Weekly reflection
Week Lesson content/learning experience
question for vodcast
Literature, Films and Current Novel to Film adaptation Introduction to ‘Orchid Fever’ Text in context – Novel ‘The What makes a text
Debates – Critical vs Brainstorm, discussion, by Susan Orlean (New Orchid Thief’ adaptable? Comment on
Aesthetic small group work Yorker article) Comparison with ‘Orchid books you know that have
Human Pendulum + Retrieval Charts – Harry Stylistic elements of text Fever’ been transformed into
Newspaper articles Potter, etc Art Brief introduction to movie films. What in your opinion
1
Focus Q: What makes a Adaptation makes them successful or
good adaptation? not?
HW: Read Susan Orlean HW: Read Susan Orlean
article article
Concepts: marginalization, Discuss literary value of Character Analysis Small group work on Identify a gap or silence in
representation, ‘The Orchid Thief’ Students to design important plot points in the the novel or article. Explain
ethnocentricity, gaps and Chapter summaries interactive poster on film why you think this
silences Group work on appraising Glogster.com Plot diagram + graphic information was omitted. If
the text Upload the link to wiki organisers/creative response you were to fill this gap or
2
THINK-PAIR-SHARE: (MI) silence, how would you
Reflection questions activity Focus Q: What makes a approach it?
text good/bad? Class discussion: What kind
of movie do you envision
based on the novel?
MOVIE VIEWING ** MOVIE VIEWING MOVIE VIEWING Plot diagram of Adaptation What did you find
Retrieval charts Character analysis Differences and similarities enjoyable or interesting
3 between text and film. about the film?
15 min discussion at the end 15 min discussion at the 15 min discussion at the end
of this lesson end of this lesson of this lesson
Theme: Adaptation Intertextuality in Adaptation: Fidelity to novel: the Metanarrative: Pick one of the concepts
Discussing the major theme Other films (Casablanca, traditional standard for The story inside the story that we have focused on in
in the novel Being John Malkovich, evaluating film adaptations – (venn diagrams) class this week
Silence of the Lambs) rooted in misconceptions, - The 3 (Donald’s (adaptation, intertextuality,
(Darwinism, evolution, Happy Together (song and privileges literature over film screenplay) metanarrative and fidelity).
orchids, book, story, article, film) rather than critiquing and - The Orchid Thief Demonstrate your
characters, course of time) Robert McKee’s Story appreciating each in their - Charlie’s screenplay understanding of how it
4 Seminar own right - Charlie and Amelia operates within another
Discuss the ‘Hollywood ideal’ - Susan Orlean/John page to screen adaptation
Webquest: In small groups VABs – Whose VAB Larroche dynamic that you know.
students to research the underpin this text + why does Postmodernist literary theory
intertextual references in Charlie resist them?
the film and comment on
the significance of their
inclusion.
Broadfields State High School Board English - Term 3, 2012 Chrissie Churchill, Marian Dan and Mark Campbell
Film Language + Semiotics Rabbit Proof Fence Screenwriter’s workshop with Adapt short story into a How does your knowledge
FLA a volunteer from Brisbane screen play in pairs or groups of semiotics apply to your
Chapter from the novel Writer’s Group of three viewing of everyday texts?
5 Screenplay of Adaptation Students to storyboard a i.e. Home and Away,
Retrieval chart scene from the chapter Use a range of Australian and Neighbours, etc.
Voiceover writing and international short stories.
recording (VAB)
Continue screenwriting Continue screen writing and Interview genre (field, tenor ‘The Interview’ Interview a friend about
reader’s theatre and mode) Poynter University their experiences so far in
Students will write a Oprah Bookclub (free online interactive the unit. Please ensure
screenplay and then Students will write a First Tuesday Bookclub tutorial) that your questions are
exchange with another group screenplay and then open ended and
and then perform it in exchange with another responses are given in
reader’s theatre group and then perform it in some depth.
reader’s theatre
6 Focus: Students to explore
how it feels to ‘let go’ of a Focus: Students to explore
screenplay and how different how it feels to ‘let go’ of a
VABS effect the screenplay and how
interpretation of a text different VABS effect the
interpretation of a text
Peer review
Research Workshop on planning a First Tuesday Book Club Intro to SAT Novels and films are
literary discussion Deconstruction + retrieval Organise groups and different and unique forms
Students to begin individual chart or 3 level guide research that should be written and
preliminary research about a spoken about in their own
7
page to screen adaptation of right. Discuss .
their choice – scaffolded
worksheet to guide them
through the task.
Students in pairs to start Basic editing workshop by Graphic organiser to plan Drafts due
research for their SAT BSHS media department presentation Teacher feedback
8 Early planning Hand into teacher Conferencing
Peer editing
Vocal workshop
Student drafting Rehearsal and recording Rehearsal and recording SAT DUE
Peer editing contd. Watching video of weekly
9
responses – metacognition
and reflecting on unit
Broadfields State High School Board English - Term 3, 2012 Chrissie Churchill, Marian Dan and Mark Campbell
