Procedure:
Have students discuss their homework assignment. What did they think about the "experience"? How was language used to create an image?
Review terms and definitions that students researched on IFC.
Distribute the Guiding Questions: (To be used while viewing the film days 3,4,5)
1) How do characters learn to negotiate the levels of power within which they must function? (Pay close attention to what actions characters take to rise above their current level of power)
2) List the different crashes that occur throughout the film. (Both physical and emotional)
3) What type of language do characters use to navigate through thier collisons in order to survive?
4) List the power struggles that exist.
5) How does the film use foreshadowing?
6) What happens to the characters in the film who try to distirub and or try to change the Universe?
7) How do literature and film affect the world we live in?
8) How do the multiple story lines and subplots crash together to become one over all theme in the film?
9) How does the director create the different subplots? Are there any similarities to how Langston Hughes utilizes subplots in "Cora Unashamed"?
10) List the different symbols used in the film. What do these symbols represent?
11) How is sound and light used to create dramatic effect? What types of angles and shots are used?
12) How does the director play off of your assumptions? How does Langston Hughes play off of the reader's assumptions in "Cora Unashamed"? Are the two texts similar? What similar themes are present in both works?
13) (This question is to be answered on day 5) What social commentary are both the film and "Cora Unashamed" making?
Begin showing the film for the remainder of day 3. Students will also view 20 minute film clips days 4 and 5. (Students will only be viewing selected clips as certain scenes in Crash are not appropriate for classroom use.)
Each day dedicate at least 10 minutes to stop the film between scenes to reflect on the guiding questions as they come up in the film. Students should also take 5 minutes at the begining of each period to make predictions of what they think will happen next in the film.
Homework:
Students will have three days to illuminate the following text:
We are searching for an answer
We are moving forward
We are coming together
We are falling apart
When you're moving at the speed of life
We are bound to collide with each other
(This is the text used in the film's trailor. The students will be viewing the trailor in class on day 5)
Students may either simply create hyperlinks or utilize Power Point to create a slide show. Students must however incorporate audio. Students should visit the Crash website and select soundtrack. Students must incorporate at least one song from the film's soundtrack. The song or sound can play in the background or be part of a hyperlink. This will motivate students to really look at language and how it is used. As they view the film students will have a better understanding of the weight each word carries. This will aslo reinforce how sound is used to create dramatic effect.
Note: Students will be assessed on all assignments included in the Unit Plan. Assessment will be done based on creativity, organization, development and understanding of task, and understanding of the process.