Lesson Plans Grades 4-6 - Regent Park Film Festivalregentparkfilmfestival.com/wp-content/uploads/2012/08/...2012 | Educational Resources | Grades 4-6 7 Grades 4-6 DURING Viewing Lesson

Educational Resources

2012

Lesson Plans

Grades 4-6

2012 | Educational Resources | Grades 4-6

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Table of Contents

Introduction................................................................................................................................ 3

. •.4-6.Program.Synopsis............................................................................................. 3

Before Lesson Plan

. •.Activity:.Treasures.for.Teaching...........................................................................4

During Lesson Plan

. •.Key.Question:.How.do.we.shape.the.world.around.us? ................................. 7

. •.Activity:.Film.Critic.Guide.......................................................................................8

After Lesson Plan

. •..Key.Question:.How.do.we.shape.the.world.around.us? ................................ 9

. •.Discussion.Questions.............................................................................................. 9

. •.Summary.of.Activities............................................................................................. 9

. Activities.Appendix:

. . •.Flower.Power...............................................................................................10

. . •.Identity.Iceberg........................................................................................... 12..

. . •.Magazine.Media.Awareness.....................................................................14

Resources..................................................................................................................................15


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Introduction

Welcome.to.the.Regent.Park.Film.Festival’s.school.program..This.resource.

accompanies.the.films.presented.as.part.of.the.festival’s.program.for.grades.4.-.6..

It.provides.you.with.a.program.synopsis,.ideas.and.tools.to.help.prepare.you.to.see.

the.films,.follow.up.activities,.and.useful.references..We.hope.that.you.and.your.

pupils.have.fun.and.enjoy.learning.with.this.resource!

We.also.encourage.teachers.to.send.in.images.or.stories.of.their.classroom.

experiences.with.these.resources..We.would.love.to.feature.your.class.and.its.

creativity.on.the.festival.website.and.perhaps,.even.at.the.next.Regent.Park.

Film.Festival!

Regent Park Film Festival School ProgramGrades 4-6 films:

Sandy’s.Blue.Box

Divorce.Your.Parents

The.Mark

Beauty.Bites

What’s.Your.Story

The.Joy.of.Living

Second.Hand

The.School.Trip.

Program Synopsis:.Each.of.the.films.in.this.year’s.Grades.4-6.program.explores.the.idea.of.what.it.means.to.be.here.in.markedly.different.ways..What.does.it.mean.

to.be.a.child?.A.parent?.A.classmate?.A.neighbour?.A.citizen?.The.theme.that.

unifies.each.of.these.pieces.is.that.our.experience.of.here—any.here—is.shaped.

by.what.we.are.willing.to.bring.to.it..As.we.discover.in.this.program,.here.is.a.

reflection.of.our.hopes.and.desires.but.also,.importantly,.of.our.efforts..


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Grades 4-6 BEFORE Viewing LessonTreasures for Teaching

Because.these.films.deal.with.themes.of.“Who.Am.I?”.and.how.am.I.different.depending.

on.who.I.am.with.or.where.I.am,.several.lessons.that.are.found.in.the.TDSB.document.

Treasures.for.Teaching.4-8.will.prepare.the.students.for.viewing.the.films.at.the.festival..

Each.of.the.lessons.are.based.on.picture.books.readily.available.in.the.school.or.public.

library..There.are.multiple.lessons.for.each.book.that.address.a.variety.of.drama.and.

dance.expectations..Treasures.for.Teaching.4-8.can.be.found.in.most.TDSB.schools.or.

can.be.downloaded.from.the.following.link:..http://tinyurl.com/94pab28

Note:.You.will.have.to.log.in.with.your.TDSB.account..If.the.link.does.not.work,.login.to.TDSBweb;.go.to.Teachers.and.follow.these.links.on.the.left.side.of.the.page:. •.Teaching.and.Learning. •.The.Arts. •.Elementary.Drama.and.Dance. •.Treasures.for.Teaching.4-8.(you.can.download.a.pdf.version.of.the.whole.document)

