ENGLISH LANGUAGE ARTS RESOURCES

CRITICAL REVIEW OF FILM: A LEARNING CENTER APPROACH

Planning Points

Approximate Time Needed: 8 days (traditional schedule)
Correlation to English I SCS 1.02, 2.01, 4.01, 4.02, 5.01, 5.02, 6.01, 6.02
Correlation to NC High School Exit Exam Competencies: C1, C2, C3, C4, C5, C6, C7, PI9, PI13

• understand the features of film reviews
• understand the importance of director's choices in a film production
• review own needs and practice grammar and language exercises
• develop and refine reviews of films of their choice

Materials Needed:

• Film clips from 2 (or more) versions of the same film (Julius Caesar example used here)
• Magazines and/or newspapers with film reviews (Entertainment Weekly and Time work well)
• Computer with grammar program and/or written exercises targeting student needs
• Learning Center Activities handout and Peer Review guidesheet (attached)

Description:

• Brainstorm with students standards for evaluating films. Ask them to identify what makes a film enjoyable and worth seeing. Ask them to consider if there are differences between "movies" and "films," or if they've ever really enjoyed a film that received poor critical reviews. Help them understand the aspects that each reviewer considers (plot/action, character development, acting, sets/scenery, etc.).
• Read a sample film review and discuss how the reviewer addresses each of those aspects. Work with students to design a rubric for their film reviews. Include aspects of standards evaluation from the brainstorming activity above and also for grammar and language usage. (This is also a good time to talk about purpose, audience, and context, and what level of formality would be expected in a film review) Depending on films offered for viewing and on needs of students, consider having student analysis of film explore deeper socio-cultural aspects (i.e. how does the latest production of Hamlet, for example, reflect our society today? What does Braveheart's commercial success say about us?)
• The next day, review activities handout (attached) with students so that they understand activities and expectations for each day.
• As other groups get started and may need your attention, have conference group begin reviewing their folders and looking for patterns of errors or weaknesses.
• Meet with each member of the conference group for about 5 minutes to discuss what he/she discovers while reviewing paper. Help each student identify a target content weakness (organization, specific details, etc.) and language skill (tense agreement, variety of sentence beginnings, vivid verbs, etc.) to work on with this film review assignment. By the end of the 4th day, you will have conferenced with each student.
• On the 6^th day (or later), students will peer respond to drafts of a film review from a movie of their choice (viewed outside of class). Students can work in pairs or small groups and should use the peer review guidesheet (attached) in their responses.
• Before the final paper is due, allow an in-class workshop day for revision and working on the draft. If students have improved their papers since the peer response, they can get feedback on the effectiveness of the review. If they are confused about how to "fix" something, then they can get help from peers or teacher.

Assessment:

Written products from centers can be included as part of the process grade on the paper or graded separately for completion. Use class-developed rubric for formal assessment of the review.

Additional Notes:

• This organizational structure works well in situations where you have a limited number of resources (in this case it was computers) and several engaging activities for students.
• Students generally enjoy these activities and the chance to write about films, since they are generally so visually oriented.
• Remember to give student enough time to see a movie of their choice or from a list you have selected. If you don't want to read about slasher films or high school comedy, you will need to give them a list of appropriate selctions. Try to include movies that are well-done, yet still interesting to teens. Students can also review a film in video form, if you want to include older films. Sometimes it is also helpful to have an after school showing of an appropriate film, in case students will have difficulty getting access to films on their own (esp. due to transportation and/ economic issues).
• If you will allow them to review R-rated films, you may want to have a letter to their parents explaining the assignment and letting them know that students have choices about films to see.
• If you don't have access to a computer program like Language Lab, then you can select written activities for students to use instead. Depending on class needs and personalities, you might group students with similar needs and have them work together through the exercises or you might narrow down choices of language activities.

Teacher's Notes:

This week, we will be working in groups and moving through different centers each day. You will be responsible for completing the activities in the assigned center each day.
You will have a written product to turn in for each center; I will also be watching you!

