Film As Literature

Enduring Understandings:

Theme, characterization, motifs, mood, and plot are concepts

that apply to film as well as literature.
Filmmakers purposely create a desired effect. Film elements
(angles, shots, sound, lighting, and transitions) are used to
influence the audiences perception and understanding.
Identifying specific elements of film can help us to be critical
viewers.

Unit 1: Elements of Film and Literature

Essential Questions:

How do the film techniques used to tell a story differ from those used in literature?
How do film techniques influence our understanding of characters, mood, plot, or
theme?
How do themes of films/literature connect to my life, the world, or other texts?

Pacing

Student Knowledge/Areas of Focus

Literary Devices/Terms

Resources

Estimated:

Reading Focus:
Short stories
Writing Focus:
Creative writing (short stories)
Written analysis of character development,
motifs, and themes in film or texts
Written analysis of differences between a short
story and its film version
Grammar Focus:
Correct grammar will be expected in all written
assignments.

Course specific terms:

exposition
rising action
climax
falling action
resolution
conflict
internal conflict
theme
mood
motif
dynamic/static character
flat/round character
indirect/direct characterization
film treatment
shooting script
storyboard
sequence
shot
establishing shot
long shot
medium shot
close up
low angle shot
high angle shot
birds eye view shot
point of view shot
deep focus
rack focus
pan
whip pan

Film selections:
Clips from Sandlot
Ratatouille trailer
The Prestige(2006)
(Including The Directors Notebook:
The Cinematic Sleight of Hand of
Christopher Nolan)
"Alfred Hitchcock Presents" Lamb to the
Slaughter (1958)
The Most Dangerous Game (1932)

2-3 weeks

The student will do the following:

Identify angles, shots, transitions, lighting, or
sound choices in film
Identify several themes of a film and/or short
story
Describe character development of a film and/or
short story
After watching films/reading short stories, create
and answer questions that explore connections
between self, other texts, and the world.

Text choices:
The Prestige by Christopher Priest
The Bet
Lamb to the Slaughter
M onkeys Paw
Desirees Baby
The Most Dangerous Game
A Good Man is Hard to Find
(and many others)
Power point of terms:
hill_kathlyn@asdk12.org
Materials Needed
TV
DVD/VHS Player
Projector

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Film As Literature

Unit 1: Elements of Film and Literature

Grade Level Expectations (Standards):

Reading:
[10] 4.1.5 Self-monitoring and self-correcting while reading (e.g. rereading,
adjusting reading pace, sub vocalizing, consulting resources, questioning,
flexible note talking/mapping, skimming, scanning, etc.)* (L)
[10] 4.2.1 Restating and summarizing main ideas or events in correct sequence,
after reading a text (e.g., paraphrasing, constructing a topic outline, charting or
mapping main ideas or events) or identifies accurate restatements and
summaries or main ideas or events or generalizations of a text
[10] 4.5.3 Evaluating the intended effects of the authors use of conventions and
techniques of genres on the reader (e.g. making inferences and judgments about
ironic or hyperbolic statements, identifying impact of impact of rich imagery,
identifying multiple levels of meaning)
[10] 4.6.3 Analyzing and evaluating the importance to the story plot, setting,
character, point of view, theme, and tone
[10] 4.3.4 Explaining connections among main ideas/concepts (text to self, text
to text, text to world) (L)
The student demonstrates understanding of main ideas/arguments by:
[10] 4.3.4 Explaining connections among main ideas/concepts (text to self, text
to text, text to world)* (L)

tilt
zoom
synchronous sound
non-synchronous sound
mickeymousing
voice over
dolly
boom
cutting to continuity
fade out
dissolve
jump cut
superimposition
wipe
iris
freeze frame
high key lighting
low key
high contrast overexposed shots
underexposed shots
mis en scene

Performance Tasks/ Assessments

Remember, assessments are a great place to differentiate for English language learners and students who need
more challenge. How many different ways can students show what theyve learned?
Formative:
(assessments that provide information to be used as feedback to modify instruction and learning
activities. Marzano, 2006

