Megan+Carson

=For the Love of...=

//A project to be used when teaching the elements of plot.//

Grade Levels: 11-12
===Estimated Timeline for Teaching: 2 weeks to complete projects. (Initial instruction time up to teacher descretion, depending on the number of novels/films the teacher chooses to incorporate into the unit).=== =Unit Overview:= Over the course of a unit intended to teach the elements of a plot, students will be introduced to various literature and film (The specific novel and film choices used do not matter and can be chosen by the instructor). The unit will begin with a minilesson about the use of literary elements in a plot. The students will then read, view, and dicuss the literature and film the instructor has included into the unit. After reading, viewing, and discussing the plots of the literature and film, the unit will culminate with the "For the Love of..." project. For this project, students will write, develop, edit, and star in their own 10-15 minute movies. In doing so, students will collaborate as a group in writing a script, use all steps of the writing process (brainstorming, peer editing, teacher conferencing, etc.), learn about and incorporate literary elements into their projects, follow a rubric, and use technology/music to enhance the final version of their project. Although the literature and film taught in the beginning of the unit may have a serious tone, the "For the Love of..." movies will most likely be humerous (depending on student choice), and fun to show to the whole class once the projects have been completed. Some example "For the Love of..." ideas could be "For the Love of Spandex," "For the Love of Donuts," "For the Love of the Pink Power Ranger," etc. This project is in no way meant to have a serious romantic tone, but rather to get students to think outside the box in creating an unconventional romantic plot. The instructor may choose to use only literature and film linked to a romantic plot for the unit, but the project will be successful when coupled with literature and film of any genre.

=Theory to Practice:= The idea behind this project is to get students to really understand the literary elements of the plots that make the books and movies they love great. Students will become masters of the literary elements through first hand experience by the requirement to not only incorporate, but also explain in writing, the use of literary elements in their work. Students will combine their knowledge of these elements with the use of technology, as well as their own creative ideas in developing the movies. Students will also learn a lot about the editting process, as the teacher and their peers will be looking over and offering suggestions to improve the projects along each step of the way. By the end of the unit, students will feel a sense of accomplishment for the great task they have accomplished. Incorporating drama and humor into the classroom can be a very effective tool for learning and promoting good self esteem.

For further information, please consult the following sources: [|"All the Classrooms a Stage" By: Michelle Pearson] [|"Creative Dramatics in the Language Arts Classroom" By: Bruce Robbins] [|"Drama in the Classroom: The Basics" By: David S.] [|Reach Every Child: "Send in the Clowns" By: Alan Haskvitz] (About the effectiveness of using humor in the classroom).

