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The Literature of Film
Introduction
This one-semester, elective credit class is designed to engage students in
the relationship that exists between literature and film. Students will study basic
film history, vocabulary and production, and compare and contrast literary
elements with film elements. The culminating project is to create a film short
applying knowledge of learned material, so access to video recording and
editing equipment is critical.
Since this class can be taken for humanities or English elective credit,
three sets of standards are addressed in this class: 11th grade Language Arts
Content Standards designated by the letters “LA”, 9-12 Speech
Communications Content Standards designated by the word “Speech”, and 9-
12 Visual Arts Humanities standards designated by the letters “V.A.”
Teachers must follow district policy regarding showing films and film clips.
The films mentioned in this curriculum are suggestions only and must be
approved for use at the building level.
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Meridian School District’s Policy 602.1 regarding Curriculum & Learning Resources
clarifies the use of audio-visual resources, including film, in class:
MULTI-MEDIA LEARNING RESOURCES:
Audio visual materials (district owned, building-owned, teacher-owned, rented or
delivered electronically) include, but are not limited to, videos (i.e. YouTube), films,
television programs, and other media. Audio-visual materials are not to be shown unless
they are directly related to the district curriculum, are necessary to complete the lesson
plan, and all copyright laws are followed. When used according to this standards, only
excerpts of audio-visual materials are to be shown. As outlined below, some films or
videotapes would need pre-approval by a building administrator. If a video is used in its
entirety then it must be pre-approved.
Video materials rated:
G/TV-Y/TV-G: can be shown at all levels
PG/TV-PG/TV-Y7/TV-Y7FV: can be shown at all levels, but pre-approved at elementary
PG-13/TV-14: can only be shown at the secondary levels, but must be pre-
approved for students under the age of 13
R/TV-MA: cannot be shown at any time at any level in the schools
NC-17: cannot be shown at any time at any level in the schools
Un-rated: can be shown at all levels if they are instructional and have
been produced for educational use, purchase and/or
distribution, and have been pre-approved.
The rating assigned to a video tape or film should be a guide as to whether student
viewing is appropriate, regardless of the content. If appropriateness is uncertain a
teacher should seek counsel and approval from the building administrator.
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Birth of Film The
Construction
of Moving
Images
Film Genres
The
Archetypal
Film
Character
and Plot
Treatment
and Screen
Writing
Creation
pp. 3-6 pp. 7-10 pp. 11-15 pp. 16-20 pp. 21-25 pp. 26-30
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Grades 11-12 Unit 1
Birth of Film: Movie Pictures
that Tell a Story
“I had no idea of the character. But the moment I was
dressed, the clothes and the make-up made me feel the
person he was. I began to know him, and by the time I
walked onto the stage he was fully born.”
--Charlie Chaplin
OVERVIEW This unit introduces students to film, including the early history of film. Students will
learn key vocabulary related to film and film history, and examine what they
already know about film and how they have been taught to view film. Students
will create their own home movies and share them as narratives. Finally, students
will build a zoetrope and use it to create a film in the style of the first films ever
created.
ENDURING UNDERSTANDINGS Film is an optical phenomenon known as Persistence of Vision.
Students know more about film than they realize as they have been taught to view
films passively in understood fashion.
GUIDING QUESTIONS How does film begin as a “toy or amusement”?
How do you understand Narrative?
STUDENTS WILL KNOW AND UNDERSTAND auteur
diegesis
editing
flashback
flashforward
focus
genres
mise-en-scene
story/plot
scene sequence
shot
zoetrope
camera obscura
Camera Obscura—Dark room or chamber.
Cameras project an inverted reproduction.
How to interpret basic images.
Early film history
Persistence of Vision
How to view a film
Film as Art vs. Toy or Amusement
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STUDENTS WILL BE ABLE TO
IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: THEATRE
Standard 1: Historical and Cultural Contexts
Goal 1.2: Explain the interrelationships among the visual and performing arts
disciplines.
9-12.T.1.2.1 Create works that integrate processes and concepts of other art forms.
Standard 2: Critical Thinking
Goal 2.1: Conduct analyses in theatre.
9-12.T.2.1.1 Develop and use theatre vocabulary to critique dramatic performances
or written plays.
9-12.T.2.1.4 Evaluate how well the text or production met its intended objectives.
Standard 3: Performance
Goal 3.1: Identify concepts essential to theatre.
9-12.T.3.1.4 Utilize theatrical terminology in appropriate settings.
Goal 3.2: Communicate through theatre, applying artistic concepts, knowledge,
and skills. 9-12.T.3.2.2 Construct imaginative scripts that convey story and meaning to an
audience.
Goal 3.3: Communicate through theatre with creative expression.
9-12.T.3.3.4 Create a dramatic work that expresses personal understanding, opinions,
and beliefs.
IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: VISUAL ARTS
Standard 1: Historical and Cultural Contexts
Goal 1.1: Discuss the historical and cultural contexts of the visual arts.
9-12.VA.1.1.1 Identify representative visual works of art from a variety of cultures and
historical periods.
9-12.VA.1.1.2 Outline the history and function of a particular visual art form (film).
9-12.VA.1.1.3 Compare and contrast the historical, social, and environmental contexts
that influence artistic expression.
Standard 2: Critical Thinking
Goal 2.1: Conduct analyses in the visual arts.
9-12.VA.2.1.1 Develop and present basic analyses of works of visual art from structural,
historical, and cultural perspectives.
Standard 3: Performance
Goal 3.1: Demonstrate skills essential to the visual arts.
9-12.V.A.3.1.2 Demonstrate proper use, care, and storage of media, materials and
equipment.
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Speaking and Listening
Comprehension and Collaboration
SL.11-12.1 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.
SL.11-12.1.a Come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
SL.11-12.1.b Work with peers to promote civil, democratic discussions and decision-
making, set clear goals and deadlines, and establish individual roles as
needed.
SL.11-12.1.c Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on
a topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
SL.11-12.1.d Respond thoughtfully to diverse perspectives; synthesize comments,
claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is
required to deepen the investigation or complete the task.