Graded Notes
Create their own study guides
Quizzes
Movie Journal (focus on theme) or Dialectical Journal
Story plot diagramming
Discussion/graphic organizers

LEP Differentiation Strategies

Modeling

Study Guides

Sentence starters/patterns

Cloze activities

Visual support when giving directions, assignments

Graphic organizers

Rubrics

Writing:

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Film As Literature
The student writes about a topic by;
[10] 4.1.1 Incorporating the thesis statement, which identifies the focus or
controlling idea for the entire composition, into an introductory paragraph (the
introductory paragraph may include a lead or hook, such as an anecdote,
startling statistic or quotation)*
[10] 4.1.2 Writing in paragraphs that include relevant details and evidence that
support the main idea of the paragraph and thesis statement, grouping ideas
logically within the paragraph, placing paragraph breaks logically*
[10] 4.1.3 Organizing ideas using appropriate structure to maintain the unity of
the composition (e.g., chronological order, order of importance, comparison
contrast, cause and effect, classification, and definition) using a variety of
transitional words and phrases*
[10] 4.2.3 Writing expressively when producing or responding to texts (e.g.,
poetry, journals, editorials, drama, reflective essays, and/or newsletters)* (L)
The student writes for a variety of purposes and audiences by:
[10] 4.2.5 Analyzing possible revisions for a target sentence (ASD)
[10] 4.2.6 Writing with strong organization that omits off-topic sentences (ASD)
[10] 4.2.7 Editing to improve style, word choice, sentence variety, and subtly of
meaning in relation to the purpose and the audience (ASD)
[10] 4.3.2 Applying rules of spelling (e.g., homophones, irregular plurals, and
contractions)*
[10] 4.3.3 Applying rules of punctuation (i.e., comma, quotation marks,
apostrophes, semicolons, colons, hyphens, and parentheses)*
[10] 4.3.4 Applying rules of capitalization (e.g., titles and proper nouns)*
[10] 4.3.5 Applying rules of usage (i.e., verb tense, subject/verb agreement,
possessives, pronouns, adjectives, adverbs, and sentence structure)*
The student revises writing by:
[10] 4.4.1 Reviewing content and organization and making appropriate changes
to improve clarity and logical progression of ideas (e.g., increasing elaboration
or support for ideas/thesis, providing relevant details, examples, definitions,
narrative anecdotes, illustrative scenarios, or counterarguments appropriate to
the genre)*
[10] 4.4.4 Clarifying thesis statement and/or topic sentence and adding details to
support main ideas, if needed*

Unit 1: Elements of Film and Literature

Summative:
(assessments that come at the end of a process or activity. Marzano, 2006)

Test on terms
Students create a storyboard (detailing dialogue, shots, angles, and transitions)
while watching a movie trailer, music video, commercial, or movie clip

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Film As Literature

Unit 2: Visual Literacy

Enduring Understandings:

Essential Questions:

We live in a visual society and students need to be visually

literate to be successful.
Film makers use elements of film to tell their stories and
create a response from the audience.

What is visual literacy?

What is the language of film?
How do filmmakers visually tell the story and create audience response?

Pacing

Student Knowledge/Areas of Focus

Literary Devices/Terms

Resources

Estimated:

Reading Focus:
Teacher selected film text chapters and relevant web-based
articles/sites.

