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Instructional Goals:
This activity will help students:
Learning Objectives:
Motivational Goals:
Dry erase board and markers
Handout and pencils
Computer and printer access
Internet connection
Laptop, projector, screen
The Outsiders on DVD
Table tent cards
buILder link - http://www.informationliteracy.org/builder/view/1372SLMS begins the lesson by telling the students that their English teacher shared with her that they just finished a successful unit on The Outsiders, by S.E. Hinton. “Can you tell me what in particular you liked about the book or the unit?” Student comments are taken and conversation is facilitated by the SLMS.
SLMS continues, “As your teacher has told you, I have arranged for us to meet here in the library for two double periods. Today is day one, and the next day will be in 2 days, where you will come to the library instead of English class. I will remind you during the morning announcements that day. The reason for this change is that I will be showing you the movie version of The Outsiders. We will be viewing the movie with an eye toward comparing and contrasting the book with the movie. When you think about comparing and contrasting a book and a movie version of a piece of literature, what are some aspects you would want to keep in mind?” Students brainstorm ideas while the SLMS writes these on the board. SLMS fills in areas that were missed and encourages/acknowledges answers provided by the students.
Body:
Day One:
SLMS provides each student with the “Compare and Contrast” handout and passes the pencil box which circulates to all the students. SLMS states, “Please put your name and date on the handout. As you can see, there are a number of learning objectives I have set out for this unit.” SLMS reads each objective and the task and describes what they entail. “The Venn diagram is provided for you on the flip side of this page. (SLMS points to diagram.) The graphic shows that you will be comparing and contrasting a book with its movie/DVD version. Anything that is strictly from the movie should be listed in the green section of the oval. Likewise, anything strictly from the book format should be listed in the blue oval section. When both the book and movie share the same depiction of a character or scene, etc., (points to the list on the board) list that in the intersecting oval. You might need more room, so feel free to list it outside the ovals and draw a line to show it belongs in that intersecting area. You must list two items in each section. Therefore, you must have a minimum of six items listed on the page. If you choose to list more, your grade for this unit will be higher. I will be collecting these handouts at the end of the movie. When we meet again, we will break up into small groups to share our ideas and create a book/movie review, using the computers. Each group will print off their review and present it to the class. The entire class will vote for the “best” review, which will be submitted to the school newsletter for publication. In addition, for those of you who just need to find out “more”, I have created a web-based activity which focuses on the author, S.E. Hinton. It is an optional activity that will give you the opportunity to try out a technology-based learning activity. I will be interested to see what you think about this new way for teachers to present information. We will talk more about that in a few days. Before we get started on the movie, are there any questions?” When all have been answered, the SLMS begins the movie.
Day Two:
Morning announcement to remind students to report to library instead of English class. The English teacher will attend this lesson and assist students. Prior to class, the SLMS selectively (chooses to group students with differing learning needs) divides the class into five groups. Each students’ name is listed under one of the five group names: Greasers, Socs, Ponyboy, S.E. Hinton, and The Outsiders. Each table has a tent card on it with the group name and student names listed. The handouts and pencils from last week are placed on each table where the student is grouped. Additional paper is provided. An outline of the tasks are listed on the board also. It reads:
The SLMS states, “Welcome back! I have divided the class into small groups, so please quickly look for your name and have a seat at the table.” SLMS helps students to find their spots. SLMS continues when all students find their group and their papers. “As you remember from two days ago, you listed both similarities and differences between the movie and book formats of The Outsiders. I looked at these diagrams and noticed that each person had at least six total observations listed. Many of you had more! Today, we will begin by having each student share their list with others in their group. (SLMS points to outline on dry erase board.) I will remind you of my library rules by saying that all students must listen when others in their group are presenting their information. All students must be respectful of ideas and opinions. After each student shares, groups will then discuss and narrow down what information would be important to use for a movie/book review. Remember that each group will eventually present their review and one review will be submitted to the school newsletter. There is extra paper to jot down ideas and notes. Each group will need a recorder, a Word document producer, and a review presenter. You will have 20 minutes to complete this activity.
Next, the group will go over to the computers and create the review in a Word document. You will have 20 minutes for this activity also. When everyone is satisfied, the group will print the final copy which will be read to the class by the presenter. Let’s begin with the group sharing.”