The People Who Hugged the Trees,.An.Environmental.Folk.Tale,.adapted.by.Deborah.Lee.RoseThis.story.takes.place.long.ago,.in.India..It.is.the.story.of.a.little.girl,.Amrita,.who.loves.

the.trees.in.her.village..As.she.grows.older,.she.values.the.trees.for.their.protection,.as.

well.as.for.their.beauty..One.day,.however,.the.Maharajah’s.men.come.to.the.village.to.

cut.down.the.trees.to.build.a.fortress..Amrita.confronts.the.men.and,.through.her.brave.

words.and.actions,.convinces.the.Maharajah.that.cutting.down.the.trees.is.selfish.and.

could.have.disastrous.results.for.the.village.

The Elements.(“story”.printed.in.the.document)This.unit.explores.the.creation.of,.and.relationship.between,.two.distinct.communities..A.

legend.is.told.about.a.world.that.was.once.ruled.by.four.great.spirits:.earth,.fire,.water,.

and.air..These.spirits.battled.for.power.and.control.over.the.world,.eventually.creating.

strong.alliances..Over.time,.two.distinct.communities.emerged––one.representing.the.

people.of.earth.and.fire,.and.the.other.representing.the.people.of.water.and.air.

The Streets Are Free.by.KurusaThe.Streets.Are.Free.is.set.in.the.1950s.in.Caracas,.Venezuela..It.tells.of.people.who.

moved.from.farms.to.live.in.the.cities..Unfortunately,.the.cities.were.not.ready.to.receive.

these.people,.so.the.people.occupied.the.hills.surrounding.the.city


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Trupp.by.Janell.CannonThis.is.the.story.of.Trupp,.a.curious.Fuzzhead,.who.has.left.his.home.in.the.Red.Cliffs.to.explore.

the.wider.world,.and.Bernice,.a.homeless.person..Trupp.has.a.series.of.adventures.in.the.city.

before.he.meets.Bernice,.who.cares.for.him.and.helps.him.find.his.way.home.

The Woman Who Outshone the Sun by.Alejandro.Cruz.MartinezThis.is.a.story.about.a.woman.named.Lucia.Zenteno,.who.is.rejected.by.the.villagers.because.

she.is.different..They.spy.on.her,.call.her.cruel.names,.and.finally.drive.her.from.the.village..But.

Lucia.Zenteno.has.magical.powers,.and.when.she.leaves,.the.river.that.sustains.the.village.goes.

with.her..The.villagers.must.ascertain.how.to.get.the.water.back.

The Whales’ Song/Le chant des baleines.by.Dyan.Sheldon.and.Gary.BlytheThe.Whales’.Song.is.a.poetic.tale.about.a.young.girl.who.is.captivated.by.her.grandmother’s.

stories.about.whales..While.her.uncle.dismisses.these.stories.as.nonsense,.the.young.girl.

dreams.of.the.magical.whales.and.longs.to.hear.them.sing..Through.drama,.the.students.

explore.the.mysterious.visitation.of.the.whales.

The Giving Tree/L’arbre généreux.by.Shel.SilversteinThe.Giving.Tree.tells.the.story.of.an.evolving.relationship.over.the.course.of.a.lifetime,.

beginning.with.the.loving.bond.between.a.boy.and.a.tree.

Sun Flight by.Gerald.McDermott.(story.printed.in.the.document)This.is.the.story.of.the.Greek.myth,.Daedalus.and.Icarus..Daedalus.and.Icarus.spend.years.

building.a.palace.and.an.intricate.labyrinth.beneath.the.palace.for.King.Minos..Upon.completion.

of.the.palace.and.maze,.King.Minos.casts.Daedalus.and.Icarus.into.the.labyrinth.for.eternity..

Their.only.hope.of.escape.is.to.design.and.build.a.pair.of.wings.with.which.to.fly.out.of.a.crack.

in.the.vault..The.two.fly.out.of.the.labyrinth,.but.Icarus,.not.minding.his.father’s.warning,.flies.

too.close.to.the.sun.and.perishes.