Grammar of the Shot Terms:

Mise en Scene

Frame

Shot Types

XCU Extreme Close-Up

BCU Big Close-Up

CU Close-Up

MCU Medium Close-Up

MS Medium Shot

MLS Medium Long Shot

LS Long Shot

VLS Very Long Shot

XLS Extreme Long Shot

OTS Other the Shoulder

POV Point of View

Dutch Angle or Oblique

Angle

3 / 4 Profile

Headroom

Fourth Wall

Look Room

Negative Space

Rule of Thirds

Angles of Action

High Angle

Neutral Angle

Low Angle
Elements of Composition

Horizon Line

Vanishing Point

Foreground

Middle Ground

Background
Focus

Pulling Focus

Pushing Focus

Possible films to show:

Citizen Kane 1941 (PG)
Double Indemnity 1944 (PG)
The Big Sleep 1946 (PG)
Rear Window 1954 (PG)
North by Northwest 1959 (G)
The Graduate 1967 (PG)
2001: Space Odyssey 1968 (G)
Willy Wonka and the Chocolate Factory 1971 (G)
Blade Runner 1982 (R)
Edward Scissor Hands 1990 (PG-13)
The Matrix 1999 (R)
Charlie and the Chocolate Factory 2005 (PG)
The Fall 2006 (R)
Pans Labyrinth 2006 (R)
Materials:
Projector
DVD Player
iMovie, Movie Maker, Adobe Premiere, Final Cut
Pro,

3-5 weeks

Writing Focus:
Movie Journals
Analysis of Scene
Film Critique
Screen play or Script for Film Summative Project
The student will do the following:
Watch clips and/or whole films, stopping to explore the
various elements of film used. (See Resources for
suggested titles.)
Students will be able answer the following questions about
a scene:
1) Dominant ~ Where is our eye attracted first? Why?
2) Lighting key ~ High key? Low key? High contrast? Some
combination of these?
3) Shot and angle proximities ~ What type of shot? How far
away is the camera from the action?
4) Angle ~ Are we (and the camera) looking up or down on the
subject? Or is the camera neutral (eye level)?
5) Color values ~ What is the dominant color? Are there
contrasting foils? Is there color symbolism?
6) Lens/filter/stock /CG ~ How do these distort or comment on
the photographed materials?
7) Subsidiary contrasts ~ What are the main eye-stops after
taking in the dominant?
8) Density ~ How much visual information is packed into the
image? Is the texture stark, moderate, or highly detailed?
9) Composition ~ How is the two-dimensional space segmented
and organized? What is the underlying design?
10) Form ~ Open or closed? Does the image suggest a window

Texts:
Grammar of the Shot Rroy Thompson and
Christopher Bowen 2nd Edition
Understanding Movies Louis Giannetti 11th Edition
Websites:
Robin Franson Pruters site provides examples and
sample papers:
http://www.cod.edu/people/faculty/pruter/film/
Online study guide for Understanding Movies
www.prenhall.com/giannetti

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Film As Literature
that arbitrarily isolates a fragment of the scene? Or a proscenium
arch, in which they visual elements are carefully arranged and
held in balance?
11) Framing ~ Tight or loose? Do characters have no room to
move around, or can they move freely without impediments?
12) Depth ~ On how many planes is the image composed? Does
the background or foreground comment on the middle ground?
13) Character Placement ~ What part of the framed space do the
characters occupy? Center? Top? Bottom? Edge? Why?
14) Staging Positions ~ Which way do the characters look vis-vis the camera?
15) Character proxemics ~ How much space is there between the
characters.
~ Questions taken from Understanding Movies 10th ed. Ch.2
Mise en Scene Pearson Education, 2005

Unit 2: Visual Literacy

Racking Focus

Following Focus
Light

Artificial vs Natural

Hard vs Soft Light

Contrast

Three Point Lighting Method

Key Light

Back Light

Fill Light

Low vs High Key Light

Front Lighting

Side Lighting

Top Lighting

Under Lighting

Silhouette

Kicker Light

Practical Light

Gels
Production vs Postproduction

Shot Scene Act Film

Takes

Continuity

Screen Direction

Sight Lines

Axis of Action

Jump the Line

Eye-Line Match

Staging

Blocking

Pan and tilt

Start Frame Camera

Movement-End Frame
Other Possible Terms:

Symbolism

Motif

Mood

Theme

Character

Archetype

Hero Cycle

Scripts for projects:

