Reflection: Adjustments to Practice Movie vs. Dramatic Adaptation - Part 2 - Section 3: Independent Work


So, I tried to create the task handout in such a way that it wouldn't be confining, an I now realize that was a mistake.

I wanted to leave space for my students to think out side of the box when I created the T-chart and example response in each column.  If you viewed my video you know I realized after the first day that I should have included the "why?" of it all so students where analyzing more as they watch.  For example, why did they leave the character Rudy out of the dramatic adaptation? This was to help them see that each medium has limits, and in this case the written text is more limited due to time and space. Foreshadowing was used in the film and not in the text.  Why?  The film has light and music - keys to foreshadowing in this case. Camera angles to change perspective…etc.

Now I wish I had created categories for notes instead of just allowing students to write chronologically which lends itself to "plot focus".  I should have created two columns as before, but used rows (with space for thinking outside the box - but within the "box" (crazy, I know).  The rows would be for characters, setting, point of view and key plot differences, but also for direction, movement, light, sound, view/camera angle and "other" -for students to incorporate their own ideas outside these categories.

Lesson learned...

  Hindsight is 20/20
  Adjustments to Practice: Hindsight is 20/20
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Movie vs. Dramatic Adaptation - Part 2

Unit 11: Drama Unit
Lesson 6 of 15

Objective: SWBAT compare and contrast the film version of The Book Thief and Scholastic Scope's dramatic adaptation of the same film.

Big Idea: Do not judge, compare and contrast.

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  65 minutes
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