=Student Objectives:= =Michigan Content Expectations:= = = revising, and editing complex texts. =Resources:= Printable Documents:
 * Gain an extensive knowledge of literary elements.
 * Read, discuss, and understand various works of romantic literature.
 * View, disucss, and understand various works of romantic film.
 * Effectively use the peer editting process.
 * Revise using peer teaching and editting suggestions.
 * Use and explain various literary elements in a project.
 * Use technology and music to enhance stories.
 * Collaborate with a group in writing a screenplay.
 * Create a movie that both covers the unit objectives and appeals to an audience.
 * CE 1.1.1 ** Demonstrate ﬂexibility in using independent and collaborative strategies for planning, drafting,
 * CE 1.1.2 ** Know and use a variety of prewriting strategies to generate, focus, and organize ideas (e.g., free writing, clustering/mapping, talking with others, brainstorming, outlining, developing graphic organizers, taking notes, summarizing, paraphrasing).
 * CE 1.1.3 ** Select and use language that is appropriate (e.g., formal, informal, literary, or technical) for the purpose, audience, and context of the text, speech, or visual representation (e.g., letter to editor, proposal, poem, or digital story).
 * CE 1.1.4 ** Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and mechanics) of the selected form or genre.
 * CE 1.1.7 ** Edit for style, tone, and word choice (speciﬁcity, variety, accuracy, appropriateness, conciseness) and for conventions of grammar, usage and mechanics that are appropriate for audience.
 * CE 1.1.8 ** Proofread to check spelling, layout, and font; and prepare selected pieces for a public audience.
 * CE 1.3.1 ** Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, ﬁction, drama, creative nonﬁction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, deﬁnition, or cause and effect).
 * CE 1.3.2 **<span style="font-size: 10.0pt; font-family: "Gill Sans"; mso-bidi-font-family: "Gill Sans"; mso-fareast-language: EN-US;"> Compose written and spoken essays or work-related text that demonstrate logical thinking and the development of ideas for academic, creative, and personal purposes: essays that convey the author’s message by using an engaging introduction (with a clear thesis as appropriate), well-constructed paragraphs, transition sentences, and a powerful conclusion.
 * <span style="font-size: 10.0pt; font-family: Times; mso-bidi-font-family: Times; mso-fareast-language: EN-US;">CE 1.3.5 **<span style="font-size: 10.0pt; font-family: "Gill Sans"; mso-bidi-font-family: "Gill Sans"; mso-fareast-language: EN-US;"> From the outset, identify and assess audience expectations and needs; consider the rhetorical effects of style, form, and content based on that assessment; and adapt communication strategies appropriately and effectively.
 * <span style="font-size: 10.0pt; font-family: Times; mso-bidi-font-family: Times; mso-fareast-language: EN-US;">CE 1.3.6 **<span style="font-size: 10.0pt; font-family: "Gill Sans"; mso-bidi-font-family: "Gill Sans"; mso-fareast-language: EN-US;"> Use speaking, writing, and visual presentations to appeal to audiences of different social, economic, and cultural backgrounds and experiences (e.g., include explanations and deﬁnitions according to the audience’s background, age, or knowledge of the topic; adjust formality of style; consider interests of potential readers).
 * <span style="font-size: 10.0pt; font-family: Times; mso-bidi-font-family: Times; mso-fareast-language: EN-US;">CE 1.3.7 **<span style="font-size: 10.0pt; font-family: "Gill Sans"; mso-bidi-font-family: "Gill Sans"; mso-fareast-language: EN-US;"> Participate collaboratively and productively in groups (e.g., response groups, work teams, discussion groups, and committees)—fulﬁlling roles and responsibilities, posing relevant questions, giving and following instructions, acknowledging and building on ideas and contributions of others to answer questions or to solve problems, and offering dissent courteously.
 * <span style="font-size: 10.0pt; font-family: Times; mso-bidi-font-family: Times; mso-fareast-language: EN-US;">CE 1.3.8 **<span style="font-size: 10.0pt; font-family: "Gill Sans"; mso-bidi-font-family: "Gill Sans"; mso-fareast-language: EN-US;"> Evaluate own and others’ effectiveness in group discussions and formal presentations (e.g., considering accuracy, relevance, clarity, and delivery; types of arguments used; and relationships among purpose, audience, and content).