SimplyScripts - links to hundreds of free,
downloadable scripts: http://www.simplyscripts.com/
Drews Script-O-Rama: http://www.script-orama.com/
Movie Scripts Archive:
http://www.mooviees.com/all/scripts
The Movie Turf (Scripts):
http://www.geocities.com/Hollywood/9371/scriptlist1
.htm
Writing about Film:
Yales film analysis guide:
http://classes.yale.edu/film-analysis/
Watching and writing about film:
http://faculty.roosevelt.edu/putnam/392/Film/1.htm
A Checklist for Analyzing Movies:
http://www.kenneymencher.com/a_checklist_for_analyzing_movies.htm
Dartmouths page on writing about film:
http://www.dartmouth.edu/~writing/materials/student/
humanities/film.shtml
Visual Literacy:
Picture This: Visual Literary Activities:
http://museumca.org/picturethis/visual.html
The Online Visual Literacy Project:
http://www.pomona.edu/academics/courserelated/clas
sprojects/visual-lit/intro/intro.html
*Note: This Unit would work well in combination with the
study of Film Noir:
http://www.filmsite.org/filmnoir.html

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Film As Literature

Unit 2: Visual Literacy

Grade Level Expectations (Standards):

Performance Tasks/ Assessments

Grade Level Expectations:

Remember, assessments are a great place to differentiate for English language learners and students who need more
challenge. How many different ways can students show what theyve learned?
Formative:
(assessments that provide information to be used as feedback to modify instruction and learning activities.
Marzano, 2006

[10] 4.3.2 Applying rules of spelling (e.g., homophones, irregular plurals,

and contractions)*
[10] 4.3.3 Applying rules of punctuation (i.e., comma, quotation marks,
apostrophes, semicolons, colons, hyphens, and parentheses)*
[10] 4.3.4 Applying rules of capitalization (e.g., titles and proper
nouns)*
[10] 4.3.5 Applying rules of usage (i.e., verb tense, subject/verb
agreement, possessives, pronouns, adjectives,
adverbs, and sentence structure)*
[10] 3.6.1 Correcting misspellings using available software programs,
including choosing the correct spelling option
among several choices* (L)
[10] 3.6.3 Selecting and using formatting features to produce final draft
(e.g., centering title, choosing appropriate font size and style, indentation,
pagination, and line spacing)* (L)
[10] 3.6.4 Selecting correct choice when using grammar checking
software (e.g., accepts suggested change or disregards inappropriate
suggested change)*
[10] 4.1.3 Organizing ideas using appropriate structure to maintain the
unity of the composition (e.g., chronology order, order of importance,
comparison and contrast, cause
and effect, classification and definition) using a variety of transitional
words and phrases*
10] 4.2.3 Writing expressively when producing or responding to texts
(e.g., poetry, journals, editorials, drama, reflective essays, and/or
newsletters)* (L)
[10] 4.2.4 Using research-based information and/or analysis in research
projects or extended reports*(L)
10] 4.4.1 Reviewing content and organization and making appropriate
changes to improve clarity and logical
progression of ideas (e.g., increasing elaboration or support for
ideas/thesis, providing relevant details, examples,
definitions, narrative anecdotes, illustrative scenarios, or
counterarguments appropriate to the genre)*
[10] 4.4.4 Clarifying thesis statement and/or topic sentence and adding
details to support main ideas, if needed*
[10] 4.4.5 Making style, diction, and voice or persona more consistent
with form (e.g., organizational structure or
writing genre) and the perspective conveyed*
[10] 4.4.6 Using resources throughout the writing process (e.g.
dictionary, thesaurus, peer conference, scoring guide, genre exemplars,
style manual, rubric, word processor)* (L)

Movie Journals: Focus on Elements of Film

Story Boards
Reading Guides
Scene Pitches
Discuss Scene Shots
Identification Sheets
Flash Cards
Posters
Jeopardy

LEP Differentiation Strategies

Modeling

Study Guides

Sentence starters/patterns

Cloze activities

Visual support when giving directions, assignments

Graphic organizers

Rubrics
Summative:
(assessments that come at the end of a process or activity. Marzano, 2006)

Using the elements of film:

Create a Short Film or
Create a Commercial or
Create a Music Video
Present an analysis of a
scene
Write an essay analyzing a scene or film. (*See MY Access for possible prompts.)

