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Transformation Texts: Focus - Prince Caspian
Unit Outline / Unit durationObjective: Students will learn about the ways texts manipulate the responder. They will learn to think critically about images presented for specific purposes in a variety of media, which will teach them to be discerning viewers, and enable them to make informed decisions and choices. / 10 Weeks (30 Lessons)
Big ideas/key concepts / Why does this learning matter?
The key concepts I want students to learn about are:
· What is transformation?
· What are the catalysts for transformation?
· What are the effects of transformation – on the individual? On society? On a text? Are these always positive, or can they be negative?
· How are transformations depicted in film (including individual transformation and transformation of a society)?
· What techniques are used to effectively transform a written text into a visual text? / The learning matters because:
· it is important to be visually literate.
· a development of appreciation and understanding of a broad range of text types can be achieved through studying film.
· We live in a highly visual world, and are constantly being bombarded by images from the media. Critical literacy is highly important as students need to know how they are being manipulated by the images and the media they are exposed to everyday, so they can make up their own minds.
Place in scope & sequence/Building the field / Target outcomes
This unit follows a unit on celebrity, in which students were taught about the influence of the media on the individual, the cost of fame, and living life in the public eye. Students were also taught some visual analysis techniques. / 3 – A student responds to and composes texts in different technologies.
6 – A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.
8 – A student makes connections between and among texts.
9 – A student demonstrates understanding that texts express views of their broadening world and their relationships within it
11 – A student uses, reflects on and assesses individual and collaborative skills for learning
Assessment:
c Part A (15%) - Scene analysis (Written explanation of how specific film techniques have been used to convey the concept of transformation) AND Part B (5%) - Reflection
Suggested texts:
· The Lion, the Witch, and the Wardrobe.
· Prince Caspian
· Harry Potter and the Philosopher’s Stone / What the students need to know/ have done at the end of this unit:
§ Students need to be familiar with the metalanguage of film.
§ Students need to have a working knowledge of how film techniques are used to depict transformation.
§ Students need to have applied their knowledge of how transformation is depicted in film to complete an analysis of how a scene has been transformed from written text into a visual text.
NB – Activities have been provided for all 10 clips on the DVD. It is not necessary to complete all activities. Choose the clips that are most appropriate for your class and only complete such activities as it is necessary to convey the concepts to your class.
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Students learn to: / Students learn about: / Learning Experiences / Variations/ Registrations / Resources / Quality Teaching /INTRODUCTION TO TRANSFORMATION / Intellectual Quality Significance
¨ Deep knowledge
¨ Deep Understanding
¨ Problematic knowledge
¨ Higher-order thinking
¨ Metalanguage
¨ Substantive communication
Quality Learning Environment
¨ Explicit quality criteria
¨ Engagement
¨ High expectations
¨ Social support S1 Background knowledge S4 Inclusivity
¨ Students’ self-regulation
¨ Student direction
Significance
¨ Background knowledge
¨ Cultural knowledge
¨ Knowledge integration
¨ Inclusivity
¨ Connectedness
¨ Narrative
c Brainstorm: What so you think of when you think about transformation/ things transforming? (Who/What might transform? What are some catalysts for transformation?)
11.9 perform an allocated role responsibly in a group and assess the success of collaborative processes / c Define the terms transformation (Langford strategy) – Put the students into groups of about 4. Each student gets 3 minutes to write a definition of what they think transformation is. They then pass their definitions around the circle. Each member of the group reads the definition and underlines what they think are the key words. This continues until everyone has read everyone else’s definition. Students then call out the words underlined on their piece of paper, and one group member writes the words onto a piece of butcher’s paper for everyone to see. They then eliminate the superfluous words (double ups, synonyms etc).