 * <span style="font-size: 10.0pt; font-family: Times; mso-bidi-font-family: Times; mso-fareast-language: EN-US;">CE 1.3.9 **<span style="font-size: 10.0pt; font-family: "Gill Sans"; mso-bidi-font-family: "Gill Sans"; mso-fareast-language: EN-US;"> Use the formal, stylistic, content, and mechanical conventions of a variety of genres in speaking, writing, and multimedia presentations.
 * <span style="font-size: 10.0pt; font-family: Times; mso-bidi-font-family: Times; mso-fareast-language: EN-US;">CE 1.4.2 **<span style="font-size: 10.0pt; font-family: "Gill Sans"; mso-bidi-font-family: "Gill Sans"; mso-fareast-language: EN-US;"> Develop a system for gathering, organizing, paraphrasing, and summarizing information; select, evaluate, synthesize, and use multiple primary and secondary (print and electronic) resources.
 * <span style="font-size: 10.0pt; font-family: Times; mso-bidi-font-family: Times; mso-fareast-language: EN-US;">CE 1.4.5 **<span style="font-size: 10.0pt; font-family: "Gill Sans"; mso-bidi-font-family: "Gill Sans"; mso-fareast-language: EN-US;"> Develop organizational structures appropriate to the purpose and message, and use transitions that produce a sequential or logical ﬂow of ideas.
 * <span style="font-size: 10.0pt; font-family: Times; mso-bidi-font-family: Times; mso-fareast-language: EN-US;">CE 1.5.1 **<span style="font-size: 10.0pt; font-family: "Gill Sans"; mso-bidi-font-family: "Gill Sans"; mso-fareast-language: EN-US;"> Use writing, speaking, and visual expression to develop powerful, creative and critical messages.
 * <span style="font-size: 10.0pt; font-family: Times; mso-bidi-font-family: Times; mso-fareast-language: EN-US;">CE 1.5.2 **<span style="font-size: 10.0pt; font-family: "Gill Sans"; mso-bidi-font-family: "Gill Sans"; mso-fareast-language: EN-US;"> Prepare spoken and multimedia presentations that effectively address audiences by careful use of voice, pacing, gestures, eye contact, visual aids, audio and video technology.
 * <span style="font-size: 10.0pt; font-family: Times; mso-bidi-font-family: Times; mso-fareast-language: EN-US;">CE 1.5.3 **<span style="font-size: 10.0pt; font-family: "Gill Sans"; mso-bidi-font-family: "Gill Sans"; mso-fareast-language: EN-US;"> Select format and tone based on the desired effect and audience, using effective written and spoken language, sound, and/or visual representations (e.g., focus, transitions, facts, detail and evidence to support judgments, skillful use of rhetorical devices, and a coherent conclusion).
 * <span style="font-size: 10.0pt; font-family: Times; mso-bidi-font-family: Times; mso-fareast-language: EN-US;">CE 1.5.4 **<span style="font-size: 10.0pt; font-family: "Gill Sans"; mso-bidi-font-family: "Gill Sans"; mso-fareast-language: EN-US;"> Use technology tools (e.g, word processing, presentation and multimedia software) to produce polished written and multimedia work (e.g., literary and expository works, proposals, business presentations, advertisements).
 * <span style="font-size: 10.0pt; font-family: Times; mso-bidi-font-family: Times; mso-fareast-language: EN-US;">CE 1.5.5 **<span style="font-size: 10.0pt; font-family: "Gill Sans"; mso-bidi-font-family: "Gill Sans"; mso-fareast-language: EN-US;"> Respond to and use feedback to strengthen written and multimedia presentations (e.g., clarify and defend ideas, expand on a topic, use logical arguments, modify organization, evaluate effectiveness of images, set goals for future presentations).
 * Pens/Pencils
 * Paper
 * Selected Novel(s) for each student.
 * Selected Film(s)
 * Select Literary Element Definitions (see word document below)
 * Literary Elements Minilesson Worksheets (see word documents below)
 * Student Access to Computers
 * Student Access to Video Camera/ Movie Making Device
 * "For the Love of..." Project Sheet (see word document below)
 * "For the Love of..." Project Rubric (see word document below)
 * Peer Editting Sheets (see word document below)
 * Group/Individual Project Evaluation Sheets (see word document below)
 * Student Evaluation Sheets (see word document below)
 * Brainstorming Worksheet (see word document below)