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Film As Literature

Unit 3: The Study of Film Genre

Enduring Understandings:
Reflective viewers apply personally meaningful criteria to
make evaluative judgments about film within and across
different genres, and how these judgments influence their
choices and interests as viewers.

Essential Questions:
How does viewing a film through a critical eye affect the analysis?
What do different genres of film reflect about our current society?
How do films make us think?
What are the motifs, formulas, and elements that help qualify a film under a
certain genre?

Pacing

Student Knowledge/Areas of Focus

Literary Devices/Terms

Estimated:

Reading Focus:
Read background on various films before studying
Teacher selected film text chapters and relevant web-based
articles/sites (see resource list)
Writing Focus:
Analysis of multiple works or genres from more than one time period
Analysis of film elements and devices in one or more works (setting,
characterization, plot, symbolism, etc)
After viewing a film, students will respond to an element of a film in
essay format
Keep notes in writing log
Grammar Focus:
Correct grammar will be expected in all writing

Genres to study:

Suspense-Hitchcock

Western

Sci-fi and fantasy

Drama

Comedy/Romance

Action

Martial arts

Foreign

Musical

Documentaries

Film noir

Historical
Other Possible Terms:

Film terms studied in earlier units

Symbolism

Motif

Mood

Theme

Character

Archetype

Hero cycle

3-5 weeks

The student will do the following:

Watch a selection
Be able to identify the genre
Analyze the film for symbolism and other film/literary elements

Resources:
Materials needed:

Projector

DVD player

Video cameras

iMovie, Movie Maker, or similar

movie editing software

Possible Films to show

Suspense/Hitchcock
Psycho (1960)
The Birds (1963)
Rear Window (1954)
Disturbia (2007)

Texts:

Western
Stagecoach (1939)
Shane (1953)
Giant (1956)
Butch Cassidy and the Sundance Kid
(1969)
Dances with Wolves (1990)

Understanding the Film 5th

edition, Bone and Johnson 1996
Great Films and How to Teach
Them William Costanzo 2004
NCTE
Reading in the Dark: Using Film

Comedy/Romance
Modern Times (1936)
Some Like it Hot (1959)
Dr. Strangelove (1964)
Singing in the Rain (1952)
Gentlemen Prefer Blondes (1953)
Breakfast at Tiffanys (1961)
Seven Year Itch (1955)
Tootsie (1983)

Musical
Singing in the Rain (1957)
Chicago (2002)
Moulin Rouge (2001)
Documentaries
Hoop Dreams (1994)
When We Were Kings (1998)
any Michael Moore film
any Morgan Spurlock film

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Film As Literature
as a Tool in the English
Classroom John Golden 2001
NCTE
Websites
www.IMDB.com

Unit 3: The Study of Film Genre

The Searchers (1956)
Fistfuls of Dollars (1964)
The Good the Bad and the Ugly
(1966)
True Grit (1969)
Sci-fi and Fantasy
The Matrix (1999)
2001: A Space Odyssey (1968)
Stars Wars (1977)
Back to the Future (1985)
The Princess Bride (1989)
The Wizard of Oz (1939)
Drama
Modern Times (1936)
12 Angry Men (1957)
Casablanca (1942)
North by Northwest (1959)
Citizen Kane (1941)
Forrest Gump (1994)
Castaway (2000)

Action
North by Northwest (1959)
The Great Escape (1963)
Raiders of the Lost Ark (1981)

Film Noir
Double Indemnity (1944)
D.O.A. (1950)
The Dark Knight (2006)

Martial Arts
Fists of Fury (1972)
Enter the Dragon (1973)
The Karate Kid (1984)
The One (2001)
Hero (2002)
Crouching Tiger Hidden Dragon
(2003)

