- 1. Links Student Page Title Introduction Task Process
Evaluation Conclusion Credits [ Teacher Page ] Designed by Tegan
Waters [email_address] Based on a template fromTheWebQuestPage
Great Movie, Better Book A WebQuest for 8 thgradeEnglish Elective
Process Page Two Process Page Three
2. Introduction Student Page Title Introduction Task Process
Evaluation Conclusion Credits [ Teacher Page ] Welcome to
Hollywood!This is Tinseltown the land where dreams are made.As
up-and-coming members of the world of filmmaking, you have the
tremendous burden before you of adapting a book into a movie.It
will not be simple, but with the right tools, and a little bit of
creativity, you will be able to come up with some great scenes for
your new feature presentation.As producer of your film, I will
divide you into groups of three to work on your next big
blockbuster.You will each take on an important role in the process
the screenwriter, the cinematographer, or the director.You will
learn more about these three crucial roles in a moment. Process
Page Two Process Page Three Links 3. The Task Student Page
Introduction Task Process Evaluation Conclusion Credits [ Teacher
Page ] Of the four novels we have read as a class this semester,
you and your teammates, or filmmaking crew are going to choose the
one that you will use to create a movie.Your ultimate goal is to
come up with all the pieces that go into making a great film.You
will be implementing knowledge you have learned about how to use
Microsoft publisher, and you will also be submitting typed
documents.Most importantly however, you will actually be using a
digital camera to videotape your scenes.The story is already there
for you; you must only choose two meaningful parts to represent.At
the end of filming your great new movie, you will share your work
with the voting committee of the most prestigious film award of our
time the Waterjug. Title The highly coveted Waterjug Process Page
Two Process Page Three Links 4. The Process Links Student Page
Title Introduction Task Process Evaluation Conclusion Credits [
Teacher Page ] You have already been assigned to your filmmaking
crew (or groups of three you and two other classmates).Together the
three of you have decided to create your movie using two meaningful
scenes in one of the four novels we have read this
semester.Remember, these include: ~ Matilda , by Roald Dahl ~ Tuck
Everlasting , by Natalie Babbitt ~ Bridge to Terabithia , by
KatherinePaterson ~ Of Mice and Men , by John Steinbeck What about
these films stood out to you?Think about the characters, setting,
dialogue, etc.What are the similarities between the book and the
movie?What are the differences?With these questions in mind, you
will each vie for one of the premier roles in the industry
screenwriter, director, or cinematographer.Filmmaking is an
intensely collaborative effort, and just like in Hollywood, you and
your classmates will work together as a team to create two (2)
scenes from this semesters novel of your choice.Process Page Two
Process Page Three 5. The Process Student Page Title Introduction
Task Process Evaluation Conclusion Credits [ Teacher Page ] Take
some time to look through the websites on the links slide.These
will tell you about the various requirements associated with the
jobs in the industry.Using this information, decide whether you
want to be a screenwriter, a director, or a cinematographer.(Please
bear in mind, you will all be working together as a team, sharing
in the responsibilities of this assignment.)In addition to the
tasks assigned to all of you in this WebQuest, you will each have
one additional responsibility: Screenwriter you will transcribe
(type up) the script you and your classmates create.Turn in a final
copy (typed and free of spelling or grammatical errors) to your
producer (me) no later than next Friday. Cinematographer you will
sign the sheet to check out a digital camera.You are responsible
for getting any additional materials you may need, such as film or
a tripod.You must keep the camera safe and turn it back in at the
end of your project. Director Your task is to design the storyboard
as you and your classmates discuss ideas about the scenes you will
make from your novel.Process Page Two Process Page Three Links 6.
The Process Student Page Title Introduction Task Process Evaluation
Conclusion Credits [ Teacher Page ] All three of you will manage
the multitudinous bits and pieces of this assignment together,
working as a team.However, use your strengths to your advantage to
make your movie the best that it can be. After you have chosen the
two scenes you wish to recreate, you must begin to storyboard.Your
scenes do not need to flow smoothly together; they can be any
important aspect of the novel that you wish to work with.Please
print out and use the storyboard template for which you will find a
link on the following page.The storyboard will serve as a rough
basis for the dialogue that you will put into your script.This is a
written version of how you hope your scene will come out after
filming. Once you have planned out your scenes, you are ready to
find actors!Decide how many people you will need, and what kind of
characteristics they must possess to be chosen for a role.Then use
Microsoft Publisher to make a flyer advertising your auditions.We
will hold auditions the last Friday before the long weekend.All
thats left now is to film and present!Good luck to you, and
remember, your producer is available should you have any questions.