As groups share, SLMS and teacher circulate amongst the groups listening and observing. They jot down notes about the group process they observe. Questions are answered if asked and informative feedback is given when deemed necessary. After 15 minutes, SLMS states, “We have five minutes before it is time to move to the computers. Your group should be tying up loose ends regarding what you plan to include in your review. If you feel your group is ready, you may go to the computers to begin the next task of creating the review on a Word document.”
After 20 minutes has passed the SLMS states, “It is time to move to the computers. They are already turned on. Please pull up a Word document and begin your review writing process. You will have 20 minutes to create and print your review.” Instructors move with students to computer area, and continue as before, observing, taking note of discussions and critical thinking process and group interaction. Students that seem to be holding back or not participating are encouraged through facilitation of discussion within the group.
When 15 minutes have passed, the SLMS states, “We have 5 minutes left so please finalize your review and print it off for the presentation.”
When 19 minutes has passed, SLMS states, “Everyone should be printing the final review at this moment. We have one minute left. All groups are asked to bring their copy of the review back to their tables. Presenters should be prepared to start in one minute.” Students walk over to the original tables.
When students are settled in and time is up, SLMS begins to speak. “Everyone has been working very hard today. I have noticed some great collaboration and heard discussions that reflected great critical thinking. I look forward now to hearing your reviews. Please be courteous to your fellow classmates and listen while they are presenting their review. You will need to decide which of all the reviews presented is the best one to submit to the school newsletter for this month. Let’s begin with the S.E. Hinton group.”
As each group presenter reads their review, the students clap at the end. Then the SLMS states, “I would like for at least two people to share a positive comment about the review that was presented. For example, you can begin by saying, ‘I liked when you said……or I liked how your group included….’. Please raise your hand to provide a comment.” As students raise their hand, 2-3 students are called upon to provide positive feedback to the group. Either the SLMS or teacher voice an additional comment that was not pointed out.
Each group gets a turn. When all are complete the SLMS states, “You all did an excellent job and I found it interesting to hear the different aspects of each groups’ review. As you read reviews of books and movies, you will need to keep in mind that the reviews are as varied as the people who write them. If you start to follow a particular reviewer's reviews, you might even be able to predict what they will state on a particular book or movie. People have varying perspectives on the same book or movie as you may have realized during your small group discussions. Now it is time to decide which of the reviews should be included in the next school newsletter.” Pointing to the board where the group names are written, the SLMS smiles and says, “Remember, you can only vote once! Who votes for the ‘Greaser’ review?” The SLMS counts out loud and writes the number next to the name. She/he continues down the line until every group has been voted on. The winner is announced and the group claps.
Conclusion:
Day One:
Time is tight today. As the movie ends, the bell rings. The SLMS turns off the DVD and asks students to be sure their name is on the paper and to leave their Venn diagram and pencils on the table. “Thank you. I will see you in two days.”
Day Two:
The SLMS states, “In preparing for this same lesson next year, I would like to get some feedback from the group about what they liked and what they did not like about this unit, so that I can make it better for future students. Please raise your hand to share any thoughts you have.” SLMS receives feedback from students and thanks them for their honest opinion. The SLMS starts again, “With the last 10 minutes of the class, I would like to introduce you to a new way that teachers are beginning to help students learn new things. It is a totally web-based activity and I will show you how it works.” I am offering this activity for the first time and am interested to see how you like it and what you think of it. This is not required, however, if you would like to participate in it, I will let you choose a free book from my “Book Nook” once you complete a handout I made to go with the buILder activity. SLMS clicks on web-based buILder lesson. “I based this lesson on the author, S.E. Hinton, so that you could learn a bit about the author’s life and what she has to say about her writings and the movies that have been made about her books.” SLMS takes students briefly through the lesson and explains how they follow along and answer all the questions on the handout. She states, “If any student is interested in working on this activity, I am leaving the handouts here for you to use. You are welcome to come to work on it this week in the library during your study hall period, lunch, or after school. You may also work on it at home as I know many of you have computers in your house. Another place to consider is the public library. Feel free to pick up a handout and if you have any questions about it, please see me. I look forward to hearing what you think about this new use of technology, and also to see if you can find answers to the questions I ask about S.E. Hinton!” Bell rings and students leave. Later, teacher and SLMS discuss this lesson and any changes that we might want to consider for next year. We reflect on the input students gave us.