Historical
Ben-Hur (1959)
Spartacus (1960)
Gone with the Wind (1939)
The Last Emperor (1987)
Dances with Wolves (1990)

Foreign
My Life as a Dog (1985)
Life is Beautiful (1998)
Hero (2002)
Crouching Tiger Hidden Dragon
(2003)

Grade Level Expectations (Standards):

Performance Tasks/ Assessments

Grade Level Expectations:

[10] 4.3.2 Applying rules of spelling (e.g., homophones, irregular plurals, and
contractions)*
[10] 4.3.3 Applying rules of punctuation (i.e., comma, quotation marks,
apostrophes, semicolons, colons, hyphens, and parentheses)*
[10] 4.3.4 Applying rules of capitalization (e.g., titles and proper nouns)*
[10] 4.3.5 Applying rules of usage (i.e., verb tense, subject/verb agreement,
possessives, pronouns, adjectives, adverbs, and sentence structure)*
[10] 3.6.1 Correcting misspellings using available software programs, including
choosing the correct spelling option among several choices* (L)
[10] 3.6.3 Selecting and using formatting features to produce final draft (e.g.,
centering title, choosing appropriate font size and style, indentation, pagination, and
line spacing)*(L)
[10] 3.6.4 Selecting correct choice when using grammar checking software (e.g.,
accepts suggested change or disregards inappropriate suggested change)*
[10] 4.1.3 Organizing ideas using appropriate structure to maintain the unity of the
composition (e.g., chronology order, order of importance, comparison and contrast,
cause and effect, classification and definition) using a variety of transitional words
and phrases*
10] 4.2.3 Writing expressively when producing or responding to texts (e.g., poetry,
journals, editorials, drama, reflective essays, and/or newsletters)* (L)

Formative:
(assessments that provide information to be used as feedback to modify instruction and
learning activities. Marzano, 2006

Students will watch a sample of films from different genres. After viewing, they will
be asked to analyze them through a variety of class activities and formative writings
Quizzes
Essay tests
Group projects
Partner/pair share
Class review and discussion
Learning logs
LEP Differentiation Strategies

Modeling

Study Guides

Sentence starters/patterns

Cloze activities

Visual support when giving directions, assignments

Graphic organizers

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Film As Literature

Unit 3: The Study of Film Genre

[10] 4.2.4 Using research-based information and/or analysis in research projects or

extended reports*(L)
10] 4.4.1 Reviewing content and organization and making appropriate changes to
improve clarity and logical progression of ideas (e.g., increasing elaboration or
support for ideas/thesis, providing relevant details, examples, definitions, narrative
anecdotes, illustrative scenarios, or counterarguments appropriate to the genre)*
[10] 4.4.4 Clarifying thesis statement and/or topic sentence and adding details to
support main ideas, if needed*
[10] 4.4.5 Making style, diction, and voice or persona more consistent with form
(e.g., organizational structure or writing genre) and the perspective conveyed*
[10] 4.4.6 Using resources throughout the writing process (e.g. dictionary,
thesaurus, peer conference, scoring guide, genre exemplars, style manual, rubric,
word processor)* (L)
[10] 4.7.1 Identifying bias/propaganda by citing textual evidence*
[10] 4.7.2 Analyzing authors purpose (e.g., to narrate, inform, entertain, explain,
persuade) by citing textual evidence*
[10] 4.8.1 Analyzing and evaluating evidence within the text to identify an authors
message, theme, or purpose*
[10] 4.8.2 Analyzing and evaluating textual evidence to make thematic connections
between texts*
[10] 4.8.3 Analyzing and evaluating thematic connections between texts related to
personal experiences, the experience of others, prior knowledge, and the broader
world of ideas* (L)
[10] 4.9.1 Comparing and contrasting cultural events, ideas, settings, and influences
in one story or text across other similar stories or texts in other cultures (e.g.,
Puritanism; immigration; Harlem
Renaissance) (L)
[10] 4.9.2 Analyzing the effects of historical or cultural influences/events on texts*
(L)

Rubrics

Summative: (assessments that come at the end of a process or activity. Marzano, 2006)

Students will create an original film that demonstrates their understanding of one of
the genres studied and the elements of film.
Students will be asked to plan, storyboard, write a screenplay, and follow all aspects
that lead to the creation of a film.

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Film As Literature

Unit 4: Society & Film

Enduring Understandings:
Film is a reflection of the hopes and fears of society, either
conscious or unconscious.
The hero and villain archetypes in film often imitate the
social climate of the time.
One way that society evaluates its morals and values is
through film.

Essential Questions:
How has film evolved over time?
How does film reflect society?
How does society influence film?
What roles do people play in society and how does film capture them?
How are actors a reflection of the values of society?

Pacing

Student Knowledge/Areas of Focus

Materials/Resources

Estimated:

Reading Focus:
Read background on various films before studying.
Teacher selected film text chapters and relevant webbased articles/sites (see resource
list)

Core Materials:
Films:
Silent Era: Charlie Chaplins Modern Times
History of film:
Singing in the Rain
Social Reflections- (films that capture the atmosphere of the era. These
could also be used to tie into another unit.)
Choose 1:
Cool Hand Luke
Butch Cassidy and the Sundance Kid
Life Is Beautiful
Casablanca
Texts:
Understanding Movies 11th Edition Louis Giannetti
Understanding the Film 5th edition Bone and Johnson 1996
Great Films and How to Teach Them William Costanzo 2004 NCTE
Reading in the Dark: Using Film as a Tool in the English Classroom
John Golden 2001 NCTE

3-5 weeks

Writing Focus:
Compare/Contrast essay
Grammar Focus:
Correct grammar will be expected in all writing assignments.
The student will do the following:
Watch various film selections chosen by the teacher.
Identify social issues present in society.
Analyze how actors and film reflect the values of society.
Explain how film is influenced by society and vice versa.
Recognize the role of film as a reflection of society.

Websites
http://www.trulymovingpictures.org
http://www.filmsite.org/
www.IDMB.com
Materials Needed
TV
DVD/VHS Player
Projector

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Film As Literature

Unit 4: Society & Film

Terms/People:
Course specific terms:

Theme
Thesis
Icon
Archetype
Allegory
Apocalypse
Motif
Critique

Directors

George Lucas

Stephen Spielberg

Martin Scorsese

Quentin Terintino

David Lynch

Guiller del Toro

Stanley Kubrick

Robert Altman

Spike Lee

Woody Allen

Akira Kurosaw

Ridley Scott

Frank Capra

Oliver Stone

Tim Burton

Mel Brooks

Robert Zumekies,

Clint Eastwood

Cameron Crow

Possible Film Icons

30s
Clark Gable
Ginger Rogers
Fred Astaire
Charlie Chaplin
Bette Davis
Joan Crawford
Shirley Temple
Vivian Leigh
40s
Humphrey Bogart
Bing Crosby
Ingrid Bergman
Lucille Ball
50s
Elizabeth Taylor
Ava Gardener
James Dean
Jimmy Stewart
Cary Grant
Charlton Heston
Grace Kelly
Gene Kelly
Marilyn Monroe
Frank Sinatra
Elvis Presley
Marlon Brandow

b
Paul Newman
Steve McQueen
Gregory Peck
John Wayne
Audrey Hepburn
Dick Van Dyke
Sean Connery
Sophia Loren
Sidney Portiere
Dean Martin
Jerry Lewis
Barbara Streisand
Julie Andrews
70s
Robert DeNiro
Al Pacino
Jack Nicholson
Clint Eastwood
Robert Redford
James Dean
Burt Reynolds
John Travolta

Grade Level Expectations (Standards):

Performance Tasks/ Assessments

Grade Level Expectations

Reading:
[10] 4.1.5 Self-monitoring and self-correcting while reading (e.g. rereading,
adjusting reading pace, sub vocalizing, consulting resources, questioning, flexible
note talking/mapping, skimming, scanning, etc.)* (L)
[10] 4.2.1 Restating and summarizing main ideas or events in correct sequence,
after reading a text (e.g., paraphrasing, constructing a topic outline, charting or
mapping main ideas or events) or identifies accurate restatements and summaries or
main ideas or events or generalizations of a text
[10] 4.5.3 Evaluating the intended effects of the authors use of conventions and
techniques of genres on the reader (e.g. making inferences and judgments about
ironic or hyperbolic statements, identifying impact of impact of

Formative:
(assessments that provide information to be used as feedback to modify instruction and
learning activities. Marzano, 2006

Movie Journals: Focus on Elements of Film

Identification Sheets
Class review and discussion
Multiple choice quizzes
Film review
LEP Differentiation Strategies

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Unit order may be arranged within a semester to support teaming and to accommodate resource availability.

Film As Literature

Unit 4: Society & Film

rich imagery, identifying multiple levels of meaning)

[10] 4.6.3 Analyzing and evaluating the importance to the story plot, setting,
character, point of view, theme, and tone
[10] 4.3.4 Explaining connections among main ideas/concepts (text to self, text to
text, text to world) (L)
The student demonstrates understanding of main ideas/arguments by:
[10] 4.3.4 Explaining connections among main ideas/concepts (text to self, text to
text, text to world)* (L)
The student expresses opinion/differentiates fact from opinion/critiques the
effectiveness of text by:
[10] 4.7.2 Identifying authors purpose (e.g., to narrate, inform, entertain
Writing:
The student writes about a topic by;
[10] 4.1.1 Incorporating the thesis statement, which identifies the focus or
controlling idea for the entire composition, into an introductory paragraph (the
introductory paragraph may include a lead or hook, such as an anecdote, startling
statistic or quotation)*
[10] 4.1.2 Writing in paragraphs that include relevant details and evidence that
support the main idea of the paragraph and thesis statement, grouping ideas
logically within the paragraph, placing paragraph breaks logically*
[10] 4.1.3 Organizing ideas using appropriate structure to maintain the unity of the
composition (e.g., chronological order, order of importance, comparison contrast,
cause and effect, classification, and definition) using a variety of transitional words
and phrases*
The student writes for a variety of purposes and audiences by:
[10] 4.2.2 Writing in a variety of nonfiction forms (e.g., letter, report,
autobiography, and/or essay) to inform, describe or persuade*
[10] 4.2.4 Writing research-based information and/or analysis in research projects
or extended reports*(L)
[10] 4.2.5 Analyzing possible revisions for a target sentence (ASD)
[10] 4.2.6 Writing with strong organization that omits off-topic sentences (ASD)
[10] 4.2.7 Editing to improve style, word choice, sentence variety, and subtly of
meaning in relation to the purpose and the audience (ASD)
The student revises writing by:
[10] 4.4.4 Clarifying thesis statement and/or topic sentence and adding details to
support main ideas, if needed*
[10] 4.4.5 Making style, diction, and voice or persona more consistent with form
(e.g., organizational structure or writing genre) and the perspective conveyed*

Modeling
Study Guides
Sentence starters/patterns
Cloze activities
Visual support when giving directions, assignments
Graphic organizers
Rubrics

Summative: (assessments that come at the end of a process or activity. Marzano, 2006)

Students will work in groups to research a decade in film history by

answering the essential questions for this unit. The assignment will
culminate in a digital presentation- website, Informational Film,
PowerPoint.

Students will study a director and, after watching two films made by
him/her, the student will compose a compare/contrast essay.

Students will research a film icon chosen from the teachers list. Students
will watch a film that the icon stared in and they will do some biographical
research on that star before creating an Icon Poster, explaining who this
icon is and how this icon represented the values of society in their era.
Icons should be from prior to 1980 as to help broaden the students view
on film.

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Unit order may be arranged within a semester to support teaming and to accommodate resource availability.