SL.11-12.2 2. Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed
decisions and solve problems, evaluating the credibility and accuracy of
each source and noting any discrepancies among the data.
SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises, links among ideas, word choice,
points of emphasis, and tone used.
Language
Vocabulary Acquisition and Use
L.11-12.6.a Acquire and use accurately general academic and domain-specific
words and phrases, sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
SUGGESTED WORKS SUGGESTED MATERIALS (May vary by building):
A Short History of the Movies, pages 9-25 (It is up to individual schools to purchase
this book—it is a supplementary resource, not a formally adopted textbook)
DIGITAL CONTENT
Media
“Exiting the Factory (1895) - 1st Projected Film - LOUIS LUMIERE -…”: http://youtu.be/BO0EkMKfgJI
“Feeding the Baby - Lumiere Brothers (1895)”: http://youtu.be/qZ2mLwv7pOM
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“How to Create a Zoetrope”: http://youtu.be/eHmSG1j7hXM
“Race Horse First Film Ever 1878 Eadweard Muybridge”:
http://youtu.be/IEqccPhsqgA
Fred Ott’s Sneeze [see Library of Congress American Memory
http://memory.loc.gov/ammem/index.html to search for digital files of this film]
or “Edison Kinetoscopic Record of a Sneeze, Jan. 7, 1894”:
http://youtu.be/2wnOpDWSbyw
The Film “The Kiss” [see Library of Congress American Memory
http://memory.loc.gov/ammem/index.html to search for digital files of this film] or
“The Kiss (1896)”: http://youtu.be/sw_tdnedONc
SAMPLE ACTIVITIES AND ASSESSMENTS ACTIVITIES
1. LEAPING HORSE (9-12.VA.1.1.1. 9-12.VA.1.1.2, 9-12.VA.1.1.3, 9-12.VA.2.1.1, SL.11-
12.3) View Eadweard Muybridge (1882) Leaping Horse (sequence of
photographs viewed with a zoetrope, a photographic precursor to modern film)
2. SILENT MOVIE (9-12.T.2.1.4, 9-12.VA.3.1.1, 9-12 VA.3.1.1, 9-12.V.A.3.1.2, 9-12.T.3.2.2,
9-12.T.3.3.4): Create and show a “silent” movie.
3. SILENT MOVIE DISCUSSION (SL.11-12.1, SL.11-12.1a, SL.11-12.1b, SL.11-12.1c, SL.11-
12.1.d, SL.11-12.2, SL.11-12.3): Discuss how home “silent” movies “capture
moments” and tell a narrative.
4. ZOETROPE (9-12.T.1.2.1, 9-12 VA.3.1.1, 9-12 VA.3.3.1): Create a zoetrope and use it
to create a basic “movie” (can be a flip coin movie).
5. KEY VOCABULARY (9-12.T.2.1.1, 9-12.T.3.1.4, L.11-12.6.a): Define and use key
vocabulary.
PERFORMANCE ASSESSMENT
(same as above)
SILENT MOVIE (9-12.T.2.1.4, 9-12.VA.3.1.1, 9-12.V.A.3.1.2, 9-12 VA.3.3.1, 9-12.T.3.2.2, 9-
12.T.3.3.4): Create a silent home movie designed to tell a story. Show the film to class
and discuss the story the film tells.
ZOETROPE (9-12.T.1.2.1, 9-12 VA.3.1.1, 9-12 VA.3.3.1): Using a zoetrope, create a flip coin
or other “motion picture.”
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Grades 11-12 Unit 2
The Construction of
Moving Images:
Technique, Purpose and
Audience
"I'll get you, my pretty...and your little dog too! Ah ha ha ha ha ha!"
--Margaret Hamilton
From: The Wizard of Oz (1939)
OVERVIEW This unit examines the mechanics of film, including camera angles, lighting, framing,
scale, and editing techniques. Every carefully selected film technique —aesthetics—is
used to achieve a greater purpose or effect of influencing the audience.
Students will compare and contrast film clips, view trailers, advertisements,
propaganda, and news reports discussing how the mechanics or “technique” of
filmmaking, coupled with content, creates a complete purpose.
ENDURING UNDERSTANDINGS Images have meaning.
The “artful” construction of images tells a story (narrative).
Film techniques are used in other media to influence and persuade/manipulate
viewers to a specific conclusion, often without the viewer’s conscious
understanding.
GUIDING QUESTIONS How are “moving pictures” made and to what effect(s)?
What are the building blocks of film?
What are different kinds of film techniques?
How are these techniques used to influence a viewer?
How can these techniques be used subliminally?
STUDENTS WILL KNOW AND UNDERSTAND Advertising
Propaganda
News Reports
The Mechanics of Film
Film Trailers
1. Realism and Formalism
Cinematography
o Quality: color, contrast, deep focus, shallow
focus, depth of field, exposure, racking focus,
rate, telephoto shoot, zoom shot
o Framing: angle of framing, aspect ratio, level
of framing, canted framing, flowing shot,
reframing, point-of-view shot
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o Scale: extreme longshot, longshot, medium
longshot, medium close-up, close-up, extreme
close-up
o Movement: crane shot, handheld camera,
steadycam, pan, tilt, tracking shot, whip pan
Devices
o Transitions: cheat cut, cross-cutting (aka parallel
editing), cut-in, cut away, dissolve, iris, jump shot,
establishing shot/reestablishing shot, shot/reverse
shot, superimposition, wipe
o Matches: eye line match, graphic match, match
on action
o Duration: Long take (aka plan-sequence),
overlapping editing, rhythm
Styles
o Continuity editing, montage, elliptical editing,
overlapping editing, rhythm
2. Types of film shots
3. Types of camera Angles
4. Basic lighting information for film
5. How the use of color influences the tone and mood of
film.
6. How to examine logic and detect bias in text.
7. How to organize and interpret information to draw
logical conclusions.