Sho and the Demons of the Deep/Sho et les dragons d’eau.by.Annouchka.Gravel.GalouchkoThis.story.is.set.in.ancient.Japan..The.people.of.the.village.drown.their.nightmares.in.the.

ocean..The.nightmares.seep.into.the.water.in.the.form.of.demons,.causing.the.ocean.to.become.

disturbed.and.storms.to.erupt..Soon,.the.fishermen.are.afraid.to.go.fishing.and.the.markets.are.

empty..The.villagers.turn.to.a.young.girl,.Sho,.for.help.

Barefoot: Escape on the Underground Railroad.by.Pamela.Duncan.EdwardsThis.is.the.story.of.a.young.runaway.slave..The.narrator.tells.about.the.forest.creatures.that.

protect.the.slave.from.his.pursuers.and.guide.him.to.a.safe.house.along.the.Underground.

Railroad.


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Ghost Train/Le train fantôme by.Paul.YeeChoon-yi.is.a.young.girl.whose.father.is.forced.by.extreme.poverty.to.leave.his.family.

in.China.and.take.a.dangerous.railroad.construction.job.in.Canada..After.two.years.of.

sending.his.pay.home.to.China,.he.asks.Choon-yi.to.join.him..However,.when.she.arrives.in.

Vancouver,.she.learns.that.her.father.has.died.while.building.the.railroad..As.she.prepares.

to.return.to.China,.her.father.appears.in.a.dream,.imploring.her.to.paint.the.fire.car.that.

runs.on.the.railway.he.has.helped.to.build.

The Clay Marble by.Minfong.Ho.(Note:.this.is.a.novel)The.Clay.Marble.is.a.story.about.a.Cambodian.family.during.the.occupation.of.the.Khmer.

Rouge..The.family.was.just.one.of.thousands.of.families.separated.or.destroyed.by.war..

Dara’s.friendship.with.Jantu,.a.boy.at.the.refugee.camp,.gives.her.a.renewed.sense.of.

hope.as.she.searches.for.her.family.

Feathers and Fools/Plumes et prises de bec.by.Mem.FoxIn.this.story,.the.peacocks.and.the.swans.fear.each.other.because.of.their.differences..

Each.group.gets.caught.up.in.this.fear.and.prepares.for.an.attack.from.the.other.group..

of.birds..Is.there.any.hope.for.these.two.groups?

Dora’s Box by.Ann-Jeanette.CampbellDora’s.Box.is.a.contemporary.version.of.the.myth,.Pandora’s.Box..A.young.girl.grows.up.

without.knowing.pain.of.any.kind,.until.one.day,.she.opens.the.mysterious.box.containing.

all.of.life’s.miseries.

Mrs. Delaney, Source:.News.clipping.printed.in.documentThis.story.starter.uses.the.power.of.the.students’.imagination.to.broaden.the.story.to.

include.other.people,.events,.and.personal.history.within.an.imagined.context..Exploring.

the.universal.themes.of.loneliness,.responsibility,.and.the.importance.of.memories.helps.

students.communicate.their.own.feelings.and.deepens.their.understanding.of.the.elderly.

The Rabbits by.John.MarsdenThis.story.is.an.allegory.about.the.negative.impact.humans.have.had.on.the.environment.

and.on.each.other.

“Getting Ready for Class”,.Anonymous.Poem.(printed.in.document)Themes:.Identity,.peer.pressure


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Grades 4-6 DURING Viewing LessonKey/ Essential Question: HOW DO WE SHAPE THE WORLD AROUND US?Activities.teachers.can.do.to.help.student.engage.with.the.key/essential.question:.

Materials: Film Critic Guide (one for each student), clipboards, pencils

1. BEFORE going to the Film Festival,.introduce.the.concept.of.film.critic.to.students.and.let.them.know.that.as.they.watch.the.films,.their.purpose.is.to.view.the.films.as.film.critics..

The.Regent.Park.Film.Festival.would.like.their.ideas,.thoughts,.opinions.and.feelings.on.

each.of.the.films.to.inform.them.as.they.choose.films.for.next.year..Read.the.programmer’s.

synopsis.to.them.and.go.through.each.film.so.that.they.are.familiar.with.the.titles.

