Two mediums, one topic: Comparing the treatment of setting in "The Most Dangerous Game" and a movie clip
Lesson 1 of 3
Objective: SWBAT identify and analyze the impact of word choices on mood in order to compare the treatment of a topic in two different mediums
Do Now: Quiz
For the first part of the "Do Now" today, I will give my students a short quiz on "The Necklace," the story we finished during the previous class. The purpose of the quiz is to see if they understood the cause and effect relationships and character motivations in the story. I found this quiz on reach.rcsnc.org. I am always trolling the internet for quizzes to see if my kids measure up to quizzes that other teachers have given. Before deciding on a quiz, I look closely at the questions to see if they match the objectives for the lessons or units that I have taught. I also look at whether the questions are lower or higher level questions by matching them up against Bloom's taxonomy. I do this because I want to make sure that my students are able to answer ALL levels of questions. After all, there can be no analysis without comprehension. I will allow my students to use the text for this quiz because they should be able to go back to the text to collect evidence to support their answers--as we have been doing all year.
Do Now: Anticipation Guide
For the second part of the "Do Now" students will be completing an anticipation guide provided in the current unit from the Harford County Public Schools curricular documents and adapted from the Maryland State Department of Education. Students will complete the "before reading" section of the anticipation guide. I am having my students complete this anticipation guide because the issues mentioned on the guide are controversial issues that that the main character faces in "The Most Dangerous Game."
After 3 minutes, I will ask students to work with one of their clock discussion partners to compare their responses. I am doing this so that they can see commonalities and differences of opinion on topics for further discussion. Here's a clip of students discussing their responses to the question.We will spend about 10 minutes having students respond thoughtfully to the diverse perspectives of their classmates (CCSS.ELA-Literacy.SL.9-10.1d).
Today, we will be reading the beginning of "The Most Dangerous Game" in order to compare the mood created by the setting in the story to the mood created by the setting in the movie clip. I created a flipchart for this lesson. In order to view the flipchart, you will need to download the software. Be sure to download the free version, and you can edit and create flipcharts at home to use with your Promethean SmartBoards.
I will ask my students to create a four quadrant chart to capture figurative language used to describe the setting and the mood it creates in the top sections. The bottom sections of the chart will be for sights and sounds from the movie clip and the mood they create. Once complete, students will use these entries to compare the moods created by each medium CCSS.ELA-Literacy.RL.9-10.7: the text and the movie clip.
I will model the completion of the first quadrant of the chart by reading the first couple of pages of the story (pp. 39-41) in the Mcdougall Littell grade 9 text book and noting several examples of figurative language used to describe the setting. Then, I will have students read a page and give a couple of examples to add to our chart as guided practice.
I am making this instructional decision because I want to make sure they are able to capture enough examples in order to compare the treatment of the setting in the text to that of the movie. I also want to make sure they are focusing on the setting and not ALL examples of figurative language.
During this part of the lesson, I will ask my students to work with one of their clock partners to read and discuss (CCSS.ELA-Literacy.SL.9-10.1a) up to page 43 to find additional examples and to decide on the overall mood the examples of figurative language create. Before I ask my students to compare and contrast, they will also need to understand what the figurative language means (CCSS.ELA-Literacy.RL.9-10.4) , so I am expecting this to be part of their partner discussions. In analyzing meaning, they will also be determining the impact of these words on the mood of the text.
After about 10 minutes of reading, I will ask my students to use the tone words chart posted in the room to see if they can find a word that describes the mood created by the setting (since tone and mood words can be interchangeable).Yep--using the room to teach again! I will ask them to write the word(s) in the upper right hand quadrant of the chart.
In this section, I will ask students to view the first 10-15 minutes of the movie clip from The Most Dangerous Game.
As they watch, they will jot down what they see and hear (about the setting) in the bottom quadrant of the chart.
After the clip, I want them to discuss (CCSS.ELA-Literacy.SL.9-10.1a) and compare what they saw with what they read (CCSS.ELA-Literacy.RL.9-10.7). My visual and auditory learners will really shine in this part of the lesson as they help their classmates fill in their sights and sounds. I am asking my students to discuss how the two versions are similar and different in the story and movie because I will ask them to write about it at the end of the lesson.
I'll be circulating the room and listening in as they discuss similarities and differences.
For the closure activity today, I will ask my students to respond to the following prompt:
"Compare the description of the setting and mood created in the story to the one in the movie using details from both to support your comparison."
Not only are my students comparing the treatment of a subject in two mediums (CCSS.ELA-Literacy.RL.9-10.7), but also, they are showcasing their ability to write a coherent response to a question (CCSS.ELA-Literacy.W.9-10.4 )This prompt will be posted on the last page of the flipchart. This prompt will serve as the formative assessment of the lesson. This is also excellent practice for students to compare and contrast because they will be writing a comparison contrast essay over the next couple of weeks.
Student work sample 2 shows a student's responses in the chart and a response to the closure question. (Also see the reflection on the closure activity).
Student work sample 1 shows a response to the closure question.
The image for this lesson was retrieved from Wikimedia Commons from user, Earth's Buddy.