[If needed, have the group multi-vote to figure out the words they think are most important, red dot = 2 point blue dot = 1 point]. As a group they use the words they have voted on to write a group definition with which everyone is happy. / Butcher’s paper
Textas
[Red and blue dot stickers – for a multi vote]
11.9 perform an allocated role responsibly in a group and assess the success of collaborative processes / c List: Students are to think of as many things as they can which undergo transformations
c Classify: Students must then go through the list and write down what factors might cause the transformations (e.g. a baby transforms into an adult over time, a caterpillar transforms into a butterfly over time, cake mix transforms into a cake with the application of time and heat, mountains erode over time, and with the wind and the water and become valleys, an honest man transforms into a criminal when facing temptation…).
6.1 compose coherent, imaginative texts that use and explore students’ own experiences, thoughts and feelings and their imaginings
6.2 compose a range of imaginative texts including narrative. / Transformations of Individuals
c Think-Pair-Share: Students are to think of a transformation that has occurred in their own lives (this may be a transformation in understanding/ beliefs, a physical transformation, or an emotional transformation. AND/OR
c Apply: Students are to write a diary entry about a transformation that has occurred in their life. AND/OR
c Synthesise: Students are to write a story about a character or a society that undergoes a transformation. In this story, they must be careful to mention the factors that were the catalysts for change and the effects of the transformation, whether positive or negative.
Students learn to: / Students learn about: / Learning Experiences / Variations/ Registrations / Resources / Quality Teaching
6.3 explore real and imagined (including virtual) worlds through close and wide engagement with texts / Transformation of Texts / DVD Prince Caspian
Audio CD P.C.
Class set novels P.C.
c Viewing: Students to view the film Prince Caspian (Disney Version) - (NB. - Class set signed permission notes to view PC - M rated)
c Listening/Reading: Listen to chapter 1 of the novel Prince Caspian
8.1 identify, compare and describe the connection between spoken, written and visual texts with similar subject matter, such as a book and its film adaptation
8.3 identify and describe the similarities and differences in meaning and language between texts composed for different purposes or audiences / 3.8 terminology associated with responding to and composing ICT texts.
6.8 the ways the ‘real world’ is represented in the imaginary worlds of texts, including literature, film, media and multimedia texts
9.10 narrative techniques in film-making
9.11 film and media techniques used in representing people, places and events. / c Listening/ Reading: Listen to chapters 2 and 3 of the novel Prince Caspian.
c Summary: Students are to write a summary of the main events in these chapters. They may write in dot points (at least 10), or proper paragraphs (at least 3). AND/OR
c Viewing: Watch clip 4 on the DVD from the Disney version, and the BBC version of the film. After each clip, give the students 5-10 minutes to write a brief summary of what happened, and what film techniques used in the clip. They should make sure to comment on costume, lighting, sound, actors, special effects... Students may write in dot points or proper paragraphs. They may need to view clips twice if they are having trouble with this.
c Evaluation: Students are to write at least one proper paragraph (at least 4-6 sentences) explaining which adaptation they like better. In this paragraph they should comment on how closely it resembles the novel, and mention film techniques used to justify their opinions.
c Viewing questions: Students to answer questions 6-10 (end of program). They are to write full sentence answers to each question, and they should write at least a paragraph on questions 8 and 10. / Audio CD P.C.
Class set novels P.C.
DVD Clips P.C.
Students learn to: / Students learn about: / Learning Experiences / Variations/ Registrations / Resources / Quality Teaching
11.9 perform an allocated role responsibly in a group and assess the success of collaborative processes / 9.7 the ways in which ‘story’ creates a world within which characters interact and shape action
9.11 film and media techniques used in representing people, places and events. / c Listening/ Reading: Listen to chapters 4 and 5 of the audio novel Prince Caspian. Students are to follow along in their novels (beginning page 42).
c Viewing: Watch the clip “Caspian Flight” on the DVD from the BBC version of the film.
c Board notes 1: Students are to copy down the following X-chart on Prince Caspian (end of program).
c X Chart: In table groups, students are to choose one of the three Narnians (Trufflehunter – the badger, Trumpkin, or Nikabrik) from the clip and complete their own X chart on them. Students may like to use the novel to help them come up with details. Students should come up with a minimum of 6 points for each heading. They should complete their X charts neatly on a half sheet of butcher’s paper, and display on the wall on the classroom. / Audio CD P.C.