2. Go over the Film Critic guide..Explain.to.the.students.that.after.each.film.that.they.watch.they.need.to.quickly.check.the.appropriate.boxes.and.perhaps.add.a.few.words,.short.

phrases,.or.quick.sketches.to.remind.themselves.later.on..

3. Model using one or two examples.with.the.class,.personally.rating.a.recent.book.or.video.all.have.listened.to/watched..(If.needed,.have.students.do.an.example.sharing.their.

ideas,.thoughts,.opinions.and.feelings.on.a.particular.book/video.with.a.partner.based.on.the.

questions.in.the.guide.)

4. At the Film Festival,.if.students.did.not.carry.their.own.materials,.distribute.and.go.over.the.films.again,.reminding.students.that.the.films.will.be.shown.one.right.after.the.other.so.

they.won’t.have.time.for.detailed.work,.just.quick.notes..Emphasize.that.this.is.individual.ideas,.

thoughts,.opinions.and.feelings.(it.is.okay.to.have.a.different.response.from.their.friends).

5. At the end of the Film Festival,.the.host.may.call.on.students.to.give.their.thoughts,.feelings.and.opinions.about.the.films..Alert.your.students.to.this.possibility.and.encourage.

them.to.not.only.to.give.their.ideas,.thoughts,.opinions.and.feelings.about.each.of.the.topics.

listed.in.the.guide.but.also.to.explain.why.

6. Back at school,.this.discussion.can.be.continued..If.time.allows,.have.students.write.a.summary.report.for,.or.letter.to,.the.Regent.Park.Film.Festival.explaining.their.ideas,.

thoughts,.opinions.and.feelings.on.some/all.of.the.films.shown.and.make.recommendations.

about.the.type.of.films.that.should.be.included.in.next.year’s.selection..Continue.this.

discussion.back.at.school,.using.the.Grades 4-6 After Viewing Lesson.

Cross-curricular Connections: The.Arts:.(all):.Overall.Expectation.#2.-.after.being.a.Film.Critic,.students.can.go.on.to.reflect,.respond.and.analyze.other.art.forms,.including.their.own.productions..They.can.create.their.own.guide.using.the.same.or.different.questions.

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Be a Film CriticSANDy’S BLUE BOx

WHAT’S yOUR STORy

SECOND HAND

THE JOy OF LIVING

THE SCHOOL TRIP

BEAUTy BITES

DIVORCE yOUR PARENTS

THE MARK


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Grades 4-6 AFTER Viewing LessonKey/ Essential Question: HOW DO WE SHAPE THE WORLD AROUND US?Activities.teachers.can.do.to.help.student.engage.with.the.key/essential.question:

Discussion.questions:

What influences our experiences?

What influences who we are?

Why is it important to know who I am?

What makes us who we are? (What is identity?)

Do you have different identities for different situations? Why?

Where do we get the confidence or power to do special things?

What is your passion? What drives you?

How can we help others find the power they have to do special things in their lives?

How can we sometimes be a negative force in others’ lives?

Summary of Activities:

1..Power.Flower:.allows.students.to.think.about.their.identity.in.multiple.ways...

See.Appendix.I.

2..Identity.Iceberg:.allows.students.to.think.about.their.10%.versus.their.90%...

See.Appendix.II.

3..Magazine.media.awareness:.allows.students.to.view.media.critically..See.Appendix.III.


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Activities Appendix

I. Power FlowerObjective:..1.To.allow.students.to.think.about.all.of.the.different.parts.of.their.identity,.or.“what.makes.you.who.you.are.”.2..To.understand.that.every.person.has.multiple.aspects.

of.their.identity..3..To.begin.to.explore.the.idea.of.“identity”.and.what.comprises.identity..

Materials:.Hand.out.sheet.of.simple.flower.with.multiple.petals.and.circle.in.the.middle.

Instructions:1..Provide.each.student.with.a.sheet.and.some.markers,.pens.or.pencil.crayons.

