partially filled out to show how you
would help visual students understand the material
 create an assignment handout to go with the unit
 take one activity and develop an extension project for a student who is
exceptionally gifted in your content area
 write a description of a pre-reading strategy you will teach your students
and how you will use this in your class
 create a Power Point to accompany one of your lessons with visuals,
video clips, etc
 talk to me about other options that match your special talents
_____ Who: _Molly and Jamie__________________________
**NOTE: Spread the work amongst the team members.
Motion Pictures Unit 90
Individual Lesson Plan Expected Parts
Parts
Standard
Think About
Performance Indicator
Prerequisite understanding Knowledge worth being
familiar with
Beware
National; State
Link between lessons
Objectives
Knowledge and skills
important to know and do
Loose/Confining
Learning Goals
Enduring Understandings
(Essential Questions)
Higher Order Thinking
Skills
Not the same as an
objective
Evidence
Performance Assessment
Variety (Formative and
Summative)
Doesn’t match criteria
Sequence:
Introduction
Middle
Closure
**Add Transitions
between activities. This
needs to be noticeable by
reader.
Order of Understanding
Guided by
Objectives/Goals
Flow/Coherence
Time allocation;
Transitions;
Questions;
Classroom Management
Accommodations:
Differentiated Instruction:
How did you use the data to
make the determination of
accommodations?
Take into account if the
level has any IEPs.
Materials Needed:
Supplies; Resources
Don’t forget to include a
list needed to accomplish
each lesson.
Motion Pictures Unit 91
Technology Used:
What will you be using?
IEP: At least 3 examples
and how this works into
accommodations and/or
pull outs.
A SPED team member
should be writing them that
could be used for each area.
Bibliography
Cite all materials used that
you are not primary author
(APA/MLA).
Check List:
Check
List
Unit Criteria
Cover Page - Jamie
Table of Contents - Lindsey
Daily Schedule - Everyone
Overall Description of Unit - Molly
Data Use Description - None
Parent Letter - Belinda
Special Education Letter - Lindsey
Multiple Intelligences Connections - Jamie
Community/Family Involvement - Mike
Creative Component (movie) Jamie and Molly
(Rubric and Advanced Organizer)
LESSON PLANS (10 Days)
MAKE A PROFESSIONAL PRESENTATION
OF YOUR TEAM’S MATERIALS
Unit Rubric – See Attached
Motion Pictures Unit 92
Use DropBox for the Following:
Peer Evaluation – See Rubric
Unit Reflection – See Rubric