Title Page Kayla Witten Lesson Title Movie Clips: How Do They Relate to the Text?

? Grade Level 11th Grade Four Part Performance Objective Given a similarities/differences analysis handout, selected movie clips from The Secret Life of Bees, the novel The Secret Life of Bees, a pencil, and paper, students will be able to critically analyze character, character development, theme, and symbolism and how they are portrayed in the novel and movie adaptation by viewing film clips and comparing that adaptation to what students know to be true from the novel on their similarities/differences analysis handout at 90% for the analysis rationale and by less than 3 spelling and/or grammatical errors in their analysis and handout. Three Essential Questions 1. Why do we keep secrets? 2. How do our actions affect our environment? 3. How does race and culture affect how we perceive others and ourselves? Learning Targets I can use the text in order to support my ideas. I can analyze the theme, symbolism, characterization, etc. and explain how it is shown in both the novel and the movie. I can analyze the movie interpretation of the novel and compare and contrast the clips with the text itself. I can synthesize my ideas of both the movie adaptation and the text and make an educated evaluation of the scene I of my choosing. 2. Standards and Background Information Common Core State Standards Reading Standards for Literature, Grade 11 Key Ideas and Details, Standard 1: Cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Key Ideas and Details, Standard 3: Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action in ordered, how the characters are introduced and developed).

Integration of Knowledge and Ideas, Standard 7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. Writing Standards, Grade 11 Text Types and Purposes, Standard 1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. Production and Distribution of Writing, Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Speaking and Listening Standards, Grade 11 Comprehension and Collaboration, Standard 1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Presentation of Knowledge and Ideas, Standard 4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience and a range of formal and informal tasks. Language Standards, Grade 11 Conventions of Standard English, Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking Conventions of Standard English, Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language Arts Strands Reading Students will have completed the novel, The Secret Life of Bees. Speaking Students will participate in a class discussion regarding some of the major similarities and differences that they found between the movie clips and the novel. Students will also use Group Talks to talk with fellow classmates about what aspects the movie and the novel covered better or worse than the other. Listening Students will listen to their classmates during the class discussion about similarities and differences that were seen between the novel and the movie. Students will also have to listen to their Group Talks members in order to have in depth conversation about what the movie and the novel were able to depict better or worse than the other, while also orally critically analyzing the two.

Viewing Students will be viewing a handful of selected, essential clips from the movie adaptation of The Secret Life of Bees. There will be approximately 10, two-minute clips for students to view and analyze. Writing Students will be writing similarities and differences that they see between the movie and the novel. Students will also write whether they feel the novel or the movie depicted a certain scene better with an explanation of why they feel that way. Students will also have to choose a particular scene and write an in depth analysis about how this scene from the movie holds true to the novel and how it strays from the text, using textual evidence to support their reasoning; here they should also include which version they like better and why. Primary Domains Cognitive This lesson requires students to recall their understanding of the novel while watching the movie. They will be required to find the similarities and differences between the novel itself and the movie adaptation of the novel. Students will have to be able to analyze how characters are depicted and how they develop throughout the text and throughout the movie and also analyze the portrayal of the theme and symbols that are seen in the novel and in the movie. Affective This lesson requires students to pick a scene and choose which version they feel depicts the scene best according to them personally. Students will have to discuss why they feel this version is better and supply evidence from the text and the movie to support their personal opinion. Skill Level Remembering: Students must remember the general plot of The Secret Life of Bees. Understanding: Students must understand the characters and their development, as well as how the theme and symbols are depicted in the novel in order to understand if there are differences or similarities in the movie. Analyzing: Students must be able to analyze the movie adaptation and the novel in comparing them, but also analyze how they are used or depicted in both the movie and the novel and examine the relationships between the two versions. Evaluating: Students will evaluate which version depicts a scene better and be able to explain their reasoning. They will have to supply evidence from both the novel and the movie in order to support their choice. Multiple Intelligences Verbal/Linguistic: Students will have finished The Secret Life of Bees and will be writing what similarities and differences they see while watching the provided video clips. Students will be analyzing the clips and their relationship to each other while watching and will also have to write a short evaluation of a certain scene.

Visual Spatial: Students will be watching movie clips from the movie adaptation of the novel. Interpersonal: Students will be participating in a class-wide discussion about some of the similarities and differences that they noted throughout the several clips they will be shown in class. Prior to this group discussion, they will be in smaller groups of four having Group Talks about which adaptation they felt depicted the scene better and why they felt that way. Intrapersonal: Individually, students will be writing a short, half a page to a full-page evaluation of a scene that the class both viewed and read. In this evaluation they will provide a quick analysis of both the visual interpretation and the text interpretation and then using evidence from both, create an evaluation of which is better and why. Differentiating Instruction Students that require extra help can use a peer buddy to help them write down their similarities and differences from the text and the movie clips, as well as help form analyses of the clips and text. Students may also be given extended time, if needed, to complete the assignment. Technology Integration Students will be watching film clips from the movie adaptation of The Secret Life of Bees. These clips are essential clips, meaning they depict major moments that are closely related to the text, but there will also be clips that depict differences from the novel. Therefore, this lesson will require a projector and movie clips either from YouTube or from a DVD. Developmental Context To be successful in this lesson, students need to know how to write using proper writing and spelling conventions for the writing portions of this assignment. Students need to have completed the novel, The Secret Life of Bees. Students will also need to have a solid understanding of the novel and its contents in order to be able to compare and contrast it with the movie clips. Timing This lesson will come after the reading of the novel has been completed. In order for students to be able to truly compare, contrast, and analyze how these similarities and differences between the text and film clips change the story, they need to read and understand the story as a whole. Doing this activity at the completion of the reading also gives the students more clip options in order to further their understanding of the text since they will know the plot of the novel prior. Resources and Materials The Secret Life of Bees novels, 25 The Secret Life of Bees movie clips, 6-7

