Step 1
In this lesson I plan to highlight the history of film through “Frankenstein”. I’ll explain that in 1931 there was only black and white films being made. I’ll review the invention of “pictures that move” in the 1890’s and show a flip book’s illusion of moving pictures. I’ll use a shawl-type prop to model a role-play situation of a fictional grandma character from the 1930’s. A small box will provide a 1950’s prop to demonstrate myself as a child seeing a TV for the first time.
Step 2.
To set a purpose, I’ll ask the children to describe or draw what TV sets might look like in twenty years when they are grown-ups. I’ll explain that science fiction movies have inventions and travel. I’ll ask how many children think a monster can ever be good, if a scared group of people can be allowed to kill a monster, and if they think a man or a woman wrote the story book called “Frankenstein”
Step 3.
I will tell students that there are good and bad parts to every character. I will introduce the four main characters as a vocabulary component and remind students that they will be comparing two character’s needs on a Venn diagram after viewing the first part of the movie(appendix c). Another worksheet will be used to predict what will happen in the last half of the movie(appendix )
Step 4.
It is difficult to hear and see several parts of this old movie. Some of it is dark, it takes place in another country, and the monster cannot talk or understand language. I will need to stop this movie at least twice to discuss the plot and to make sure that no child is frightened or confused.
Step 5.
When children talk about their favorite part of a movie or they react to a character, they are analyzing the film at their own level. A Venn diagram worksheet will help focus on the needs of two characters(appendix c). A comparison of Dr. Frankenstein’s need for fame and the monster’s need for language ends at the windmill scene. The children can be asked to vote on whether these two characters are good or bad. It is ideal if children change their mind following a character discussion because that is what young reviewers are suppose to do.
A comparable theme is found in a children’s book called How Joe The Bear And Sam The Mouse Got Together. It tells how two very different characters got together as friends even though there were many things they could not enjoy together.
Step 6.
The specific objectives for showing
Frankenstein
are as follows: a. It teaches about old-style movies and the horror genre b. It compares good and bad characters in role-play, writing and discussions. c. It develops sympathy for a character with a speech handicap d. It has scientific inventions that are made up or imaginary.
Step 7.
To assess student’s learning, I would review their worksheets. Their diagrams and drawings of a favorite scene or character indicates their ability to have an opinion,