Review Writing Folders; Conference with Teacher

Since we have written several papers, take the time to go through your writing folder and look at what you have accomplished so far. Make sure you skim your papers and that you read the comments from your peers and from me. Take notes about the following:

• List each paper, its grade, any grammatical/mechanical problems noted, and at least one strength and one weakness in its content.
• With which paper are you most pleased? Why?
• Which paper presented the biggest challenge to you? Why?
• From the grades and teacher feedback, which aspects of writing do you think are your strengths? Your weaknesses?
• Do you see any patterns of errors in grammar or mechanics?

Reading Movie Reviews

1. Read a movie review from one of the magazines provided. Identify the film and the reviewer, as well as the magazine source (title, date, page number).

2. Evaluate the review by considering the following elements (in a thoughtful written response)

   1. Content
      • Does the reviewer know and understand the movie? How can you tell?
      • What does the reviewer think of the movie? How can you tell?
      • What elements of the movie does he like? Does he dislike? Why?
      • Does the review intrigue you? Make you want to see the film? Does he add insights to a film already seen?
   2. Organization
      • Does the introduction draw you in? Why?
      • Does the paper flow nicely or seem to jump around?
      • Does the conclusion give you a sense of closure? A final insight? Why?
   3. Language
      • How would you characterize the author's perception of his/her audience? Does his style "fit" the type of magazine the article is in? why or why not?
      • Does the writer use cliches? Boring language?
      • Do the writer's words create vivid pictures? Convey details to show his points?
      • Does the writer vary his sentences?

Viewing Center

These movie clips present the opening scenes for two different productions of Julius Caesar. Divide your paper into two columns, like the sample below. Take thoughtful notes on each clip. (Rewind if your groups needs to and time permits.) Choose one production and write at least a paragraph about what the director wanted to emphasize to the audience. Be sure to support your points with specifics from the clip. In a second paragraph, consider how the director may have been influenced by or reflecting the historical and/or cultural time period of the film production even while telling a story set in ancient Rome.

Language Exercise: Target Skill

Go to one of the computers. Select Language Lab Platinum. Select the activity that matches your target language area (from our conference!) Begin with the first activity and follow directions. Complete as many activities as time allows. Be sure to Print Report when you're done. Then Quit out of the program. Note that your movie review should demonstrate your mastery of this skill!!

Independent Reading Day

Bring your literature circle book and journal for some quiet time to read this day. At the end of the period, note the pages read, along with a golden line (and why you choose it) and one good discussion question you can share with your group next week.

Film Review: Peer Response

Remember that your first concern should be the content of the paper; secondly, pay attention to organization. Lastly, mark any grammatical or mechanical errors you find.

As you read your peer's paper, do the following:

• Circle his/her evaluation of the film. Is it clear? Throughout the essay, number points that support that evaluation in the margin.
• Bracket the summary or description of the movie. It should be less than 1/3 of the review. Note if it is too long, boring, or confusing.
• Underline any analysis you find. Is it insightful? Supported? Note good and bad in margin.
• Mark any cliches (cl) or boring language (blah) you find.
• Note any especially vivid or effective sentences or passages with a a + :-) .
• Don't forget to note strengths and weaknesses seen in this paper.
• Answer the following questions on a separate sheet to give to the writer
  • Does the review intrigue you? Make you want to see the film? Does the writer add insights to a film you have already seen?
  • Does the introduction draw you in? Why?
  • Does the paper flow nicely or seem to jump around?
  • Does the conclusion have a sense of closure? final insight?
  • Do the writer's words create vivid pictures? Convey details to show his/her points?
  • On a scale of 1-6 (six being the highest), how would you rate this paper? What is the best thing about it? What needs the most attention?

After you have finished the responses above, ask the writer what his/her target areas for content and language skills are. Be sure to give him/her feedback on those areas as well.

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