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Julius Caesar Final Project Freeze Frame. EDT 658 Multimedia. Lesson Plan. Grade and Subject: Sophomore English School District: Mayville High School Date: April 1, 2010 Duration: 6 to 7 days Author: Lynelle Reak. Subject Specific. State Standards.
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Julius Caesar Final Project Freeze Frame EDT 658 Multimedia
Lesson Plan • Grade and Subject: Sophomore English • School District: Mayville High School • Date: April 1, 2010 • Duration: 6 to 7 days • Author: Lynelle Reak
Subject Specific State Standards • A.12.1 Use effective reading strategies to achieve their purposes in reading. • A.12.2 Read, interpret, and critically analyze literature. • A.12.4 Students will read to acquire information. • B.12.3 Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in oral and written communications. • D.12.1 Develop their vocabulary and ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication. • E.12.1 Use computers to acquire, organize, analyze, and communicate information. • E.12.3 Create media products appropriate to audience and purpose. • E.12.4 Demonstrate a working knowledge of media production and distribution.
State Standards Technology Specific • A.12.1 Use common media and technology terminology and equipment. • A.12.2 Identify and use common media formats. • A.12.3 Use a computer and productivity software to organize and create information. • A.12.5 Use media and technology to create and present information. • C.12.2 Appreciate and derive meaning from literature and other creative expressions of information. • C.12.4 Demonstrate self-motivation and increasing responsibility for their learning. • D.12.1 Participate productively in workgroups or other collaborative learning environments. • D.12.2 Use information, media, and technology in a responsible manner. • D.12.3 Respect intellectual property rights.
NETS STUDENTS • 1. Creativity and Innovation • 4. Critical Thinking, Problem Solving, and Decision Making • 5. Digital Citizenship • 6. Technology Operations and Concepts
NETS TEACHERS • 1. Facilitate and Inspire Student Learning and Creativity • 2. Design and Develop Digital-Age Learning Experiences and Assessments • 3. Model Digital-Age Work and Learning
Objectives At the end of this lesson, students will be able to: • “get into the heads” of the characters of The Tragedy of Julius Caesar. • Identify and analyze characters true motives throughout the play. • Plan critical “freeze-frame” moments from the play. • Create computerized posters using www.pixlr.com. • Present their work in a slideshow format .
STUDENT PROCEDUREWhat is the goal of this project? • Objective: Get “into the heads” of the characters in The Tragedy of Julius Caesar. Picking a critical scene from the play, create a posed freeze-frame in which key characters/figures are represented making key decisions. Add the thoughts or words of each of the characters present to the photograph and “posterize” the entire scene using www.pixlr.com.
Procedure • Form groups. Your group will be assigned one Act from The Tragedy of Julius Caesar and must create a digital tableau photographed by Mrs. Reak. • Pick a few critical moments from The Tragedy of Julius Caesar (from the Act your group has been assigned.) The number of critical moments coincides with the number of group members. Ex. 5 members = 5 critical moments.
Procedure • Each person in your group must appear at least once in a critical moment. • For each critical moment chosen, analyze the characters and plan out how those characters would be posing. For example, would the character be standing, sitting, jumping, etc. Try to interpret all aspects of body language including facial expressions and eye direction. • Posing must be complete and ready-to-go for each character represented before the photography session.
Procedure • After posing is planned, analyze the characters once again and plan out what those characters are thinking. You may have to include what the characters are saying as well, but the thoughts are more important to the scene. You must go BEYOND the obvious for the characters. What are their deepest thoughts and feelings at the very moment that the scene is photographed? Really get into the characters’ heads and try to see the scene from their perspectives. “Be able to try on someone else’s shoes and walk around in them for a while.” Atticus Finch (To Kill a Mockingbird.)
Procedure • Explain all critical moments in writing for approval by Mrs. Reak. • Mrs. Reak will photograph each critical moment. (The class will visit the library after spring break to complete the projects.) Upload photographs to www.pixlr.com. “Posterize” the photograph – under “Adjustments” tab. Level 3 seems to be the best to make photo look like a comic book. • Layer in thought bubbles or voice bubbles (from Google images) for each character in the scene. Also layer in a text box (rectangular shape.)
Procedure • Insert text into the thought/voice bubbles of what the characters are saying, or more importantly thinking. • Mrs. Reak will upload photos onto her flash drive and then transfer images to your student accounts. • You have two class days to prepare and plan for your freeze-frame moment
Slide show • And now for the final presentation… • All scenes were put into chronological order and presented in a slideshow movie. • The movie was put together by Mrs. Reak with timing and music. • Students watched their “movies” in class.
