Teacher:Leslie Colvin
Week 16: December 1-5 / Course: English I
Unit 2: Defining Style
Essential Questions:
  • What makes a good story?
  • What are the elements of a style analysis essay?

Common Core Standards Met:
Learning Target / Activities
Student Centered Learning Experiences
Differentiation / Assessment / Homework / Materials
Technology
Resources
Media
M
12/1 / Cite textual evidence from written and film texts to support an interpretation. / DGP Monday Parts of Speech
Activity 2.14 (cont.)
  • Before Viewing: Have students read the two analysis questions that they will answer before they view the film.
  1. How does Burton create mood and tone? What does a director have at his disposal that an author does not?
  2. In terms of mood and tone, how is the film version similar to and different from the written version? What specific elements contribute to the mood/tone?
  • During Viewing: (Graphic Organizer) (Film – 0-0:20:00)
Identifyevidence of setting, sound, camera movements, and other factors that portray the mood and tone (towards the children) in the first 20 minutes of the film.
***Adaptation:Show small segments of the film silently so that the students can more easily notice how Burton uses the camera movements and lighting to portray tone and mood.
  • After Reading: Choose one of the analysis questions to answer using the QPA writing strategy.
Topic sentence in the form of a question.
Sentence with evidence.
Sentence with analysis/explanation of evidence.
Explanation of how the device works/is used.
Summative statement about the idea being presented. / Graphic Organizer
QPA analysis paragraphs / DGP
Springboard
Computer
Overhead
Film Charlie and the Chocolate Factory
T
12/2 / I can make interpretive inferences about the effect of a director’s choices. / DGP Tuesday Phrases and sentence Parts
Activity 2.16 Revising Wonka: Thinking About Effect
  • Before Viewing: Students will discuss the cinematic techniques used by directors to create an effect. (Pg. 145)
  • During Viewing (Scenes 10-12/ 27:36-38:00): Students will work in expert groups to identify how burton uses long shots, medium shots, close-up shots, shot-revers-shots, and syntax (flashback) and to provide evidence from the film for each.
  • Students will share information in groups and complete a graphic organizer for this viewing.
  • Whole-Groupdiscussion regarding Burton’s choices/ add additional information to graphic organizers to use for analysis essays.
/ Graphic Organizer
Discussion / DGP
Springboard
Computer
Overhead
Film Charlie and the Chocolate Factory
W
12/3 / I can make interpretive inferences about the effect of a director’s choices. / DGP Wednesday Clauses and Sentence Type
Activity 2.16 (cont.)
  • During Viewing: (Scenes 14-16 0:40:24 – 0:49:40)
1st Viewing Without Sound: Students will be assigned a different cinematic technique and complete a close viewing of the film for their technique. (Graphic Organizer)
2nd Viewing With Sound: Students will identify examples of sound and dialogue that contribute to Burton’s style…focusing the dialogue choices that Burton has assigned to each character.
  • Whole-Group Discussion of the cinematic techniques, lighting, sound, and dialogue
  • Check Your Understanding Questions: Pg. 147
  1. How does Burton manipulate camera angles and lighting to create his intended effects?
  2. How does he use sound to enhance this scene?
  3. Why does he use a flashback scene? What does he accomplish in doing so?
/ Graphic Organizer
Check Your Understanding Questions / DGP
Springboard
Computer
Overhead
Film Charlie and the Chocolate Factory
TH
12/4 / I can determine a director’s purpose for his choice of cinematic techniques.
I can write an analytical statement that includes textual evidence for a claim. / DGP Thursday Punctuation and Capitalization
Activity 2.18 Analyzing Burton’s Style: Supporting with Textual Evidence
  • During Viewing (Scenes 1-5 0:0:0 – 0:26:32) Students will work in expert groups to identify Burton’s use of framing/angles, lighting, camera movement, and editing
  • Students will share their information (evidence from the film) as a whole-group
  • Discussion questions (Pg. 150)
  • After Viewing: Writing an Analytical Statement with Textual Support (Pg. 152)
/ DGP
Graphic Organizer
Discussion Qs
Analytical Statement / DGP
Springboard
Computer
Overhead
Film Edward Scissorhands
F
12/5 / I can demonstrate understanding of the effect of specific cinematic techniques in film.
I can write an analytical statement including reflective commentary explaining the supporting textual evidence. / DGP Friday Diagramming
Activity 2.19 Analyzing Burton’s Style: Explaining with Commentary
  • During Viewing (Scenes 5-13 0:26:39-0:51:44) Students will work in expert groups to identify Burton’s use of framing/angles, lighting, camera movement, and editing
  • Students will share their information (evidence from the film) as a whole-group
  • Discussion questions (Pg. 154)
  • After viewing: Writing an Analytical Statement with Textual Support and Reflective Commentary(Pg. 155)
/ DGP
Graphic Organizer
Discussion Qs
Analytical Statement / DGP
Springboard
Computer
Overhead
Film Edward Scissorhands

Differentiation Strategies/Modifications Marzano’s Best Practices

x / Anchor Activities / X / Extended Time / x / Identifying Similarities & Differences
x / Chunking / x / Modified Assignments / Summarizing & Note taking
x / Flexible Grouping / x / Rephrase Directions / x / Reinforcing Effort & Providing Recognition
x / Jig-Saw / x / Prompting/Cueing / Homework & Practice
Learning Centers/Stations / Reading/Scribing / Nonlinguistic Representation
Tiered Activities / Learning Contracts / x / Cooperative Learning
Interest Groups / x / Independent Study / x / Setting Objectives & Providing Feedback
Literature Circles / AP/Honors / Generating & Testing Hypothesis
Multiple Intelligence Options / Mentorships / x / Cues, Questions & Advance Organizers