Filamentality+Lesson+Plan+SAM

(Artifact: link to real world, website, book, picture, etc.) || * Teacher will allow the students to use the computer and internet to use the teacher-made filamentality activity on film and literature by using the filamentality website. (Factual information/Vocab Includes sample feedback loop) || Questions Vocabulary:
 * **Lesson Title:** || **Filamnetality Lesson:**
 * Introduction to Literature and Film** ||
 * Subject Area: || Language Arts ||
 * Grade Level: || Eleventh Grade ||
 * Unit Title: || Literature of the Screen- Alice in Wonderland ||
 * GLCEs/ HSCE: || **CE 2.1.4** Identify and evaluate the primary focus, logical argument, structure, and style of a text or speech and the ways in which these elements support or confound meaning or purpose.
 * CE 3.2.1** Recognize a variety of literary genres and forms and demonstrate an understanding of the way in which genre and form influence meaning.
 * CE 4.1.1** Use sentence structures and vocabulary effectively within different modes. ||
 * METS-S/NETS-T || **NETS-S.3.d.** Process data and report results.
 * NETS-S. 3.b.** Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media ||
 * Essential Questions: || * Why is literature important?
 * Why do I need to analyze literature?
 * How do I analyze literature?
 * Why is film important?
 * How do I write a paper?
 * How are film and literature related? ||
 * Objectives: || After researching the websites provided for the treasure hunt on literature of the screen students will be able to: Define and identify key elements of literature, film, and drama by matching the definitions to the correct question which includes: Plot, Setting, Character, Conflict, Symbol, theme, and Point of View
 * Report the connections literature and film have by listing the information in the space provided. These are action, images, words replicating life, and language is important.
 * Identify by filling in the space provided on what topics and information are appropriate when writing a comparison. These are content and form, cultural contexts, functions, and evaluation
 * Explain and identify literary criticism theories by listing and reporting a summary of the critical theory viewpoints. The criticisms are: New Criticism, Formalism, Myth criticism, Psychological Criticism, Biographical and historical criticism, Feminism and gender criticism, and Marxism Criticism.
 * Students will demonstrate sentences writing skills by complete grammatically correct sentences for responses ||
 * Tools and Resources: || * Filamentality website
 * Various websites provided on the treasure hunt
 * Computer with internet connection
 * Printer to print finished treasure hunt ||
 * Rationale: || The websites provide detailed information that the students receive by viewing and putting the information together themselves. By self-motivating the students by researching for themselves it helps with their researching skills. Students who would not learn through a lecture will benefit from this as well as students that benefit from other learning strategies. The students visit each website and absorb information that will be beneficial further in the unit. This lesson severs as a stepping key and engaging way for students to learn information they will be facilitating later in the unit. ||
 * || **Sequence of Activities:**  ||
 * Anticipatory Questions/Activity: || Students will start to complete a KWL chart. The chart tracks what a student knows (K), wants to know (W), and has learned (L) about a topic. Students will be handed out a worksheet with a KWL chart. This will cause students to think deeply about what literature and film means. The first two sections of the handout will be finished before the filamentality activity is completed and the last will be finished after. (See Link for @KWL handout) ||
 * Body of Lesson Plan:
 * //Segment #1//**
 * Students will gather information that is both new and old is reinforced. The knowledge will help with paper writing and how to analyze both film and literature.
 * The websites visited will gave a backdrop for students to use later for lessons in this unit. ||
 * **//Segment #2//**
 * Are film and literature similar?
 * Student Answer: Yes, both have similar elements and both illustrate an image of a writer.
 * What theory uses the author’s life in a way to analyze it?
 * Student Answer: Biographical or a combination of Biographical and historicism.
 * What is related to a rising and falling action:
 * Student answer: a plot.
 * Plot, Setting, Character, Conflict, Symbol, theme, and Point of View.
 * New Criticism, Formalism, Myth criticism, Psychological Criticism, Biographical and historical criticism, Feminism and gender criticism, and Marxism Criticism

Students will gain knowledge of literary theories and skills to writing a well written paper or written response. || (Includes multiple intelligence strategy: Hands-on, small groups, reteaching strategy) || Students that finish more quickly will become an expert and help those who are struggling. Students who learn by repeating the information will get a chance to see the questions and answers more readily. Students who learn from hand-on activities will get these by researching for the answers to the questions. Students will separate in groups after all filamentality questions are answered and compare answers. Groups will then share their answers with the class. || (Detailed directions on how to complete activity) || • Teacher will pass out the KWL chart and explain to students what the worksheet is. • Students will have 5 minutes to fill in the first two sections of the chart. • Students will go down to the computer area where they will go to the website put on the weekly agenda. • Students will read the directions on the website. After reading the directions they will go to the directed websites and fill in the blanks. • The students that are done quickly and accurately will help the students in need. Promoting student teaching and helping those who learn by peer interaction. • After students complete the activity they will work in groups and their answers. • Each group will take turns answering questions to the classroom • When all questions are explained and answered students will fill in the third section of the KWL chart. • The chart will help the teacher check what information is retained and what information is of interest to the students. ||
 * **//Segment #3//**
 * **//Segment #4//**