STUDENTS WILL BE ABLE TO
IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: THEATRE
Goal 1.2: Explain the interrelationships among the visual and performing arts
disciplines.
9-12.T.1.2.2 Analyze how other art forms contribute to a dramatic performance.
Standard 2: Critical Thinking
Goal 2.1: Conduct analyses in theatre.
9-12.T.2.1.1 Develop and use theatre vocabulary to critique dramatic performances
or written plays.
9-12.T.2.1.3 Analyze the central action of the play and discuss its cause and effect.
9-12.T.2.1.4 Evaluate how well the text or production met its intended objectives.
Goal 2.2: Engage in reasoned dialogue and make decisions about dramatic
performances.
9-12.T.2.2.1 Describe and defend one's critique of a dramatic performance.
Standard 3: Performance
Goal 3.1: Identify concepts essential to theatre.
9-12.T.3.1.3 Analyze theatrical elements of a dramatic performance.
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9-12.T.3.1.4 Utilize theatrical terminology in appropriate settings.
IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: VISUAL ARTS
Goal 1.2: Discuss the interconnections between visual arts and societies.
9-12. VA.1.2.1 Compare art forms that share common characteristics
Goal 2.1: Conduct analyses in the visual arts.
9-12.VA.2.1.3 Critique works of art employing appropriate arts vocabulary.
9-12.VA.2.1.5 Analyze an artist’s use of elements, principles, and how they contribute
to one’s interpretation of the artwork.
Goal 2.2: Exercise sound reasoning and understanding in making choices in the
visual arts. 9-12.VA.2.2.2 Discuss the nature of art or aesthetic issues.
Reading: Literature
Integration of Knowledge and Ideas
RL.11-12.7 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. (Include at least
one play by Shakespeare and one play by an American dramatist.)
Speaking and Listening
Presentation of Knowledge and Ideas
SL.11-12.4 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
Vocabulary Acquisition and Use
L.11-12.6.a Acquire and use accurately general academic and domain-specific
words and phrases, sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
SUGGESTED WORKS SUGGESTED MATERIALS (May vary by building):
A Short History of the Movies, pages 9-25 (It is up to individual schools to purchase
this book—it is a supplementary resource, not a formally adopted textbook)
DIGITAL CONTENT
Websites
Museum of Modern Art: www.moma.org (requires a free login)
Yale Film Studies: http://classes.yale.edu/film-analysis/\
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Visual Literacy: How do I make meaning: Camera shots:
http://portals.studentnet.edu.au/literacy/Minisites/SCEGGSDarlinghurstrevised/vlit
eracy/shots.htm
SAMPLE ACTIVITIES AND ASSESSMENTS ACTIVITIES
1. CAMERA ANGLES (9-12.VA.2.1.5,): View various camera angles, shots and
techniques and from the Yale Web site: http://classes.yale.edu/film-analysis/
2. KEY VOCABULARY (9-12.T.2.1.1, 9-12.T.3.1.4, L.11-12.6.a): View and discuss key
vocabulary as it applies to Chaplin’s films: The Kid, City Lights, Modern Times
3. ANALYZE POTEMKIN (9-12.T.2.1.3, 9-12.T.2.1.4, 9-12.VA.2.1.5, 9-12.T.2.2.1, 9-
12.T.3.1.3): View, analyze and discuss the editing of the Odessa steps sequence
in the Sergei Eisenstein film Potemkin (for more information, search:
www.moma.org using the key words: Potemkin, Eisenstein)
4. ANALYZE INFLUENTIAL TECHNIQUES (9-12.VA.2.1.3, 9-12.VA.2.1.5): View media
from film trailers, newscasts, advertisements, and propaganda analyzing the
techniques used to influence the intended audience
5. TYPES OF FILMS (9-12.VA.2.2.2 ): Identify the types of film shots from selected film
clips
PERFORMANCE ASSESSMENT
Purpose:
Students will discuss the nature of art or aesthetic issues
Targets:
1. TYPES OF COMPOSITION (9-12.VA.2.2.2, SL.11-12.4): Identify and explain the types
of composition from the films: Early film Meles’ The Trip to the Moon.
2. TO KILL A MOCKINGBIRD CREDITS (9-12.T.1.2.2, 9-12. VA.1.2.1, RL.11-12.7, SL.11-
12.4): View the opening credit sequence to To Kill a Mockingbird. How does this
montage sequence tell the story of the novel?
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Grades 11-12 Unit 3
Film Genres: Categorizing
Film by Type
“Courage is being scared to death, but saddling up
anyway.”
― John Wayne
OVERVIEW This unit allows students to examine the different genres of film, identifying the major
characteristics of each. Students will view film clips from various genres, and view clips
of the same genre from different historical time periods to examine how genres have
changed over time.
Finally, students will compare a film from a particular genre to its literary counterpart to
examine the relationship between film and literature.
ENDURING UNDERSTANDINGS Films, like literature, can be organized by type.
GUIDING QUESTIONS What are the types or genres of feature films?
What are defining characteristics that film types share?
How are the lines blurred between genres to create sub-genres?
STUDENTS WILL KNOW AND UNDERSTAND Action-Adventure
Westerns
Comedy
Film Noir
Drama
Suspense
Musical
Science Fiction
Horror
Literary genres as a basis for film genre study
(including fiction, nonfiction and drama)
The different types of film genres.
STUDENTS WILL BE ABLE TO
IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: THEATRE
Standard 1: Historical and Cultural Contexts
Goal 1.1: Explain the historical and cultural contexts of theatre.
9-12.T.1.1.1 Identify representative dramatic works from a variety of cultures and
historical periods.
Goal 1.2: Explain the interrelationships among the visual and performing arts
disciplines.
9-12.T.1.2.2 Analyze how other art forms contribute to a dramatic performance.
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Standard 2: Critical Thinking
Goal 2.1: Conduct analyses in theatre.
9-12.T.2.1.4 Evaluate how well the text or production met its intended objectives.
IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: VISUAL ARTS
Standard 1: Historical and Cultural Contexts
Goal 1.1: Discuss the historical and cultural contexts of the visual arts.