Process Page Two Process Page Three Links 7. Links Student Page
Title Introduction Task Process Evaluation Conclusion Credits [
Teacher Page ] http:// www.craftyscreenwriting.com/hook.html
http://wikipedia.org/http://www.hitsquad.com/news/features/interview_with_film_composer_cody_westheimer/
http://www.bottin.it/thesis/
http://www.wisegeek.com/what-is-a-cinematographer.htm
http://www.britannica.com/EBchecked/topic/394107/motion-picture/52246/Role-of-the-cinematographer#tab=active~checked%2Citems~checked&title=motion%20picture%20%3A%3A%20Role%20of%20the%20cinematographer%20--%20Britannica%20Online%20Encyclopedia
http://www.ehow.com/how_2138524_adapt-books-scripts.html
http://208.64.132.42/blog-entry/Thinking/Adapt-Popular-Book/800031365
http://hhh.gavilan.edu/rbeede/DM140Web/Storyboard_template.jpg
http://desktopvideo.about.com/od/glossary/g/Director.htm
http://oak.cats.ohiou.edu/~hartleyg/250/freytag.html Process Page
Two Process Page Three Links 8. Links Student Page Title
Introduction Task Process Evaluation Conclusion Credits [ Teacher
Page ] Process Page Two Process Page Three Beginning 1 Developing 2
Accomplished 3 Exemplary 4 StoryboardThe storyboard is either
missing (0) or so incomplete as to be irrelevant. There is no
supplemental information included to provide aid in completing the
WebQuest. Only (1) storyboard is submitted, and it contains all of
the important aspects of a scene, including setting, characters,
plot points, etc. At least (2) storyboards are submitted - one for
each scene. They show some of the important aspects of a scene,
including setting, characters, plot points, etc. At least (2)
storyboards are submitted - one for each scene. They show all of
the important aspects of a scene, including setting, characters,
plot points, etc. Audition Flyer Audition Flyer is either missing
(0) or so incomplete as to provide little or no help in determining
the need for actors. Audition Flyer demonstrates some creativity
and includes a basic need for actors, including number, sex, age,
physical characteristics, special talents, etc. Audition Flyer is
colorful and informative. It describes some of the need for actors,
including number, sex, age, physical characteristics, special
talents, etc. Audition Flyer is colorful, informative, and
complete. It describes the need for actors, including number, sex,
age, physical characteristics, special talents, etc. ScriptThe
storyboard is either missing (0) or so incomplete as to be
irrelevant. There is no supplemental information included to
provide aid in completing the WebQuest. Only (1) storyboard is
submitted, and it contains all relevant information, including
characters, dialogue, directions, props, etc. At least (2)
storyboards are submitted - one for each scene. They contain some
information, such as characters, dialogue, directions, etc. At
least (2) scripts are submitted - one for each scene. They contain
all relevant information, including characters, dialogue,
directions, props, etc. MechanicsSubmitted documents are not typed,
or have so many misspellings or grammatical errors that they are
illegible. Most of the submitted documents are typed, with a few
misspellings or grammatical errors. All submitted documents are
typed, with almost no misspellings or grammatical errors. All
submitted documents are typed, with no misspellings or grammatical
errors. Video AdaptationVideo Adaptation is either missing (0) or
incomplete to the point that scenes from the novel are not
accurately represented. Only (1) scene is represented, with most
major characters, plot points, setting clues, themes, dialogue
exchanges, etc. that were important to that scene in the novel. (2)
separate scenes are represented, with most relevant characters,
plot points, dialogue exchanges, etc. that were important in the
novel. (2) separate scenes are represented, with all major
characters, plot points, themes, dialogue exchanges, etc. important
to those scenes in the novel. 9. Conclusions Links Student Page
Title Introduction Task Process Evaluation Conclusion Credits [
Teacher Page ] You determined the most important aspects of a great
story, and then put them into motion using research and
technology.You have transformed the written word into moving
pictures no easy feat!Youve all done an admirable job.Hollywood is
ready for you: Audiences are lining up across the nation (or at
least the school) to see your groundbreaking film.Sign up for a
time slot to share what you have created, and remember to smile!You
are all now masters of entertainment. Congratulations!You have
successfully taken a novel and made a film!You should be proud of
yourselves and all your hard work.You have each been nominated to
win the Waterjug, so prepare a brief statement explaining to your
colleagues (classmates) why your film deserves this honor.Voting
will commence after the film viewing party. Process Page Two
Process Page Three 10. Credits & References Student Page Title
Introduction Task Process Evaluation Conclusion Credits [ Teacher
Page ] Thanks to the authors of the Links page websites for
information about filmmaking, and to Longmont High School for the
elective class Great Movie, Better Book that inspired this project.
