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FILM ADAPTATION LESSON
Class:
SPEAK
LESSON PLAN DATE: Sept.27th, 2017 SCHOOL:
TIME: 50 min CLASS: Grade 9 English
DURATION: 1 period CYCLE: Secondary, Cycle II
OBJECTIVES To critically deconstruct the film adaptation
Students will be able to determine artistic/literary techniques in
text (film and novel).
Students will further understand how technology is used in the
world of literature.
Students will further understand how to respond to an adaptation
of a novel.
SWBAT to analyze the extent to which a filmed or live production
of a story or drama stays faithful to or departs from the text,
evaluating the choices made by the director or actors.

GOAL To determine how technology expresses the message of a novel.

GROUP SIZE During group work students will work in groups of 2-3.

MATERIALS Novel Speak

PowerPoint
White board
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Earbuds
Pencil

PROFESSIONAL COMPETENCIES:
To act as a professional inheritor, critic and interpreter of knowledge or culture when
teaching students. (Competency 1)
To evaluate student progress in learning the subject content and mastering the related
competencies. (Competency 5)
To plan, organize and supervise a class in such a way as to promote students' learning and
social development. (Competency 6)

ELA COMPETENCIES:
1. Uses language to talk/communicate and to learn
2. Reads and listens to written, spoken and media texts

CROSS CURRICULAR COMPETENCIES:

Exercises critical judgment (Competency 3)
Cooperates with others (Competency 8)
Communicates appropriately (Competency 9)

BIG IDEA How does technology further express the messages of a novel?

ACADEMIC 1. Adaptation
LANGUAGE
DEMANDS
TEXTS 1. Speak by Laurie Anderson
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Speak the film on YouTube:
2. https://www.youtube.com/watch?v=6Rby-el5dis

TIME: LESSON PLAN

10 mins Routine: attendance, D.E.A.R(Drop everything and read)

5 mins Introduction:
1. Explain the topic film adaptation.
2. Open question: What are some of the adaptations you have seen? What makes a good
film adaptation? (groups of 2-3).
3. Discussion of answers.
4. Brief PowerPoint
5. Introduce and explain the activity for the period.

30 min Development:
1. Model a scene analysis compare and contrast. 1. Read passage then watch film
segment. Afterwards, complete worksheet.
2. Students must get into groups of 2-3 and compare and contrast the second scene. If
there is enough time they will do another scene.
3. Allow students to work for 30 mins
4. End activity

5 min Closure:
5. Recap/ Summarize the lesson.
6. Introduce the homework
7. End class
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Assessment:
1. Formal Assessment:
The compare and contrast worksheet must be submitted by the end of the class. This
will allow me to assess whether comprehension has transpired in regard to big
question.
The students will also complete a 150-word reflection that will allow them to
deconstruct how technology helped to adapt the novel a build meaning. As this
reflection is individual, I will be able to assess each student individually. Take note of
insightful questions/response concerning the topic during group discussions
Assess whether students utilize the terms adaptation, lighting, theme, special effects,
dialogue, character etc.) during nuanced discourse as well as in their response.
Pay attention to body language.

Extra Note:

For homework, students must write a 150-word reflection to the question: Based on
the scenes viewed in class, what themes were highlighted? What were some of the
technological tools used and how did it help adapt the novel? If you were to adapt a
scene what would you add or remove to get a better adaptation.
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Read the passage on pg.45-46 Nightmare

1. What do we understand about the character and plot (context)?

2. What is the theme?

3. What is the mood?

4. What literary devices are used? How does it relate to the theme?

NOW LETS COMPARE WITH THE FILM Watch scene 20:45

1.Is the mood the same or different?

2. How was technology used?

2. Are there any changes to the storyline (context)? If yes, what are the changes. Why do you think those changes were made?
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3. Which scene is more effective in portraying the theme, why?

4. What technological tool would make this scene better?

Read page 62-65 starting from I crumple the paper and lay out the bones

1. What do we understand about the character and plot (context)?

2. What is the theme?

3. What is the mood?

4. What literary devices are used? How does it relate to the theme?
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NOW LETS COMPARE WITH THE FILM Watch scene 34:50-37:30

1.Is the mood the same or different?

2. How was technology used?

2. Are there any changes to the storyline (context)? If yes, what are the changes?

3. Which scene is more effective in portraying the theme, why?

4. What technological tool would make this scene better?

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Popcorn Questions:
1.How does the scene 1:13:00- 1:30:00 relate to the main theme of the novel? Explain, providing facts.
2. What kind(s) of technological tools were used in scene 1:25:00 -1:32:00 ? What was the purpose? How did it make you feel?
3. How does scene 58:16 reflect the relationship between Melinda and David?
4. How does scene 51:41 reflect the cover of the novel. How is it significant?
5. Compare what Melinda says in 15:23- 15:30 to what David says in 59:40- 59:56, who is right?
6. Scene 1:13:00 -1:30:00 parallels which literary device? How is this meaningful to understanding Melindas struggle?
7. Is the character of Melinda accurately portrayed in scene 1:12-2:07? Please explain.
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Techniques Used in Film:

1. Camera position: Where is the camera angled?
Whose point of view are we seeing?

2. Lighting: Is it dark or bright?

Is it indicating anything about the mood, plot, or character(s)?
3. Audio/ Sound (includes music):
Is there background noise?
Are the character(s) whispering or speaking loud?
Is the dialogue clear?
Is there background music?
4. Set design:
How does the environment in the scene look? What are some of the props?

5. Post production (editing, special effects):

Are there special effects?
How are transitions used?

6. Actors (wardrobe; makeup; body language; expressions):

How do the characters act?
Look at body language, expressions, clothing, and makeup; what does it tell
the viewers?
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