9-12.VA.1.1.1 Identify representative visual works of art from a variety of cultures and
historical periods [through the study of film].
9-12.VA.1.1.3 Compare and contrast the historical, social, and environmental contexts
that influence artistic expression.
Goal 1.2: Discuss the interconnections between visual arts and societies.
912.VA.1.2.2 Analyze a visual art product or art performance that integrates media,
processes, and or concepts from other performing arts disciplines
9-12.VA.1.2.3 Relate the trends and movements in visual art to other disciplines in the
arts and humanities
Goal 2.2: Exercise sound reasoning and understanding in making choices in the
visual arts.
9-12.VA.2.2.4 Demonstrate appropriate behavior while attending and/or participating
in arts events.
Reading: Literature
Integration of Knowledge and Ideas
RL.11-12.7 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. (Include at least
one play by Shakespeare and one play by an American dramatist.)
RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-
twentieth-century foundational works of American literature, including
how two or more texts from the same period treat similar themes or
topics.
Writing
Text Types and Purposes W.11-12.2 Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content
W.11-12.2.a Introduce a topic; organize complex ideas, concepts, and information
so that each new element builds on that which precedes it to create a
unified whole; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
W.11-12.2.b Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or
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other information and examples appropriate to the audience’s
knowledge of the topic.
W.11-12.2.c Use appropriate and varied transitions and syntax to link the major
sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
W.11-12.2.d Use precise language, domain-specific vocabulary, and techniques
such as metaphor, simile, and analogy to manage the complexity of the
topic.
W.11-12.2.e Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
W.11-12.2.f Provide a concluding statement or section that follows from and
supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
Production and Distribution of Writing
W.11-12.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards
1–3 above.)
W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.11-12.6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.
W.11-12.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Range of Writing
Speaking and Listening
Comprehension and Collaboration
SL.11-12.1 3. 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.
SL.11-12.1.a Come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
SL.11-12.1.b Work with peers to promote civil, democratic discussions and decision-
making, set clear goals and deadlines, and establish individual roles as
needed.
SL.11-12.1.c Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on
a topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
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SL.11-12.1.d Respond thoughtfully to diverse perspectives; synthesize comments,
claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional
information or research is required to deepen the investigation or
complete the task.
SUGGESTED WORKS SUGGESTED MATERIALS (May vary by building):
A Short History of the Movies, pages 9-25 (It is up to individual schools to purchase
this book—it is a supplementary resource, not a formally adopted textbook)
DIGITAL CONTENT
Websites
“100 greatest musical films”:
http://www.imdb.com/list/2qQC6_ghan4/?start=1&view=compact&sort=release
_date_us:asc&defaults=1 (can be arranged by date)
“Action Movies Timeline”: http://worldhistoryproject.org/topics/action-movies
Allmovie: http://www.allmovie.com/genre/all (great list of genres and
subgenres. Links to no movies.)
“Brief Timeline of American Literature, Music, and Movies”:
http://public.wsu.edu/~campbelld/amlit/1920m.html
“List of Science Fiction Films”:
http://en.wikipedia.org/wiki/List_of_science_fiction_films
“Most Popular by Genre”: http://www.imdb.com/genre/
“The Best Romance Movies. A Never-Ending List.”:
http://www.imdb.com/list/EyelRUHC6Pw/?start=1&view=compact&sort=release_
date_us:asc&defaults=1 (can be arranged by date)
“The Legend of the Western Movie”: http://www.cinemacom.com/westerns.html
(Click on 500+ Good Westerns 1903-2012.) “Tracing the timeline of dance in film”:
http://www.eyeforfilm.co.uk/feature/2009-05-21-history-timeline-of-musical-
dance-films-feature-story-by-chris
SAMPLE ACTIVITIES AND ASSESSMENTS ACTIVITIES
1. GENRE DISCUSSION (SL.11-12.1, SL.11-12.1a, SL.11-12.1.b, SL.11-12.1.c, SL.11-12.1.d ):
View and discuss samples of each film genre.
2. GENRES OVER TIME (9-12.T.1.1.1 ): Trace the development of genres over time.
3. PAIRING FILM AND PRINT (9-12.T.1.2.2, 9-12.VA.1.1.3, 9-12.T.2.1.4, 9-12.VA.1.1.1,
912.VA.1.2.2, 9-12.VA.2.2.4, RL.11-12.7, RL.11-12.9, W.11-12.2, W.11-12..a, W.11-
12.2.b, W.11-12.2.c, W.11-12.2.d, W.11-12.2.e, W.11-12.2.f, W.11-12.4, W.11-12.5,
W.11-12.6): Compare/contrast a chosen film, such as To Kill a Mockingbird, to its
literary counterpart.
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PERFORMANCE ASSESSMENT
Purpose: Students will be able to categorize a film by genre, and compare it to its
literary counterpart.
Target:
1. FILM CRITIC (9-12.T.1.2.2, 9-12.VA.1.1.3, 9-12.T.2.1.4, 9-12.VA.1.1.1, 912.VA.1.2.2, 9-
12.VA.2.2.4, RL.11-12.7, RL.11-12.9, W.11-12.2, W.11-12..a, W.11-12.2.b, W.11-12.2.c,
W.11-12.2.d, W.11-12.2.e, W.11-12.2.f, W.11-12.4, W.11-12.5, W.11-12.6): You are a
film critic. Write an essay comparing and contrasting the film and the literary
work from which it is based. Compare and contrast the historical, social, and
environmental contexts that influence artistic expression. Analyze the quality of
both (example: To Kill a Mockingbird). Publish your essay by sharing it with the
class.
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Grades 11-12 Unit 4
The Archetypal Film
Character and Plot: The
Hero with a Thousand
Faces
"Why, you speak treason!" --Olivia de Havilland.
"Fluently." --Errol Flynn.