Informational Websites used can be found on the Links page of this
powerpoint presentation.In addition,http://webquest.org/index.php
andhttp://www.slideshare.net/group/webquest were useful. Film reel
machine photo appears courtesy ofbenjamin.limfrom flickr.com some
rights reserved.Noncommercial use, and
attribution.http://flickr.com/photos/blim8183/276915005/ Process
Page Two Process Page Three Links 11. Great Movie, Better Book A
WebQuest for 8 thgradeEnglish Elective [ Student Page ] Title
Introduction Learners Standards Process Resources Credits Teacher
Page Designed by Tegan Waters [email_address] Based on a template
fromTheWebQuestPage Evaluation Teacher Script Conclusion Process
Two 12. Introduction (Teacher) [ Student Page ] Title Introduction
Learners Standards Process Resources Credits Teacher Page This
WebQuest is part of the educational technology class at Colorado
State University.I got the idea from an elective class at my high
school called Great Movie, Better Book, designed to get students
more interested in reading.Once they had read the book then they
spent a class period watching the movie.I thought that the idea of
text and film relating to each other was neat, and so I took it and
ran with it.I like to think that students have more fun and a
higher level of interest when they get to make things with their
own hands and minds.I know the reality for many students is that
they dislike reading, so my hope is that they will read more
actively and engage more with the text when they know they get to
film scenes from one of the novels.It still requires them to
discern the most important parts, but it allows for ample
creativity and cooperation.I think it is a good way to bring them
outside the text. Evaluation Teacher Script Conclusion Process Two
13. Learners (Teacher) [ Student Page ] Title Introduction Learners
Standards Process Resources Credits Teacher Page I designed this
WebQuest with middle school aged students in mind.It relates
directly to a language arts (reading/writing) class, but could be
paired really well with a technology course to make the movie.The
design of the lesson could be applied to any grade based on which
novels are adapted.Senior honors English classes could do it with
Joseph ConradsHeart of Darknessand Apocalypse Now.As long as the
students have a basic knowledge of technology, and can follow
instructions for using a camera to put together film clips, they
should have fun with this assignment. This activity should follow
instruction in basic literary devices, as well as a thorough
discussion about the similarities and differences between fiction
and film.As long as students grasp the necessary components to tell
a good story, they can let their imaginations run wild and learn
the technology piece of it as they go.Its a fairly easy thing to
work out, and they can relay on one another and help from the
teacher if they get confused. Evaluation Teacher Script Conclusion
Process Two 14. Curriculum Standards (Teacher) [ Student Page ]
Title Introduction Learners Standards Process Resources Credits
Teacher Page
- Language Arts Standards Addressed
-
- Apply thinking skills to reading, writing, speaking, listening,
and viewing.
-
- Use information to produce a quality product.
-
- Read and recognize literature as a record of human
experience.
- This lesson addresses many of the language arts standards,
because it incorporates reading fiction, analyzing information,
doing internet research, putting together a presentation using
technology, and giving a presentation to peers and
teachers.Students must engage in higher-level thinking to
accomplish these tasks, including analyzing fiction, making
inferences, using teamwork to develop an idea and follow through
with a creatively put-together project, and finally a persuasive
statement to argue why their adaptation was the best/most
entertaining/whatever and deserves the award.
Evaluation Teacher Script Conclusion Process Two 15. The Process
(Teacher) [ Student Page ] Title Introduction Learners Standards
Process Resources Credits Teacher Page The process is detailed in
the student process page(s), but it is important to remember that
they are trying to make anadaptationof a novel they are familiar
with, so they should bear in mind the important aspects of that
novel.They must retain some of the original authors vision, while
putting their own creative spin on it.They each have a role to
assume, but I just want those to pertain to extra little
responsibilities.All three group members should work together to do
each of the pieces, and if they argue over roles you can have them
draw straws or pick numbers, because the roles are less important
to the overall project.When the students choose the scenes they
want to adapt, they should be two that are markedly different from
each other, but both should tell you something about the novel.It
is fine if more than one group chooses the same scene, because they
will have varying interpretations.They should start with a
storyboard to help them produce their script.Once they have a
script they will know what they need as far as actors (I am having
my students act in each others scenes) and they can make their
casting call.Once they have a team together, they can check out a
camera and film the scenes.Evaluation Teacher Script Conclusion
Process Two 16. The Process (Teacher) Page II [ Student Page ]
Title Introduction Learners Standards Process Resources Credits
Teacher Page This lesson will take several weeks to complete.For my
class, they had two weeks to read each of the four novels, and four
weeks to do this WebQuest.They will have several days in the
computer lab to work, so that no one is stuck needing the software
at home.It can apply to only a language arts class, or it can be
paired with credit for a technology course, if the instructors
collaborate before hand.As producer of their movie, I will divide
them into groups of my choosing.Then the three of them will choose
their roles and select the other students they want as actors. The
teacher will need to have a working knowledge of the software being
used, (probably moviemaker) so that if the student shave questions
or need aid they arent alone.Provided that the technology piece
works out, this lesson is simple and fun to use, perfect for
assessing reading comprehension levels.It can be used by new or
experienced teachers, singly or in tandem with others.I would use
it in a solo classroom with ample time in a computer lab, but there
are many other options. Evaluation Teacher Script Conclusion
Process Two 17. Resources (Teacher) [ Student Page ] Title
Introduction Learners Standards Process Resources Credits Teacher
Page
- This assignment requires a lot of use with technology.Lab time
should be implemented in case students dont have access to it at
home.Here are some things kids will use:
-
- Digital Video Cameras (1 per group of 3 class set)
- One teacher should be able to implement this activity, but it
would be fun to collaborate with others.The crucial point to
involve as many other people as possible, (including other classes
teachers and students, or parents) will be at the end.When the
groups present their movies, it will be nice to have an audience to
present to, and other teachers will make up the judging board for
the Waterjug award.
