Reflection: Checks for Understanding Structure and Content: Two Versions of the First Two Scenes - Section 5: Exit Ticket: Why did the director make those changes?


This is AT LEAST the third time that we have circled back to this objective (analyzing a filmed version of the literature and evaluate the director's choices.)  I have seen growth, but I still don't see students making connections or analyzing on their own.  For example, in the movie, there is a stronger military presence (that is absent in the original text,) in the post-shipwreck scene.

To my mind, such an obvious, visual representation that is not followed in the text would inspire some questions or arguments as to the purpose of the military.  But the students didn't really pick up on it.  That is just one example, but I wonder if they need me to be more explicit.  Since I am pretty much anti-worksheet, I don't always think about how providing a table or a grid can guide the students' thinking in a way that a verbal discussion or prompt may not.

I think if I were to do this lesson again (actually, each time I address this standard,) I need to provide more scaffolding. 

  Third (or fourth) time for this objective
  Checks for Understanding: Third (or fourth) time for this objective
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Structure and Content: Two Versions of the First Two Scenes

Unit 8: Twelfth Night, or What you Will
Lesson 2 of 14

Objective: SWBAT identify specific changes the director made to the play to create the film version...and be able to explain why these changes were necessary.

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