--From “The Adventures of Robin Hood (1938)
OVERVIEW This unit examines the use of classic archetypes in film and why western culture is drawn
to each. Students will understand the characteristics that make up the archetype of the
hero and the hero’s journey. They will then view films that use these archetypes and
outline how well each film utilizes the archetype.
ENDURING UNDERSTANDINGS Feature films are archetypal in plot and character.
Feature films often use the hero’s journey as a plot archetype.
Feature films often use the classic hero as a character archetype.
Film is a kind of modern-day mythology.
GUIDING QUESTIONS Why is there a nearly universal and cross-cultural need for archetypes?
Is film being replaced by video games (inter-action) such as Tomb Raider?
What are the characteristics of the hero’s journey?
Why do we love (perhaps need) this heroic formula?
What are the characteristics of a classic hero?
Why is our culture drawn to a classic hero?
What is mythology?
How is film used to represent culture?
How is film used in our culture as mythological stories were used by the Ancient
Greeks and Romans?
Where does the difference between our use of storytelling through film and Ancient
Greek storytelling end?
STUDENTS WILL KNOW AND UNDERSTAND The Hero Archetype
The Hero’s Journey
Archetype
The definition of archetype
The archetype of the hero’s journey (see
http://www.mcli.dist.maricopa.edu/smc/journey/ref/su
mmary.html, http://orias.berkeley.edu/hero/)
Basic Greek mythology.
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STUDENTS WILL BE ABLE TO
IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: THEATRE
Standard 1: Historical and Cultural Contexts
Goal 1.1: Explain the historical and cultural contexts of theatre.
9-12.T.1.1.1 Identify representative dramatic works from a variety of cultures and
historical periods.
9-12.T.1.1.4 Describe and compare universal characters and situations in dramas
from various cultures and periods
Goal 1.2: Explain the interrelationships among the visual and performing arts
disciplines.
9-12.T.1.2.1 Create works that integrate processes and concepts of other art forms.
9-12.T.1.2.2 Analyze how other art forms contribute to a dramatic performance.
Standard 2: Critical Thinking
Goal 2.2: Engage in reasoned dialogue and make decisions about dramatic
performances.
9-12.T.2.2.3 Compare and contrast modern drama with the theatre of earlier
periods.
Goal 3.2: Communicate through theatre, applying artistic concepts, knowledge,
and skills.
9-12.T.3.2.2 Construct imaginative scripts that convey story and meaning to an
audience.
9-12.T.3.2.3 Interpret/perform a work respecting the intent of its creator.
Goal 3.3: Communicate through theatre with creative expression.
9-12.T.3.3.4 Create a dramatic work that expresses personal understanding,
opinions, and beliefs.
IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: VISUAL ARTS
Standard 1: Historical and Cultural Contexts
Goal 1.1: Discuss the historical and cultural contexts of the visual arts.
9-12.VA.1.1.4 Compare and contrast aesthetics from different cultural perspectives.
Goal 2.1: Conduct analyses in the visual arts.
9-12.VA.2.1.2 Construct meaning and support well-developed interpretations of works
of art with evidence.
9-12.VA.2.1.4 Identify iconography in an artist’s work or a body of work and analyze
the meaning.
Goal 2.2: Exercise sound reasoning and understanding in making choices in the
visual arts.
9-12.VA. 2.2.1 Identify the role of the arts in today’s society, including career and
avocation opportunities.
9.12.VA.2.2.3 Articulate criteria for determining excellence in artwork.
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9-12.VA.2.2.5 Show respect for personal work and work of others
Reading: Literature
Key Ideas and Details
RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop
and relate elements of a story or drama (e.g., where a story is set, how
the action is ordered, how the characters are introduced and
developed).
Craft and Structure
RL.11-12.5 Analyze how an author’s choices concerning how to structure specific
parts of a text (e.g., the choice of where to begin or end a story, the
choice to provide a comedic or tragic resolution) contribute to its
overall structure and meaning as well as its aesthetic impact.
Integration of Knowledge and Ideas
RL.11-12.7
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. (Include at least
one play by Shakespeare and one play by an American dramatist.)
Writing
Text Types and Purposes
W.11-12.3 Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event
sequences.
W.11-12.3.a Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
W.11-12.3.b Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
W.11-12.3.c Use a variety of techniques to sequence events so that they build on
one another to create a coherent whole and build toward a particular
tone and outcome (e.g., a sense of mystery, suspense, growth, or
resolution).
W.11-12.3.d Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters.
W.11-12.3.e Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing
W.11-12.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards
1–3 above.)
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W.11-12.5 Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
Speaking and Listening
Comprehension and Collaboration
SL.11-12.1 2. 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.
SL.11-12.1.a Come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
SL.11-12.1.b Work with peers to promote civil, democratic discussions and decision-
making, set clear goals and deadlines, and establish individual roles as
needed.
SL.11-12.1.c Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions
on a topic or issue; clarify, verify, or challenge ideas and conclusions;
and promote divergent and creative perspectives.
SL.11-12.1.d Respond thoughtfully to diverse perspectives; synthesize comments,
claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional
information or research is required to deepen the investigation or
complete the task.
Language
Vocabulary Acquisition and Use
L.11-12.5 Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
L.11-12.5.a Interpret figures of speech (e.g., hyperbole, paradox) in context and
analyze their role in the text.
SUGGESTED WORKS SUGGESTED MATERIALS (May vary by building):
A Short History of the Movies, pages 9-25 (It is up to individual schools to purchase
this book—it is a supplementary resource, not a formally adopted textbook)
DIGITAL CONTENT
Media
“Great Books: Homer’s Odyssey”:
http://app.discoveryeducation.com/player/view/assetGuid/26EE7091-F098-
4C84-AC54-10BA664C5704
Hamlet (1948, Not Rated)
Hamlet (1996, PG-13)
Hamlet (2009, Not Rated, Royal Shakespeare Company Production)
O Brother Where Art Thou? (2000)
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Star Wars (1977, PG)
The Lion King (1994, G)
The Odyssey (1997)
The Simpsons (Simpsons Do Hamlet: Season 13: Episode 14) (TV-14)
Toy Story (1995, G)
Ulysses (1955)
SAMPLE ACTIVITIES AND ASSESSMENTS ACTIVITIES
1. ARCHETYPE DISCUSSION (SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c, SL.11-
12.1.d): Discuss archetypes of heroes and the hero’s journey.