Evaluation Teacher Script Conclusion Process Two 18. Evaluation
(Teacher) [ Student Page ] Title Introduction Learners Standards
Process Resources Credits Teacher Page For the most part, students
will have been successful if they were able to visually represent a
novel that they read in class.I will be looking for planning
materials so that I know they werent putting it together at the
last minute, but the finished product will really be a
demonstration of their creativity and understanding of the text.All
submitted written documents should be typed and free of spelling
and grammar errors.The film itself should be well edited so that it
flows as a scene from a movie.The speech for why they deserve the
Waterjug award should be written out and rehearsed so that they can
deliver it concisely and clearly.Evaluation Teacher Script
Conclusion Process Two 19. Teacher Script (Teacher) [ Student Page
] Title Introduction Learners Standards Process Resources Credits
Teacher Page Teachers should say something like this at each point
in the process, so the students know what they should be doing.This
is supplemental to the instructional powerpoint, and as always the
teacher will have questions that arent accounted for here. Now that
you have been assigned to your groups of three, you should look at
the links page and read some of the websites about directors,
screenwriters, and cinematographers.Decide which role you would
like to play, and make sure that each one is covered in your
group.Then choose the novel you want to adapt.Talk about what the
most important or meaningful parts of the novel were, and decide
which two scenes you would like to represent visually.Make notes
about who the characters are in that scene, what they say, what
they do, and how they move.Also make note of where they are
(setting) or what they are talking about (props) that you might
need to show in your film.Draw sketches of these things for your
storyboard, including what you want the characters to say.Use the
dialogue clues to make your script, and the characters in your
scenes to make your audition flyer.Once you select your actors, you
are ready to check out a camera and begin filming!Evaluation
Teacher Script Conclusion Process Two 20. Conclusion (Teacher) [
Student Page ] Title Introduction Learners Standards Process
Resources Credits Teacher Page This WebQuest is difficult and
involved, but with the proper scaffolding it can be a lot of fun
for students and teachers.It demonstrates an understanding of key
literary devices and important aspects of storytelling.It makes
students work together and make mutual decisions regarding choices
and creations, and they take on roles outside of themselves and
outside the classroom so that they may begin to learn about a job
in the film industry.Within the class, they are learning about
author voice, fact vs. fiction and text vs. film, accuracy and
relevancy of info, human experiences and various ways of presenting
those, as well as skills with internet research and technology
use.It satisfies multiple standards, and can act as an assessment
or final project, or simply a fun task to fulfill different
components of the curriculum.Whatever choice you make, your
students will enjoy it and learn from it, which is the ultimate
goal in the long run. Evaluation Teacher Script Conclusion Process
Two 21. Credits & References (Teacher) [ Student Page ] Title
Introduction Learners Standards Process Resources Credits Teacher
Page Thanks to the authors of the Links page websites for
information about filmmaking, and to Longmont High School for the
elective class Great Movie, Better Book that inspired this project.
Informational Websites used can be found on the Links page of this
powerpoint presentation.In addition,http:// webquest.org/index.php
andhttp:// www.slideshare.net/group/webquest were useful.
Evaluation Teacher Script Conclusion
http://flickr.com/photos/joebenjamin/158358311/ JoeBenjamin
=>http://flickr.com/photos/fil/3151423/ Phil Moore
http://flickr.com/photos/leandropena/2447244818/