Objectives
To create a literature-based portfolio
To read for comprehension
To critically view film—
Pocahontas
by Walt Disney
To assist students in recognizing their individual and group accountability
To listen to audiotapes
To evaluate student progress
Materials
The Double Life of Pocahontas
by Jean Fritz
Pocahontas: America’s First Lady
by Frances Mossiker
Pocahontas
by Walt Disney
Student portfolio Thesaurus
Dictionaries
Time
Four Weeks
Procedures
Each student should read
The Double Life of Pocahontas
. Allow fifteen minutes each day for silent reading. At the end of each day, a chapter in the nonfiction book should be completed. Student should write in journal a summary of each chapter.
Each student should use a word processor and construct a story pyramid. This technique is used to look at the main character, story setting, and plot development. Students must be very precise in their word selection. Have students work in pairs. Have a thesaurus and a dictionary available, as well as copies of
The Double Life of Pocahontas
. Use the following formula to complete the story pyramid.
Line 1—One word—main character
Line 2—Two words—describe the main character
Line 3—Three words—setting
Line 4—Four words—state a problem
Line 5—Five words—state an event
Line 6—Six words—state an event
Line 7—Seven words—state an event
Line 8—Eight words—solution to problem
Each response should be centered. Use computer to construct a pyramid diagram around responses. Do this exercise for
Pocahontas
. John Smith, Chief Powhatan, and John Rolfe. Each student should put a copy in portfolio.
Play first audiotape from
Pocahontas: America’s First Lady
. Ask each student to complete a story web with characteristics of
Pocahontas
.
Compare in a paragraph or more the similarities between
Pocahontas
in
The Double Life of Pocahontas
and the
Pocahontas
in the audiotape.
After one week, students in groups should use printed materials and computers to collect nonfiction information about the following topics:
-
1. Jamestown
-
2. Powhatans
-
3. John Smith
-
4. John Rolfe
-
5. Algonquians
One page essays with bibliography for each. Students should allow another student to read and make comments on back of each essay. Using the comments, students should make changes to essays and write a revised essay to be given to teacher for evaluation.
Teacher should give students information on filmmakers use of inventions and representations in production of film. Use
Glory
clips to demonstrate concepts. Discuss with students why this is done. Show video of
Pocahontas
by Walt Disney. Again in pairs, each student on a computer should construct a story pyramid using the same formula as used with
The Double Life of Pocahontas
. Students should be given class time to discuss both pyramids with other students. In all class discussion, teacher should lead students into discussing the video as compared to the book and essays.
Divide class into five groups. Assign each group one of the essay topics. Each group is write a script that depicts an important fact about each topic. Script should be videotaped. Groups should include setting, customs, and poster advertisements as part of completed project. A written group evaluation should also be included that explains the process in the production. Contact several persons that the are of film production and ask them to view a film and summarize the positive and negative aspects of student-made video. Arrange meetings between each group and the reviewer.
Allow groups within each class to critique another group’s video.
As a concluding activity, students should produce a newsletter that explains the process and problems associated with the production of a video based on historical facts. Group assignments should be same as video production groups.