2. ARCHETYPES IN VARIOUS FILMS (9-12.T.1.1.1, 9-12.T.1.1.4, 9-12.T.1.2.1, 9-12.T.1.2.2, 9-
12.T.2.2.3, RL.11-12.7): View and identify archetypes in plot and character in various
films (Star Wars, Raiders of the Lost Ark, Rocky, Hercules [Disney version], Toy Story,
Disney films in general). Outline/chart archetypes in plot and character.
3. BUILDING ON AN ARCHETYPE (9-12.T.3.2.2, 9-12.T.3.2.3, 9-12.T.3.3.4, 9-12.VA.1.1.4, 9-
12.VA.2.1.2, 9-12.VA.2.1.4, 9-12.VA. 2.2.1, 9.12.VA.2.2.3, 9-12.VA.2.2.5, RL.11-12.3,
RL.11-12.5, RL.11-12.7, W.11-12.3, W.11-12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d,
W.11-12.3.e, W.11-12.4, W.11-12.5, L.11-12.5, L.11-12.5.a): Create a storyboard for
an original film that builds upon an archetype in character and/or plot.
PERFORMANCE ASSESSMENT
Purpose: Students will critically analyze film for structure and character.
Targets:
FILM DIRECTOR (9-12.T.3.2.2, 9-12.T.3.2.3, 9-12.T.3.3.4, 9-12.VA.1.1.4, 9-12.VA.2.1.2, 9-
12.VA.2.1.4, 9-12.VA. 2.2.1, 9.12.VA.2.2.3, 9-12.VA.2.2.5, RL.11-12.3, RL.11-12.5, RL.11-12.7,
W.11-12.3, W.11-12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d, W.11-12.3.e, W.11-12.4,
W.11-12.5, L.11-12.5, L.11-12.5.a): You are a director who has been hired to direct the
next big action film that is based on a hero and a hero’s journey. Create a storyboard
for an original film that builds upon the hero/hero’s journey archetype in character and
plot.
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Grades 11-12 Unit 5
Treatment and Screen
Writing: Films are Written
“ET phone home.”
-ET (Melissa Mathison, screenwriter)
OVERVIEW During this unit, students will learn how to use the writing process to create a treatment
and screenplay.
Students will read excerpts of screenplays and full screenplays from feature films in
preparation for writing their own treatment (prewriting) and screenplay for a scene.
Students will also present their treatment and screenplay to the class to “pitch” their
film.
ENDURING UNDERSTANDINGS Everything in film is created and planned: Films come from storyboarding; films
come from treatment(s); and films come from screenplays with a very specific
format.
GUIDING QUESTIONS What is the process of filmmaking from idea to screen?
What is a treatment?
What is the screenplay format?
STUDENTS WILL KNOW AND UNDERSTAND Writing Process
Imagination to Page
The Writing Process
How to apply the Writing Process and the
Communication Process.
STUDENTS WILL BE ABLE TO
IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: THEATRE Goal 1.2: Explain the interrelationships among the visual and performing arts
disciplines.
9-12.T.1.2.1 Create works that integrate processes and concepts of other art forms.
Standard 3: Performance
Goal 3.2: Communicate through theatre, applying artistic concepts, knowledge,
and skills. 9-12.T.3.2.2 Construct imaginative scripts that convey story and meaning to an
audience.
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Goal 3.3: Communicate through theatre with creative expression.
9-12.T.3.3.4 Create a dramatic work that expresses personal understanding,
opinions, and beliefs.
IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: VISUAL ARTS
Standard 3: Performance
Goal 3.2: Communicate through the visual arts, applying artistic concepts,
knowledge and skills. 9-12.VA.3.2.5
Create a body of work that develops a specific theme, idea, or style of
art.
Reading: Literature
Key Ideas and Details
RL.11-12.1 Cite strong and thorough textual 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.
RL.11-12.2 Determine two or more themes or central ideas of a text and analyze
their development over the course of the text, including how they
interact and build on one another to produce a complex account;
provide an objective summary of the text.
RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop
and relate elements of a story or drama (e.g., where a story is set, how
the action is ordered, how the characters are introduced and
developed).
Craft and Structure
RL.11-12.4 Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with
multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.)
RL.11-12.5 Analyze how an author’s choices concerning how to structure specific
parts of a text (e.g., the choice of where to begin or end a story, the
choice to provide a comedic or tragic resolution) contribute to its overall
structure and meaning as well as its aesthetic impact.
RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing
what is directly stated in a text from what is really meant (e.g., satire,
sarcasm, irony, or understatement).
Range of Reading and Level of Text Complexity RL.11-12.10 By the end of grade 11, read and comprehend literature, including
stories, dramas, and poems, in the grades 11–CCR text complexity band
proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literature, including
stories, dramas, and poems, at the high end of the grades 11–CCR text
complexity band independently and proficiently.
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Writing
Text Types and Purposes
W.11-12.3 Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event
sequences.
W.11-12.3.a Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
W.11-12.3.b Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, and/or
characters.
W.11-12.3.c Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole and build toward a particular tone
and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
W.11-12.3.d Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters.
W.11-12.3.e Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing
W.11-12.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–
3 above.)
W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.11-12.6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.
Speaking and Listening
Presentation of Knowledge and Ideas
SL.11-12.4 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.
SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate.
24 | Updated December, 2013
Language
Conventions of Standard English
L.11-12.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.11-12.1.a Apply the understanding that usage is a matter of convention, can
change over time, and is sometimes contested.
L.11-12.1.b Resolve issues of complex or contested usage, consulting references
(e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
L.11-12.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.11-12.2.a Observe hyphenation conventions.
L.11-12.2.b Spell correctly.