Pencils, 25 Similarities/Differences Analysis Handout, 25 Projector Computer or DVD player Evaluation Rubric, 25 Copy of segment from the original version of The Little Mermaid Short video clip of The Little Mermaid

Research Base Berk, Ronald A. Multimedia Teaching With Video Clips: TV, Movies, YouTube, and MtvU in the College Classroom. International Journal of Technology in Teaching and Learning 5.1 (2009): 1-21. Print 3. Instructional Procedures Anticipatory Set To start the class period, I will read a short segment from the original The Little Mermaid and ask students to verbally state elements from the segment, such as how the characters are portrayed, tone, any figurative language, etc. I will have them do a short, informal analysis of this segment as a class. After this, students will watch a short clip from the movie adaptation of The Little Mermaid; I will have students compare and contrast the two and, again, look into character, tone, theme, language, etc. After we discuss the two in relation to each other, I will tell the students that we are going to be doing a similar activity with The Secret Life of Bees in order to strengthen their understanding of the text and its components, but to better their skills at analyzing and evaluating different versions of texts. Key Concept From this lesson, students will take away a stronger understanding of how to critically analyze different depictions of the same text, as they are with the novel and movie of Bees, but also will be able to analyze depictions of texts that are similar to each other. Being able to analyze the film adaptation versus the text itself will allow students to not only gain a deeper understanding of the text, but will push them to think critically and evaluate what elements of a text make the text important or what elements are essential by seeing them either portrayed in a way differently than the text depicts, not depicting them at all, or depicting them in a way very similarly to the text. Instructional Methods 1. Students will listen to a short segment of The Little Mermaid and analyze how character, theme, tone, language, etc. are depicted in this short segment. Students will then watch a short video clip of The Little Mermaid where students will then compare and contrast the two versions and analyze what the different depictions mean and how the different depictions alter the end evaluation of the versions (6 minutes) 2. Students will receive a similarities/differences analysis handout. Students will begin watching the movie clips I have chosen that depict essential moments in the text and

other essential elements. These clips will be 2 minutes or less, with a minute to write down notes and analyses following the clip. Students will write down similarities or differences from the text and the movie and then analyze the depiction in a brief statement. (25 minutes) 3. Students will then take their worksheet and join their predetermined small groups for Group Talks. In this small group discussion, students will talk about similarities and differences they found within the clips, but also begin to evaluate the clips and state which version (text or movie) does the clip better. To back up this evaluation, students need to use textual evidence from the book and evidence from the novel to support their idea. (10 minutes) 4. The entire class will come together and discuss some of the major similarities and differences that were seen between the clips and the text. In this discussion, each group will have to choose one clip and provide a short analysis to the class about what the similarities or differences within the two mean and how it alters the text and the film. During this class discussion, students will share some of their own evaluations about which clips or text segments were favored or better and why stating evidence to support. (10 minutes) 5. As a closing, we will discuss how analyzing the two versions aids their understanding of the text itself and talk about how analyzing texts in depth allows readers to evaluate and criticize texts while still appreciating the text. (4 minutes) Modeling With The Little Mermaid examples, I will walk through how I want them to analyze these texts by asking questions such as, how does the mermaids transformation experience differ in each and what does the change of this scene mean? I will also guide them through an answer to this break down analysis process so they understand what I want them to do with their own assignment. I will also walk through the first The Secret Life of Bees video clip with the students in order to ensure they understand how they should approach each clip. Check for Understanding/Assessment for Learning After the video clip portion of the activity has been completed, there will be a small Group Talks segment and a larger class-wide discussion of the activity. In the small groups, students will be discussing similarities and differences they found between the clips and the text, analyze what these similarities and differences mean, and then begin evaluating them. Students will also be involved in a class-wide discussion where I can gauge how well students were able to grasp the idea of analyzing different adaptations of the text. I will also be using the handout that they fill out as a formative assessment that will be turned in with their evaluation of a scene. Independent Practice Students will participate in independent practice as they fill out their handouts during the film clips. They will be analyzing what is occurring in the movie and compare that to what they know of the novel; with this knowledge, they will briefly analyze what these differences or similarities mean in regards to the text or how it changes their viewing of the film clips.

Closure At the completion of the lesson, we will discuss the activity that we did in class but focus on how it helps students understandings of the novel and its components (character, theme, symbolism, tone, etc.). We will also discuss how analyzing texts creates opportunity for evaluation of how well something actually works within a context, but also allows the reader to find components of a text or a film where they can appreciate craft even if there are versions they like better. With this closure, I will walk around to ensure that students completed their handouts and will remind them that their charts must be turned in with their scene evaluation the following day. Summative Assessment Students will pick a scene that was watched in class and will find the corresponding area in the novel that relates to that scene. Students will then analyze the text and the film clip, stating similarities and differences between the two versions. Students will be expected to supply evidence from the text and the film that support their observations. Students will then use this evidence and their analyses and evaluate these two versions and state which version they like better or in better terms, which one works better with what they feel the text or scene is trying to portray and supply explanation and evidence in support. This evaluation should be a half-page to a full-page. 4. Handout or Instructions, Model, and Rubric