=Teacher Preparation:= 1. Choose the texts/films that are to be incorporated into the unit. 2. Teach students about the literary elements/devices pertaining to plot. 3. Teach, assign, and discuss the texts you have incorporated into the unit. 4. Obtain/Create any worksheets, writing prompts, etc. that you wish to use with the materials you are teaching. 5. Make handouts of all documents for each student. (See "Printable Documents" listed in the Resource Section) 6. Ensure that students will have access to computers, video cameras, and other nesecary technology throughout the project work period.

=Detailed Lesson Plans:= Session 1: The First Day of the Unit
 * 1) Begin class by distributing the [|Literary Elements Minilesson Worsheet.doc]
 * 2) Instruct students to fill in the worksheet.
 * 3) Once the students have finished the worksheet, hand out the definition list of [|Important Literary elements and devices.doc]
 * 4) Go over the definitions, answer questions, etc.
 * 5) Give students the second worksheet of the lesson: [|Connecting Literary Elements to Your Favorite Movie.doc]
 * 6) Wrap up the "Literary Elements" discussion.
 * 7) Begin reading/viewing the first novel or film in your unit.
 * After the first day of the unit, the class will continue reading and viewing all of the unit materials you, as the teacher, have selected. The length of this unit is determined by how many works you choose to study. It is assumed that additional worksheets, writing prompts, and discussions will be provided by you, pertaining to the plots of the specific pieces you have chosen to teach. "Session 2" will pick up once the materials have been completed and you are ready to assign the "For the Love of..." Project.**

Session 2: Assigning the Project This lesson plan is to be used once the reading and viewing of the unit's materials has been completed.
 * 1) Begin class with a "wrap up" discussion about the elements of plot.
 * 2) Give students a copy of the project handout. [|For the Love of... Assignment Sheet.doc]
 * 3) Give students a copy of the project rubric. [|For the Love of... Project Rubric.doc]
 * 4) Answer any questions pertaining to the projects, etc.
 * 5) Have students put themselves into groups of 3 or 4.
 * 6) Instuct students to brainstorm ideas for their movie. Have students fill out this worksheet to help them brainstorm: [|Megan Carson Brainstorming Worksheet.doc]
 * 7) After students have decided on a movie topic, have each group turn in a project topic proposal for your approval.
 * 8) Conference with each group about their topic.
 * 9) Allow students to use the remainder of the class period to begin writing their scripts.
 * At this point, give students serveral days to write their scripts as a group in class. Select a specific day that the rough draft of the scripts must be completed by.**

Session 3: Peer Editting Day Session 4: Final Teacher Conferences/Last In-Class Work Day Session 5: Project Due Date/Movie Viewing Day(s)
 * 1) At the begining of class, each group should have a finished rough draft of their movie script.
 * 2) Distribute Peer Review sheets to each group. [|Megan Carson Peer Review Sheet.doc]
 * 3) Explain your classroom rules and goals for peer editting. (If nessecary).
 * 4) Instruct groups to exchange scripts with another group.
 * 5) Give time for the groups to read, discuss, and comment on the other group's script.
 * 6) Once the reviews have been completed, allow the groups to return the scripts and exchange their comment sheets. Allow time for the groups to discuss their comments, suggestions, and reviews with each other.
 * 7) Have the students reassemble into their own groups to discuss any changes they would like to make with their scripts and develop a plan for moving ahead with their project.
 * After this class session, you may wish to use class time for things other than working on this project. Students should be expected to complete the taping of their movies outside of class time. Once the students have gotten a good start on their projects, schedule a day to use for "Session 4: Final Teacher Conferences"**
 * 1) Prior to this class period, let students know that this will be there last in-class work day.
 * 2) Meet with each group individually throughout the class period.
 * 3) Go through the project rubric (see session 1) with each group, asking how well the group feels about their performance so far in each grading area.
 * 4) Answer any questions the group may have, provide any guidance the group needs in completing the project.
 * 5) Allow the rest of the class to work on their projects in their groups while the conferences are taking place.
 * "Session 5" will occur on the due date you have set for the projects. Give students several days (perferably including a weekend) after their final workday and teacher conference to complete their projects.**
 * 1) Students should be well informed that their projects are due today!
 * 2) Upon handing in their projects, ask each student to complete an individual and group evaluation form: [|Group and Individual Evalution Form.doc]
 * 3) Begin viewing the movies; have each group introduce their film before it is watched.
 * 4) Allow students to fill out evaluation forms for each of the other groups: [|For the Love of... Student Review Sheet.doc]
 * 5) Award a "class favorite" award to the movie that the class rates the highest.
 * 6) Grade and return all elements of the project according to the project rubric.