SUGGESTED WORKS SUGGESTED MATERIALS (May vary by building):
A Short History of the Movies, pages 9-25 (It is up to individual schools to purchase
this book—it is a supplementary resource, not a formally adopted textbook)
Selections of the screenplay of North by Northwest
The screenplay of Butch Cassidy and the Sundance Kid
Selections from Syd Fields’ Screenplay—The Foundation of Screenwriting and
Linda Seger’s Making a Good Script (note: these books are not district-adopted
texts; teachers should use them as a resource for information)
www.screenwriting.info
http://www.screenwritersutopia.com
Teachers may find screenwriting lessons on youtube.com or google videos
DIGITAL CONTENT
Websites
“How to Write a Treatment”: http://www.movieoutline.com/articles/how-to-
write-a-treatment.html “Movie Scripts and Screenplays”: http://www.moviescriptsandscreenplays.com/
(Hundreds of Scripts at this side, including those for many popular movies) “Screenplay Format: A Guide to Industry Standard Script Formatting”:
http://www.movieoutline.com/articles/screenplay-format-a-guide-to-industry-
standard-script-formatting.html
SAMPLE ACTIVITIES AND ASSESSMENTS ACTIVITIES
1. EVALUATE SCREENPLAYS (RL.11-12.1, RL.11-12.2, RL.11-12.3, RL.11-12.4, RL.11-12.5,
RL.11-12.6): Read and respond to screenplays using written evaluation and
personal response.
2. TREATMENT ONE (9-12.T.1.2.1, 9-12.T.3.2.2, 9-12.T.3.3.4, 9-12.VA.3.2.5, W.11-12.3, W.11-
12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d, W.11-12.3.e, W.11-12.4, W.11-12.5,
W.11-12.6, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b): Pre-
write story treatments.
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3. TREATMENT TWO (9-12.T.1.2.1, 9-12.T.3.2.2, 9-12.T.3.3.4, 9-12.VA.3.2.5, W.11-12.3, W.11-
12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d, W.11-12.3.e, W.11-12.4, W.11-12.5,
W.11-12.6, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b): Write
a treatment.
4. CREATING A SCENE (9-12.T.1.2.1, 9-12.T.3.2.2, 9-12.T.3.3.4, 9-12.VA.3.2.5, W.11-12.3,
W.11-12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d, W.11-12.3.e, W.11-12.4, W.11-
12.5, W.11-12.6, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b):
Write a scene using a script format.
PERFORMANCE ASSESSMENT
Purpose: Engage students in script-writing.
Target:
TREATMENT, SCENE, PITCH ((9-12.T.1.2.1, 9-12.T.3.2.2, 9-12.T.3.3.4, 9-12.VA.3.2.5, W.11-12.3,
W.11-12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d, W.11-12.3.e, W.11-12.4, W.11-12.5,
W.11-12.6, SL.11-12.4, SL.11-12.5, SL.11-12.6, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2,
L.11-12.2.a, L.11-12.2.b): Engaging Scenario: You have been hired as an intern at a film
studio. Write a story treatment using the writing process, and write a scene for your film
using script format. “Pitch” your film to your class.
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Grades 11-12 Unit 6
Creation: Application of
Learning
“I don't care who you are. When you sit down to write
the first page of your screenplay, in your head, you're
also writing your Oscar acceptance speech.”
--Nora Ephron (screenwriter of “When Harry Met Sally,” Sleepless in
Seattle,” “You’ve Got Mail,” and “Julie and Julia”)
OVERVIEW This unit is the culmination of the semester, as students will use what they have learned
to create a final production.
Students will need access to filming and editing equipment to create a short film.
ENDURING UNDERSTANDINGS The filmmaker uses images and sounds to create an emotional response
(connection) with an audience.
GUIDING QUESTIONS How do I apply a semester’s worth of learning into an original work.
STUDENTS WILL KNOW AND UNDERSTAND Movie Trailers
Shorts
Storyboarding
Pre-writing
Writing
Organization
Basic filming and editing
skills
How to use the writing process to write a scene.
STUDENTS WILL BE ABLE TO
IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: THEATRE
Standard 1: Historical and Cultural Contexts
Goal 1.2: Explain the interrelationships among the visual and performing arts
disciplines. 9-12.T.1.2.1 Create works that integrate processes and concepts of other art forms.
9-12.T.1.2.2 Analyze how other art forms contribute to a dramatic performance.
Standard 3: Performance
Goal 3.1: Identify concepts essential to theatre.
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9-12.T.3.1.1 Interpret and perform scripts to convey story and meaning to an
audience.
9-12.T.3.1.2 Research and apply physical, emotional, and social dimensions in
creating character.
Goal 3.2: Communicate through theatre, applying artistic concepts, knowledge,
and skills. 9-12.T.3.2.1 Show how artistic choices can affect performances and formal
productions.
9-12.T.3.2.2 Construct imaginative scripts that convey story and meaning to an
audience.
9-12.T.3.2.3 Interpret/perform a work respecting the intent of its creator.
Goal 3.3: Communicate through theatre with creative expression.
9-12.T.3.3.1 Develop and sustain a character that communicates with the
audience.
9-12.T.3.3.2 Organize and conduct rehearsals for production.
9-12.T.3.3.3 Plan and develop original set designs that support a dramatic text.
9-12.T.3.3.4 Create a dramatic work that expresses personal understanding,
opinions, and beliefs.
9-12.T.3.3.5 Demonstrate appropriate behavior while attending and/or participating
in theatrical events.
IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: VISUALARTS
Standard 2: Critical Thinking
Goal 2.2: Exercise sound reasoning and understanding in making choices in the
visual arts.
9-12.VA.2.2.6 Write an artist’s statement that describes a series of works (background
information on the artist, artists and movements that were influential on
the work, significance of the body of work).
Standard 3: Performance
Goal 3.1: Demonstrate skills essential to the visual arts.
9-12.VA.3.1.3 Demonstrate how (elements and principals) can be used to solve
specific visual arts problems.
