Lesson+1

=**Lesson One**=

Examine how film employs different techniques for different effects and purposes through the use of a short film
 * Assignment:**


 * Purpose:**

Students need a foundation to study film. We cannot just show students a sample of media and use it to augment our instruction. It is important that students understand how film works, as well as the different components film incorporates. This lesson is meant to set up students for the ensuing lessons. It is our goal through showing the short film //Boundin'// that we can demonstrate and model what we expect our students to look for in subsequent lessons.


 * Objectives:**

//Students will be able to://

- identify metalanguages associated with analyzing film (shots, angles, sound [diagetic and non-diagetic], framing) - encourage students to interpret and critically analyze the short Pixar film "Boundin'" by identifying the different shots and share this analysis through class discussion.


 * Sunshine State Standards:**

LA.910.1.6.1: The student will use new vocabulary that is introduced and taught directly; LA.910.6.3.2: The student will ethically use mass media and digital technology in assignments and presentations, citing sources according to standardized citation styles; LA.910.6.4.1: The student will use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, digital technology).


 * Overt Instruction/Situated Practice:**

We plan on teaching students the metalanguage that John Golden introduces in his article, "Reading in the Dark: Using Film as a Tool in the English Classroom." This lesson is going to involve a lot of scaffolding and modeling to prepare students for future lessons. Using the transmission approach, the teacher will introduce different components of analyzing film in a brief lecture. Students will then view the film by Pixar called //Boundin'// for the first time. Since students are familiar with the metalanguage introduced in the brief lecture, they will be asked to pay attention to the terms with which they are now somewhat familiar. We want students to look for these things, but also enjoy an organic viewing experience. Next, we'll return to the article by Golden and examine some of the themes more in-depth. We'll start by discussing the various types of shots available to the filmmaker in the short film. Some of these shots include: long shot, close-up, and medium shot. Students will also study angles and how angles relate to who holds the power in the shot. Students will learn about diegetic sound which occurs naturally in the film as well as non-diegetic sound which is sound that does not occur naturally (like scoring and music).

After students have engaged in a more thorough discussion of the components that Golden presents, they will view the short film once again. Each student will be provided with sheets of colored construction paper. Each color will be assigned a type of shot. These colors and shots will be posted on the board in clear view of the students so they can keep straight which color corresponds to what type of shot. As students watch the film, they will be instructed to hold up a sheet of colored construction paper which reprsents what kind of shot is being shown in the film.

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 * Critical Framing:**

This lesson is designed to provide students the tools to participate in literacy events. This first lesson uses a short film that gives students the opportunity to learn and practice the metalanguage of film (shot, lighting, sound, etc.). Students will then use this metalanguage to discuss and analyze how the director develops characters and plot in //Hairspray//. The analysis activities will be a means of critical framing in lessons three and four.