ALEX Learning Activity

  

Let's Go to the Movies! - Phase 3

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Laura Buder
System:Vestavia Hills City
School:Vestavia Hills High School
  General Activity Information  
Activity ID: 2035
Title:
Let's Go to the Movies! - Phase 3
Digital Tool/Resource:
Film Starts & Kino Held (or other target language movie ticket and film review and trailers websites)
Web Address – URL:
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.
  Associated Standards and Objectives  
Content Standard(s):
World Languages
WLAN (2017)
Grade: 7-12
Level II
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Novice High Level
Students:
  • sometimes understand written and oral simple questions or statements on familiar topics.
  • understand simple written and oral information when presented with pictures and graphs.
  • sometimes understand the main topic of conversations that they overhear.
  • sometimes understand the main idea of published materials.
  • understand simple everyday notices in public places on topics that are familiar to them.

Intermediate Low Level
Students:
    • understand the basic purpose of an oral or written message.
    • understand messages related to his/her basic needs.
    • understand questions and simple statements on everyday topics when he/she is a part of the conversation.
    • identify some information from news media.
Performance Descriptors:
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
WLAN (2017)
Grade: 7-12
Level II
3) Present information on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Present basic information about people and activities.

b. Recite songs, short skits, or dramatic readings.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Presentational Mode
Evidence Of Student Attainment:
Novice High Level
Students:
  • recite and write information about his/her daily life using phrases and simple sentences.
  • describe a familiar experience or event and write short notes using phrases and simple sentences.
  • list basic information about a familiar person, place, or thing using phrases and simple sentences.
  • list information about others using phrases and simple sentences.
  • repeat basic instructions on how to make or do something using phrases and simple sentences.
  • retell basic information about things he/she has learned using simple sentences.
  • ask for information in writing.

Intermediate Low Level
Students:
  • talk and write about people, activities, events, and experiences.
  • express their needs and wants.
  • present information on plans, instructions, and directions prepare and present songs, short skits, or dramatic readings.
  • express their preferences on topics of interest and ask questions of others.
Performance Descriptors:
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
WLAN (2017)
Grade: 7-12
Level II
5) Identify perspectives through products of the target cultures.

a. Describe products of the target culture.

b. Describe arts, crafts, or graphic representations of the target culture.

c. Describe the cultural elements found in music and short video clips.

d. Listen to, read, and describe the products in a variety of texts.

Unpacked Content
Goals:
Culture
Modes Of Communication:
Presentational Mode
Evidence Of Student Attainment:
Students:
  • recognize how tangible products are shaped by the perspective of a culture.
  • Explain key cultural products such as paintings, songs, dances, music, and videos.
  • Discuss why cultural products are important to a culture based on textual resources.
Performance Descriptors:
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.
  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

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.

Advanced 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.
Variation Tips (optional):

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”.

Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: