Day 3: Group Work in Preparing to Present Expertise

 

Big Ideas/Long Term Goals: Students will strengthen their collaboration skills and their ability to communicate their observations and ideas to another peer. They will also learn how to effectively compromise with their partner in determining what information to include in their presentation.

 

Objective:

·         Students will feel sufficiently comfortable in their assigned area of expertise and be ready to present their findings to the class.

Materials:

·         Students’ film notes from the previous day’s class

·         Hat

·         Presentation Numbers

 

Motivation:

            Hand back students’ notes from the previous day’s class and give them about 3-4 minutes to add to it or clarify anything they wanted to expand on. Then ask students to get together with their partner to share their observations. Explain that their task will be to decide on three or four observations that they feel are the most insightful and interesting and to develop a four-to-five minute presentation that deals with these three issues for each observation: 1) Describe clearly where the scene that they are discussing is situated in the movie so far (context clarification), 2) what you observed about that scene and why you feel it adds something significant to our understanding of the film and 3) a possible alternative choice (area-specific, in other words camera angle group would choose a different angle for the scene than the one they observed) and in what way it would alter our understanding or interpretation of that scene. Write the entire task on the board so students remember what to cover in their work. (Total timing of free-write and explanation: 5-7 minutes).

 

Procedure:

After the initial explanation, I will give students the rest of the class period, if necessary, to develop their presentation. I will come around to each group helping them to structure their work and remain on task. Also, during their group work, I will ask students to pull out a number from a hat to determine the order of the presentations. If students develop their presentations in less time than is given, I will start the presentations that day. (Timing: 20-30 minutes).

 

Closure:

Towards the end of the period, I will give students 10 and 5 minute warnings to ensure that they allow sufficient time to think through each element of their presentation. Pass out copies of the rubric I will be using to evaluate their presentation (see attached) drawing their attention to both the group and individual components of the rubric. Remind students that both members of the group will be expected to contribute in some way during the presentation. Check for any last questions students may have. (Timing: 3-5 minutes)

 

Assessment:

            Informal assessment of how partners in each group are working together (are they staying on task? Are relatively equal contributions being made?) leading to a culminating grade on presentation.

 

NCTE/NYS Standards:

 

NCTE Standard 3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

 

NCTE Standard 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

 

NCTE Standard 5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

 

NCTE Standard 6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

 

NCTE Standard 7: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

 

NCTE Standard 9: Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

 

NCTE Standard 11: Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

NCTE Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

 

NYS Standard 1: Students will read, write, listen, and speak for information and understanding.

 

NYS Standard 2: Students will read, write, listen, and speak for literary response and expression.

 

NYS Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

 

NYS Standard 4: Students will read, write, listen, and speak for social interaction.

 

Acknowledgment of Sources:

            Continuation of adapted IFC Film School Unit 2: Lesson 1: and inspired by intensive, one-to-one group work done in Methods II.