Let's Go to the Movies! - Phase 3

Learning Resource Type

Learning Activity

Subject Area

World Languages

Grade(s)

7, 8, 9, 10, 11, 12

Overview

Students will view target language movie trailers, select a movie that interests them, and research where and when they could see the movie and what the cost would be. Finally, students create a movie poster for the film providing basic information about the film. (This lesson includes 3 phases, uploaded as separate learning activities.)

This activity was created as a result of the World Languages COS Resource Development Summit.

Phase

After/Explain/Elaborate
World Languages (2017) Grade(s): 07-12 - World Languages

WL17.WL.L2.2

Interpret what is heard, read, or viewed on familiar topics using the past tense.

UP:WL17.WL.L2.2

Knowledge

Students know: how to:
  • interpret audio and visual documents in the target language
  • identify key information and details from the target language materials
  • explain how the target language is connected to other content areas through geography, history, etc.
  • recognize basic products of the target language culture.

Skills

Novice High Level
Students are able to:
  • identify the key idea presented by a speaker or published work on a familiar topic.
  • differentiate between questions and statements.
  • gather basic information from graphs, charts and pictures.
  • rely on background knowledge to aid in comprehension of difficult or new words.
  • recognize characters and punctuation marks that are unique to the target language.
Intermediate Low Level
Students are able to:
  • identify patterns in the contruction of past tense verbs and how this impacts meaning of texts.
  • how to recognize and use descriptors in basic conversations
  • restate key information.
  • use cognates to assist in comprehension of target language materials.

Understanding

Students understand that:
Novice High Level
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
Students understand that:
Intermediate Low Level
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
World Languages (2017) Grade(s): 07-12 - World Languages

WL17.WL.L2.3

Present information on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

UP:WL17.WL.L2.3

Knowledge

Students know:
  • how to describe their needs for school or work.
  • how to express thoughts on topics of interest or current events.
  • how to retell or present a short skit, poem, or song.
  • how to describe common activities.

Skills

Novice High Level
Students are able to:
  • recall vocabulary from themes taught.
  • correctly pronounce vowels and key phonetic sounds when presenting orally.
  • correctly write sentences using correct punctuation and diacrytical markings.
  • correctly type special characters, accent marks, or other markings necessary to the target language.
  • differentiate between questions and statements.
  • gather basic information from graphs, charts and pictures.
  • rely on background knowledge to aid in comprehension of difficult or new words.
  • recognize characters and punctuation marks that are unique to the target language.
  • sing songs in the target language.
Intermediate Low Level
Students are able to:
  • create command forms of verbs to give directions.
  • identify patterns in past tense verb formations.
  • form simple sentences using common idomatic expressions and/or vocabulary focusing on proper word order.
  • recite short songs, skits, or readings from memory.

Understanding

Students understand that:
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
World Languages (2017) Grade(s): 07-12 - World Languages

WL17.WL.L2.5

Identify perspectives through products of the target cultures.

UP:WL17.WL.L2.5

Knowledge

Students know:
  • a tangible or intangible product is influenced by the target language life and culture.
  • the perspective of a the target language culture is interconnected with the products of the culture.

Skills

Novice High Level
Students are able to:
  • list common target language cultural products such as paintings, songs, and foods.
  • watch video clips or music videos and identify cultural products.
  • describe basic craft products from target language countries.
  • investigate the relationship between cultural products and perspectives.
Intermediate Low Level
Students are able to:
  • utilize common target language cultural vocabulary to discuss paintings, songs, foods, etc.
  • investigate and explain the relationship bewtween cultural products and perspectives.
  • investigate and explain the realtion between cultural practices and perspectives.

Understanding

Students understand that:
  • similarities and differences in the products of another culture often stem from the perspective of that culture.
  • an ability to communicate in another language fosters a better.
  • understanding of my own language and culture.
  • custom and tradition vary within a culture, as well as between cultures.
  • other understandings will vary according to theme being taught.

Learning Objectives

*Students can locate key information on a target language website selling movie tickets and identify basic information about when and where the movie will be playing, as well as the cost of a movie showing.

*Students can create a poster presenting basic information about a movie from the target culture.

*Students can write a simple plot summary and descriptions of a film in their own words.

Activity Details

Phase 3: Film Research and Movie Poster

*After completing phases 1 & 2, the students will go to a target language movie ticket website, such as https://www.kinoheld.de/ (or a similar website)and find out where and when the films will be showing and the prices to view them. They will record the information in the target language on a handout provided by the teacher.

*The students will then select which film they would most like to see and will research that film more in depth, reading a target language plot summary and review of the film at http://www.filmstarts.de/. They will record the following information in the target language on a handout provided by the teacher: title, images, release date, length, genre, director and or producer, actors, rating, languages, tagline, and a rough draft of a short summary of the film in their own words based on the information that they read.

*Students will then create a movie poster in the target language for that film with a title, images, release date, length, genre, director and or producer, actors, summary, tagline, rating, and languages. This poster can be completed digitally or on poster paper.

Assessment Strategies

*Informally assess whether students are able to navigate and understand basic information about the movie tickets and the movie, by checking for completion of the handout.

*Informally assess if the students are able to write a simple summary about the movie by checking for completion of the rough draft summary.

*Formally assess whether students are able to list important facts about their movie on the poster in the target language using a rubric to check for all required information.

*Formally assess whether the students’ summary of the film including all of the required information. Use a rubric that checks for the inclusion of all required information and determines whether the student is writing at the Novice High, Intermediate Low, or Intermediate Mid level. The rubric should examine the complexity of sentence structure, a variety of vocabulary, and grammatical accuracy as it corresponds to comprehensibility.

Variation Tips

After this activity, students could hang their movie posters in the hallway or around the classroom. Then the class could do a gallery walk, going to each poster in small groups and providing their classmates with target language feedback on their posters. Students might also use the gallery walk to practice using comparative and superlatives speaking with a partner to describe the films and actors relatively, such as “X movie looks more exciting than Y movie, but Z movie looks the most exciting”.

Background / Preparation

Teachers should:

*View all 3 phases of this lesson. (See https://alex.state.al.us/learningasset_view.php?asset_id=2006 & https://alex.state.al.us/learningasset_view.php?asset_id=2034)

*View and choose a variety of age-appropriate movie trailers for the students to watch, covering a range of genres.

*Create and print graphic organizers for the students to fill in while viewing and conversing with their partners.

*Familiarize themselves with the movie ticket and movie summary/ review websites, which the students will be navigating.

*Create and print a handout for students to record information during the research phase of the lesson.

*Create and print or post instructions for the movie posters, listing all specific requirements and grading rubric.

Film Starts & Kino Held (or other target language movie ticket and film review …
http://www.filmstarts.de/

Approved Date

Owner (Author)

buderlj
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