Mary Lou L. Narowski
At this point, the class will be presented with copies of the novel. There are five activities accompanying this coaching strategy that speak to the three standards-based objectives assigned to this unit: understanding character, continuing practice in writing film script, and writing a comparison essay. Each of these experiences scaffolds to the next step and becomes the basis for further understandings as students develop critical thinking skills.
Lesson Plan Two - Day Three: Preparation for Reading
An Anticipation Guide, similar to the one that follows, will extend an opportunity for my students to express their opinions on issues and decisions that are woven throughout the story. This will set the tone and mood of the story and can surely be revisited at the end of the reading of the text.
After a quick, observational book talk, an activity that engages students in viewing and discussing the cover photos and short synopsis on the rear cover of the book, my students will partner up to complete a Question Matrix. This activity comes from Janet Allen's Plugged-in to Reading series, a new program purchased by the New Haven School District to enhance the overall reading program in our city.
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This exercise asks students to preview the title page, headings, visual entries (such as pictures, photos, and graphics), and any text features in the novel. With this information, each student pair will complete a matrix listing any series of verbs: is, can't, won't, could, would, did, might, should, and will in a column on the left side of their paper while placing the 5W plus how in row across the top of the matrix. Each group will put their entries on a master matrix.
The answers to this exercise provide focus questions for students as we begin our next step the oral reading of the text. It arms the students with an overall sense of the book and a framework from which to proceed.
Lesson Plan Three - Days Four through Day Sixteen: Read Aloud
The Read Aloud section of the New Haven curriculum instructs teachers to read aloud or play the book on CD for the express purpose of having students hear correct voice intonation, as well as to build listening and comprehension skills through discussion during and after reading as they gain information about the world around them. This strategy is also intended to increase their vocabulary foundation by hearing words in context, improve their memory and language skills as they hear a variety of writing styles, and help in the mastery of paraphrasing their understanding. Hearing the story read aloud also enables students to experience the mystery, charm, suspense, magic, and beauty of the language of words.
As they listen and read along, students will be asked to complete compare/contrast sheets similar to the Stanislavski observing people sheet above for each of the main characters, noting such things as appearances, behaviors, and attitudes. It must be noted that not all behaviors or attitudes will be specified for each character, so some should remain unanswered on the sheet. Because they have had experience with these, the introduction will be minimal, although it must be mentioned that these charts will be used twice, one each with the novel and the film. These charts should be divided into two columns: the first, for observations made about the characters in the text, the second, for characters in the movie. This comparison sheet will be one activity utilized by my students to assist them as they write a critical review deciding which is the more effective medium, the novel or the film.
Accompanying the read aloud will be a summary sheet of each major scene in the novel. These graphic organizers will serve students as they try to decide which scene they want to turn into a filmscript. It will also help them with their final written assignment in which they must decide which scenes should be included in the film version and which should be out, and ultimately whether the book or movie is better in their eyes. For my class, the layout of this organizer should be simple and straightforward. Students will be expected to identify and record a plot summary, list the major characters appearing in the scene, determine the narrative voice, and recognize any effective literary devices incorporated into the scene. They should also record any significant details that make them say, "Now that's important to remember" (with a reason for its significance: (1) it should/should not be in the movie; (2) it will be hard for the film writer to incorporate that idea into the film; (3) it's important to get those thoughts into the script, etc.), and the purpose or meaning of the scene. Students should decide what these reasons might look like as they begin to address this activity. It would also include how the students feel certain details might be portrayed in film. These summary sheets should be assigned for homework as a way to engage students in continuous reflection on the story.
Day Seventeen through Twenty: Writing the Filmscript.
In groups of three, students will begin the process of deciding which scene they want to write as a film script. It will be the job of each group to record the process they engage in as they decide which scene they eventually turn into script, answering such questions as: which scene do we like? why do we like it? which scene do we think will make for good viewing and why?
I include this exercise in the unit as a re-enforcement assignment. In the fall of our school year, my students are required to write a filmscript after reading Monster by Walter Dean Myers. Myers' novel is written in part as a journal and in part as a filmscript. While reading the text, students are given a filmscript language sheet which lists the following terms: Angle, CU (close up), Cut to, Dissolve, Exterior, Fade out, Freeze, Hold, Interior shot, LS (long shot), Off-screen, Pan, POV (point of view), Reaction shot, Switch to, Voice over, Wide angle, and Zoom. As we read the book together, students look for each term as it appears in the text, how it is used, and then they define it. This focused exercise really draws attention to the format, purpose, and understanding of the filmscripting process.