Class set novels P.C.
DVD Clips P.C. / ¨
8.1 identify, compare and describe the connection between spoken, written and visual texts with similar subject matter. / c (Optional) Evaluation: Students are to write three paragraphs in their English books - one explaining how the clip was similar to the novel, one explaining what was transformed, and the final paragraph explaining whether they think the BBC version was successful in adapting the book into a film.
8.2 synthesise information from texts with similar subject matter and identify differences in content, purpose, attitude, values and perspective / c Newspaper article: Students are to write a newspaper article about Caspian’s disappearance from the castle. They must include an appropriate, catchy headline, details of who, what, when, where, why and how, and at least one quote (maybe from Miraz). They should also explain what has been done to try and find Caspian. This should be at least 1 page long
8.2 synthesise information from texts with similar subject matter and identify differences in content, purpose, attitude, values and perspective / 3.8 terminology associated with responding to and composing ICT texts.
9.10 narrative techniques in film-making
9.11 film and media techniques used in representing people, places and events. / c Listening/ Reading: Listen to chapter 6 of the audio novel Prince Caspian. Students are to follow along in their novels (beginning page 67).
c Storyboard: This scene was left out of both movie adaptations. In pairs students create a storyboard for one of the following parts of this chapter:
- Caspian’s meeting with the Bulgy Bears
- Caspian’s meeting with Pattertwig
- Caspian’s meeting with the seven brothers of Shudderwood
- Caspian’s meeting with the 3 red dwarves
- Caspian’s meeting with the 5 black dwarves
- Caspian’s meeting with Glenstorm
c The storyboard should include at least eight shots, for each shot there should be a description of the shot type, camera angle, sound (including dialogue and a description background music, if any) and lighting.
c Discussion: Why do you think this scene was left out? / Audio CD P.C.
Class set novels P.C.
Storyboard sheets
Students learn to: / Students learn about: / Learning Experiences / Variations/ Registrations / Resources / Quality Teaching
8.1 identify, compare and describe the connection between spoken, written and visual texts with similar subject matter, such as a book and its film adaptation
8.3 identify and describe the similarities and differences in meaning and language between texts composed for different purposes or audiences / 2.15 processes of representation including visual and aural techniques.
3.8 terminology associated with responding to and composing ICT texts.
8.9 how information can be used to different effect in different texts
9.10 narrative techniques in film-making
9.11 film and media techniques used in representing people, places and events. / c Listening/ Reading: Listen to chapter 7 and 8 of the audio novel Prince Caspian. Students are to follow along in their novels (beginning page 76).
c Board notes 2: Mise-en-Scene
c Viewing: Disk 1: Watch the scene “Gifts and a Rescue” from both the Disney Version and the BBC Version.
c Compare and Contrast: Students are to create a table in their books comparing the mise-en-scene in the treasure room described in the novel with the one shown in the two clips.
c Board notes # 3 The Ancient Treasure Room: Mise-en-scene
c Analysis: Students answer the following questions in their books.
Gifts and a Rescue
1. Which scene matches the book more closely (justify your opinion with at least 2 pieces of evidence)?
2. Why do you think they changed it from the novel?
3. How has Narnia transformed since the Pevensies were last there (mention at least two things)?
4. What is Trumpkin’s initial opinion of the Pevensies?
5. What three things (in the book) do they do to change his mind?
6. Why do you think that both versions left out the shooting competition (give at least 2 reasons)?
7. Mise-en-scene also includes things like choice of actor. Which actor do you think best portrays the spirit of the character Trumpkin as portrayed in the novel? Give reasons for your answer. / Audio CD P.C.