2..Begin.to.explain.that.the.flower.is.a.metaphor.for.who.you.are.and.what.makes.you.

unique..“If.the.flower.represents.who.you.are,.each.petal.on.the.flower.represents.

different.parts.of.you..For.example,.on.one.petal.you.may.write.that.you.are.a.sister,.

brother,.friend.or.niece..Or.you.may.write.that.you.are.girl.or.boy.or.trans..In.the.middle,.

you.can.write.your.name.”

3..Some.of.the.aspects.of.our.identity.that.you.can.include.are:

Discussion:.It.is.important.that.students.begin.to.reflect.on.who.they.are,.what.makes.them.unique.

and.the.idea.of.“identity.”..Explain.that.it.is.complex.and.different.for.every.person..This.

activity.is.a.good.way.to.begin.conversations.about.identity.and.the.different.aspects.of.

it..You.can.ask.the.following.questions.but.it.is.important.to.not.feel.negatively,.as.the.

instructor,.if.you.do.not.know.the.answer..What.matters.is.that.the.conversations.are.

being.brought.up.and.discussed.in.the.safety.of.the.classroom.

. •.Did.you.learn.anything.new.about.yourself.when.you.were.creating.your.flower?

. •.In.your.own.words,.how.would.you.describe.“identity”?

. •.In.your.own.words,.how.would.you.describe.class,.gender,.race,.culture,.ability.etc.?

. •.Do.you.think.it.is.important.to.do.activities.like.these.and.have.these......

................discussions?.Why.or.why.not?

•..age

•.race

•.gender

•.class

•.religion

•.languages.spoken

•.ability

•.relationships.we.have

•.sexual.orientation

•.different.family.structures

•.interests/hobbies

•.goals.and.dreams


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Power FlowerOn each petal of the flower, write down one characteristic that

makes you who you are. Think of intersectionality and the “ism’s”.

After you have finished your flower, think about what aspects give

you power and what aspects take power away in Canadian society.


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Activities AppendixII. Identity IcebergObjective: 1..Similar.to.the.Power.Flower,.students.will.think.about.what.comprises.their.identity.but.also,.think.about.others’.identities..2..Students.can.understand.how.there.are.parts.of.identity.that.we.can.see,.and.parts.that.we.cannot.see..3..Students.will.learn.respect.for.others.

Materials:.Hand.out.sheet.for.each.student.of.an.iceberg,.submerged.underwater.with.a.small.part.above.the.surface.

Instructions:.1..Explain.that.sometimes.our.identity.can.be.compared.to.an.iceberg..10%.of.who.we.are.is.visible.on.the.surface.while.90%.of.who.we.are.is.invisible..Ask.students.what.they.think.that.means.for.them.and.if.they.can.relate.to.that.analogy.

2..Provide.each.student.with.a.sheet..Ask.them.to.fill.out.the.iceberg..The.top.portion,.10%.visible,.are.3.things.people.can.usually.see.just.by.looking.at.them..The.bottom.portion,.90%.invisible,.are.5.things.that.people.cannot.see,.things.that.you.wish.people.knew.if.they.got.to.know.you..Some.of.the.visible.aspects.can.be:.

•..Age....•..Race...•..Gender...•..Class...•..Religion...•..Ability

Some.invisible.aspects.can.be:

•..Relationships.we.have•..Sexual.orientation/different.family.structures•..Interests/hobbies•..Goals.and.dreams•..Experiences•...Family.history

•..Needs•..Beliefs•..Feelings•..Talents•..Ambitions•..Assumptions

Discussion: Similar.to.the.Power.Flower,.it.is.important.that.students.begin.to.reflect.on.who.they.are,.what.makes.them.unique.and.the.idea.of.identity..Explain.that.it.is.complex.and.is.different.for.every.person..This.activity.is.a.good.way.to.have.conversations.about.our.identities.and.how.we.cannot.judge.or.assume.anything.about.someone.just.by.looking.at.them..You.can.emphasize.the.idea.of.respect.and.the.importance.of.getting.to.know.each.other.rather.than.judgment..You.can.ask.the.following.questions.but.it.is.important.to.not.feel.negatively,.as.the.instructor,.if.you.do.not.know.the.answer..What.matters.is.that.the.conversations.are.being.brought.up.and.discussed.in.the.safety.of.the.classroom.