These sheets should be placed in their students' binders so they will be readily available to use with this exercise. With this information, their filmscript formatting information, and the actual book as a reference, the groups will write the scene with appropriate set direction, specialized language, and script formatting. As a writer's workshop strategy, students will use peer editing to assist in writing the final draft. Students could also develop a rubric to be used as a scoring guide for this exercise. If time permits, students could choose several scripts and prepare these performances for the class. Using the rubric as the basis for evaluation, students can also be expected to critique the performances. I will use this experience to explain that there is a career opportunity as a performance critic if they enjoy this type of exercise.
Day Twenty Two
If a local screenwriter is available in my area and a visit can be arranged, it might be a wonderful experience for my students. Having them listen to a first-hand account of the process of filmwriting would be exciting and educational. Being able to pose questions about the trials and tribulations of this occupation might actually inspire my students to revise and edit their individual scenes.
Day Twenty Three and Twenty Five
These three days will be dedicated to the viewing of the film. Using the second column of the observing people sheet used to record character observations from the novel, students will complete this chart as they view the movie. There are several scenes that must be highlighted. The initial scene in which Ponyboy is attacked and where we meet the Curtis boys, sets up the idea of comparison. Immediately after viewing this scene, we will pause the film and discuss precisely how the novel and film compare. A point-by-point assessment will be very helpful in modeling exactly how this process should work in the essay especially as it refers to character "appearances." A second scene to key in on is the movie scene because there is an obvious distinction, the movie venue. In the book, the characters appear in a theater; in the film, it's a drive-in theater. Beyond this, they will also be exposed to several important characters, Dallas and Johnny. This scene can be used to draw attention to character "attitude." The next scene to underscore is the park scene in which Bob is killed. This scene really can speak to character "mood" mentioned on the comparison sheet. The final scene that I will emphasize is the church scene. This scene can be used to underscore the "assumptions and impressions" section on the observation sheet.
Strategy Three: The Comparative Essay
Days Twenty Six through Thirty
The compare and contrast essay is not merely a list of similarities and differences that exist between the text and film, but an advancement of critical thinking about the relationship between them. By completing this essay, my students will enhance their ability and understanding of creating a coherent essay based on a set of logical ideas. They will have to recognize the patterns of similarity and the causes and effects of difference. Hopefully, they will also realize unique insights into character as they consider how all the scenes or chapters, each with the complex relationships that exist, fit together in the narrative. Since the students were introduced to Stanislavski and completed the observation sheets, character understanding will be at the heart of their papers. Initially, they will have to formulate a thesis statement deciding which genre was more effective. Because students will generate far too many ideas, they must be reminded to use brainstorm webbing with organized clustering as a strategy. As we practice this skill for much of the year, students are familiar with the process.
With all this information, my students will then have to group ideas together in such a way so as to do justice to their theses in a logical way. It will not be enough to list just the plot and character similarities and divergences. My students must ask themselves, "so what" for every similarity and difference and analyze these for answers. What does it mean that Cherry wants to help the "greasers" even though she is dating a Soc? Why is it so important to be included in both novel and film? This is the presentation of evidence that supports and advances the thesis statement. Obviously, not all scenes or descriptions found in our book will be realized in the movie. An explanation of choices and omissions will be necessary. It will be important to consider whether a student's thesis statement is true in all cases.
Students should discuss and attempt to explain why some aspect or scene is highlighted more in the book and not in the movie. If there are totally divergent scenes in the movie, these will need explanations as well. What does this say about the strength or weakness of the movie? Do these differences say something about the various audiences, readers versus viewers?
Organizing comparative ideas is crucial for reader understanding. It might be an emphasized strategy to order argument points from least to most significant. If differences between the two genres are most important, then list similarities first. If a student thinks that the book was more effective, then he should mention the movie first. When considering comparisons, students can present them point by point, or one side in total and then the other. For my students' purposes, they could either discuss the book in total and then the movie, or proceed to a point-by-point discussion of the movie against the novel. If choosing the first organizational method, parallel construction, students should be reminded to discuss points in the same order.
An essential idea that must be emphasized is that a comparative essay is not descriptive but argumentative. Students will have to defend the position they took in their opening statement. Words like "first," "second," "next," and "finally'" usually indicate a simple recounting of ideas or scenes from the text. Students must remember that their argument must be defended with information from the genre and presented in a balanced way, perhaps proving why the opposite opinion does not stand up to scrutiny.
An outline of this essay might look something like this:
A. Thesis Statement
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1.
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Which was more effective: novel or film?
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2.
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Brief synopsis of story line as presented in the novel
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B. Comparison of major characters as described in the novel and the film
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1.
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Use of side-by-side character charts to aid in showing similarities/differences in description
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a.
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argument for decisions
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b.
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argument explaining effectiveness
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2.
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Use of side-by-side character charts to aid in showing similarities/differences in relationships
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a.
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argument for decisions
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b.
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argument explaining effectiveness
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C. Choices of inclusion and omission
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a.
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argument for decisions
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b.
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argument explaining effectiveness
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D. Summation and conclusion for thesis statement