9-12.VA.3.1.4 Present convincing or accurately rendered subjects that demonstrate
refined observational skills.
9-12.VA.3.1.5 Plan, record, and analyze a body of work through keeping an artist’s
journal or sketchbook.
Goal 3.2: Communicate through the visual arts, applying artistic
concepts, knowledge, and skills.
9-12.VA.3.1.6 Critique one’s own work with the intent of revision and refinement.
9-12.VA.3.2.1 Choose purposefully between visual characteristics of a variety of media
and use these to communicate one’s own idea.
9-12.VA.3.2.2 Discriminate and select from a variety of symbols, subject matter, and
ideas to communicate clearly personal statements.
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9-12.VA.3.2.3 Create an interpretation of a work respecting the intent of its creator.
9-12.VA.3.2.4 Select and utilize visual, spatial, and temporal concepts to enhance
meaning in artwork.
9-12.VA.3.3.2 Apply various symbols, subjects, and ideas in one's artwork.
9-12.VA.3.3.3 Use the creative process (brainstorm, research, rough sketch, final
product) to create and critique a work of art.
9-12.VA.3.3.4 Determine and execute appropriate visual presentation of an original
artwork.
Writing
Text Types and Purposes
W.11-12.2 Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content
W.11-12.2.a Introduce a topic; organize complex ideas, concepts, and information so
that each new element builds on that which precedes it to create a
unified whole; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
W.11-12.2.b Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of
the topic.
W.11-12.2.c Use appropriate and varied transitions and syntax to link the major
sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
W.11-12.2.d Use precise language, domain-specific vocabulary, and techniques such
as metaphor, simile, and analogy to manage the complexity of the topic.
W.11-12.2.e Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
W.11-12.2.f Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).
W.11-12.3 Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event
sequences.
artisW.11-
12.3.a
Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
W.11-12.3.b Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, and/or
characters.
W.11-12.3.c Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole and build toward a particular tone
and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
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W.11-12.3.d Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters.
W.11-12.3.e Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing
W.11-12.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–
3 above.)
W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.11-12.6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.
Language
Conventions of Standard English
L.11-12.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.11-12.1.a Apply the understanding that usage is a matter of convention, can
change over time, and is sometimes contested.
L.11-12.1.b Resolve issues of complex or contested usage, consulting references
(e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
L.11-12.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.11-12.2.a Observe hyphenation conventions.
L.11-12.2.b Spell correctly.
SUGGESTED WORKS SUGGESTED MATERIALS (May vary by building):
A Short History of the Movies, pages 9-25 (It is up to individual schools to purchase
this book—it is a supplementary resource, not a formally adopted textbook)
DIGITAL CONTENT
Websites
Artist’s Statement of Experimental Filmmaker and Video Artist Rohesia Hamilton
Metcalfehttp://www.panix.com/~hamiltro/biography/statement.shtml
SAMPLE ACTIVITIES AND ASSESSMENTS ACTIVITIES
1. SCENE OR TRAILER (9-12.T.1.2.1, 9-12.T.3.2.2, 9-12.T.3.3.4, 9-12.VA.3.2.5, W.11-12.3,
W.11-12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d, W.11-12.3.e, W.11-12.4, W.11-12.5,
W.11-12.6, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b): Pre-
write an original work—either a scene or trailer—using index cards to outline the
scene sequence.
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2. STORYBOARD (9-12.T.1.2.1, 9-12.T.3.2.2, 9-12.T.3.3.4, 9-12.VA.3.2.5, W.11-12.3, W.11-
12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d, W.11-12.3.e, W.11-12.4, W.11-12.5,
W.11-12.6, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b):
Storyboard a visual draft of the scene.
3. SCRIPT (9-12.T.1.2.1, 9-12.T.3.2.2, 9-12.T.3.3.4, 9-12.VA.3.2.5, W.11-12.3, W.11-12.3.a,
W.11-12.3.b, W.11-12.3.c, W.11-12.3.d, W.11-12.3.e, W.11-12.4, W.11-12.5, W.11-12.6,
L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b): Write a script.
4. READER’S THEATRE (9-12.T.3.1.1): Share scripts using a reader’s theatre format.
5. SHOOT AND EDIT (9-12.VA.3.3.3, 9-12.VA.3.3.4): Shoot and edit scenes.
6. ARTIST’S STATEMENT (9-12.VA.2.2.6, W.11-12.2, W.11-12.2.a, W.11-12.2.b, W.11-12.2.c,
W.11-12.2.d, W.11-12.2.e, W.11-12.2.f): Write an artist’s statement.
7. SHORTS FILM FESTIVAL (9-12.VA.3.3.4): Premier shorts at a class film festival.
PERFORMANCE ASSESSMENT
Purpose: To apply skills and techniques to create an original filmed product.
Target: CREATING A SHORT FILM (9-12.T.1.2.1, 9-12.T.1.2.2, 9-12.T.3.1.1, 9-12.T.3.1.2, 9-
12.VA.2.2.6, 9-12.T.3.2.1, 9-12.T.3.2.2, 9-12.T.3.2.3, 9-12.T.3.3.1, 9-12.T.3.3.2, 9-12.T.3.3.3, 9-
12.T.3.3.4, 9-12.T.3.3.5 9-12.VA.3.1.3, 9-12.VA.3.1.4, 9-12.VA.3.1.5, 9-12.VA.3.1.6, 9-
12.VA.3.2.1, 9-12.VA.3.2.2, 9-12.VA.3.2.3, 9-12.VA.3.2.4, 9-12.VA.3.3.2, 9-12.VA.3.3.3, 9-
12.VA.3.3.4, W.11-12.3, W.11-12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d, W.11-12.3.e,
W.11-12.4, W.11-12.5, W.11-12.6, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a,
L.11-12.2.b): Engaging Scenario: Your production company has been hired to write, film,
and edit a short film. Using what you know about film production from idea, to page, to
film, write a script using the creative process, film and edit the script, and screen the
script at a premier in which you introduce your film by sharing your artist’s statement.