•..Did.you.learn.anything.new.about.yourself.when.you.were.creating.your.iceberg?•..In.your.own.words,.how.would.you.describe.“identity”?•..In.your.own.words,.how.would.you.describe.class,.gender,.race,.culture,.ability.etc.?•...Do.you.think.people.judge.you.before.they.get.to.know.you?.If.so,.why.do.you.think.that.is?•..Have.you.ever.judged.someone.before.you.got.to.know.them?•..How.can.we.prevent.judgment.of.others.and.cultivate.respect.and.honouring.differences?•..Do.you.think.it.is.important.to.do.activities.like.these.and.have.these.discussions?.Why.or.why.not?

•..Ability-.Religion-.Languages.spoken-.Class


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My IcebergPeople are similar to icebergs. You can only see 10% of them.

The other 90% is under the surface. Create your own iceberg

on the lines below.

3 Things people know about me:

1. _________________________________

2. _________________________________

3. _________________________________

5 Things people don’t know about me:

1. _________________________________

2. _________________________________

3. _________________________________

4. _________________________________

5. _________________________________


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Activities AppendixIII. Magazine Media Awareness

Objective: 1..To.have.students.understand.forms.of.media..2..Help.students.gain.awareness.of.the.influence.of.media..3..Have.students.gain.awareness.of.who.is.represented.and.who.is.not.represented.in.the.media.

Materials:.Different.kinds.of.magazines,.about.health,.body,.beauty,.celebrity,.sports,.news.etc..

Instructions:.1..Look.through.magazines.and.find.examples.fitting.specific.criteria.(E.g..skin.colour,.size,.someone.who.looks.like.you,.disabilities,.age,.culture,.etc.)

Discussion: Share.and.discuss:.What.are.different.forms.of.media?.How.does.it.influence.us?.What.are.stereotypes?.What.are.the.consequences.of.being.shown.stereotypes?.How.do.stereotypes.influence.people?.Who.makes.media?.Who.are.the.pictures.aimed.at?.Who.is.represented?.Who.is.not?.


15

Resources

NFB Resourceshttp://blog.nfb.ca/blog/2012/01/11/want-to-create-stop-motion-films-we-made-an-app-for-that/

The.NFB.stop-motion.app.PixStop..Originally.created.for.the.NFB.education.initiative,.this.app.is.

user.friendly.enough.for.use.in.the.classroom..Free.in.Canada!

http://www.nfb.ca/

Hours.and.hours.of.free.movies.can.be.streamed.through.the.NFB.site.or.their.free.moving.

watching.app.

http://www.nfb.ca/education/

Tons.of.resources.for.teachers.including.education.playlists,.curriculum-based.resources.and.

study.guides,.including.lesson.plan.ideas.for.using.PixStop.app..All.free.in.Canada.

Animate it!http://www.animateit.org.uk/home/

Collaboration.from.several.studios,.including.Aardman.Animations,.this.is.an.online.and.

soon.to.be.phone/tablet.animation.app.specifically.designed.for.children..

Special Deliveryhttp://tiff.net/tiffkids/festival/specialdelivery

Special.Delivery.is.a.TIFF.programme.that.reaches.out.to.youth.in.under-served.local.

communities.who.may.not.otherwise.have.access.to.the.film.festival.experience..Special.

Delivery.brings.film.screenings,.director.discussions.and.film-craft.workshops.to.schools.

and.community.groups.free.of.charge..Over.the.past.ten.years,.Special.Delivery.has.

reached.almost.12,000.children.and.youth.across.the.Greater.Toronto.Area.

Special.Delivery.presentations.and.workshops.are.available.for.daytime,.evening.or.

weekend.sessions..There.is.also.flexibility.in.the.selection.of.films.and.type.of.workshop..

To.discuss.the.particular.needs.and.interests.of.your.group.and.for.further.information,.

please.email.us.([email protected]).

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