Table of Contents for Final Project

Title of Lesson: Don Quixote Film Project

1. Content Standards
2. Content Instruction
3. Lesson Struture
4. Rubric/ Assessment of Student Performance
5. Technology
6. Survey

Technology

The students will use technology as follows:

• use a recording device to record their dramatic scene into a film
• upload their video onto YouTube
• they will communicate the results of the project through the videos viewed at the end of the lesson
• the technology enhances the project by allowing the students to access their peer's videos at any time with Internet access

Rubric/ Assessment of Student Performace

The students will be assessed on whether they had created a video and uploaded it onto YouTube. They will be assessed on how they write their own script incorporating proper aspects of drama correct spelling and grammar, and dialogue with two or more character. They will be docked if they do not have an aspect of Mexican American myths in their video.

Rubric:

The students will be assessed on the following six items:

1. Created Video
2. Uploaded Video onto YouTube
3. Incorporated Aspects of Drama
4. Use of Correct Spelling and Drama
5. Dialogue Between Two Characters
6. Use of Mexican American Cultures

They will be assessed on a scale of met/ not met basis. They will be given a total possible score of 6.

Lesson Structure

Length of Lesson:
1 week (4 inside the classroom)

Materials of Lesson:
Materials for creating sets, fabrics for costumes, markers, paint, class set of Don Quixote, computers, recording devices, and any other device students need to produce video onto YouTube.

Procedure:
1. Introduce the activity, students will work in small groups and create a script and a video of a scene from the novel Don Quixote. They will be required to post the video onto YouTube and the class will watch the videos together at the end of the lesson. Emphasize that the students will be following Cervantes' story, but they should be as creative as they can.
2. Students will be informed that they need to incorporate aspects of classic Mexican myths into their scenes.
3. Go over with the class important elements of a dramatic scene (video).
4. On the second day of the lesson, as the students work in groups over the next few days inside and outside of the classroom, model a dramatic scene from the novel with the class as a whole.
5. The students will need to do at least one draft of the script that they will write for their video. They will be responsible for incorporating proper aspects of drama and correct spelling.
6. On the fourth day of the lesson have students bring in the script, have them read the script in front of the other groups, and allow the other members of the class to give the presenting groups constructive feedback. Ensure that the students follow the conventions of a dramatic scene.
7. After the students have completed filming their video they will be required to upload it onto YouTube. This should have been a mini-lesson before the start of the film project. If students need coaching take time on the third or fourth day of instruction and go over the process.
8. On the last day of the lesson the class will watch the all the videos from YouTube from the projector. Assess students on their performance to see if learning objectives were met.

Content Instructions

The objectives of the lesson are as follows:

1. Students will be able to create a video on YouTube of a scene from Don Quixote.
2. Students will be able to write a script of their own design using proper aspects of drama, correct spelling and grammar, and incorporating dialogue between two or more characters.
3. Students must incorporate aspects of classic Mexican myths into the scene that they chose from Don Quixote.
4. Students will learn classic stories like Don Quixote which will expose them to classic Latin literature.

Content Standards

The ISTES Standard that this lesson covers are as follows:

• Facilitate and Inspire Student Learning and Creativity - This project encourages students to think creatively by combining both technology and the novel Don Quixote into a YouTube video. The lesson aims to show that students are reflecting on the novel as they create the video and work together.

The California Curriculum Standards that this lesson covers are as follows:

• Reading 9th and 10th Grade 3.2 - The students will see Don Quixote in two genres, written and visual form, the objective of the lesson is have the children understand that a written piece of fiction can be made into a video. They will be able to see the different interpretations that each of their class members have of the scene they pick.
• Writing 9th and 10th Grade 1.9 - The students will be asked to write a script of their own after a scene from Don Quixote. They are going to be responsible to make any revisions to their script after they have mock presentation to the class and before they upload the video to YouTube.

Podcast Reflection

The podcast that I listened to was a presentation done by Sir Ken Robinson on the lack of creativity in schools in the twenty-first century on the TED website. Sir Robinson was very funny and really advocated for the use of creativity in the classroom and among students. What really stands out for me is his belief in allowing students to make mistakes which will in turn foster creativity in a student. His point was that students are basically being taught to the test (real surprise there). Having high stakes testing allows can be a good way of assessing students, but Sir Robinson feels that there is more to it than just teaching to the test. I agree with him, if students are taught to the test they are not learning skills that are necessary for making the student a whole person. I feel that it is the responsibility of the teacher to not only teach a student their subject, for me this is English, the teacher should also teach their students to think outside the box and to foster creativity in the classroom. Teachers should assess students in ways that foster creativity. Instead of the same old multiple choice test teachers should allow students to show their knowledge in different ways like a simple oral presentation with a power point or for the more creative have the students create a rap video with information relating to what was learned in class. I know I have digressed, but Sir Robinson was an amazing speaker and it is worth every minute to listen to him.

Favorite Subject Pie Chart

This is me taking four kids to Brazil and getting stuck on stage in a Brazillian amusement park!

What do you like to do in school?

Don Quixote Slide Show

View more presentations from sferreira510.

Brainstorming for Final Project

YouTube video possibilities:

1. Simpson's Raven
2. Hamlet "To Be or Not to Be" Speech
3. Sherlock Holmes clip
4. Watching "Oh Brother Where Art Thou"/ Odyssey
5. Comic cartoon clip (check if graphic novels can be used for content standards)
6. Read Don Quixote (sections depending on class, long piece of literature)/ not YouTube!

Go Beyond the video:

1.Have children create their own comic book online (ask Colin)

• possible websites to use:http://pixton.com/create; http://www.stripcreator.com/

*2. Create own version of Don Quixote uploading video to You Tube or putting it into a blog *

We have a winner!!!!

• refer to revised lesson plan on reading Don Quixote instead of acting out scene have kids video tape the drama and then upload it onto YouTube or put in a blog
• not sure if the lesson below can work it needs to be tweaked a bit, will ask Colin if it can be done
• children would essentially read Don Quixote
• discuss the work with the children
• have them create there own interpretation of the story through video
• have them relate different aspects fo the Mexican culture into the lesson ie. Quixote interacts with Quetzalcoatl instead of a giant
• have kids upload information

Possible Lesson Plan:

PROCEDURE:
1. Introduce the activity for Don Quixote: Students, working in small groups, will choose a section from the novel involving two or more characters. They will convert that section into a dramatic scene and create a YouTube video. Students will be required to research classic myths from the Native Americans of Mexico and combine aspects of the myths into their dramatic scenes. For example: Instead of encountering giants that are really wind mills Don Quixote could encounter Quetzalcoatl.

2. Go over with the class the following important elements of a dramatic scene:
- The script of a scene must contain both dialogue (the conversations and asides of the characters) and stage directions (descriptions of setting, characters, and action). Not all descriptions show up in stage directions, however; sometimes playwrights drop descriptions of setting and of characters right into characters' dialogue.
- A scene usually deals with a single incident, which occurs in a single setting.
- The characters may not resolve a problem in a scene, but a scene must end in a satisfying way rather than simply trail off.

3. Over the next two or three days, model the writing process of a dramatic scene. Model for the class how to generate prewriting notes for an adaptation and then how to write the draft itself. Show clearly how you take certain lines of a novel and transform them into dialogue or stage directions. Show students examples of prewriting notes, possible script, and parts of the revising and editing process. Pick a scene out of the novel and have a pre-done script that volunteers can help act out.

4. Before the students start the writing process help them by going over the process as a whole class. Instead of picking a long scene have students pick a few pages out of the novel and as a class develop dialogue for the characters and once again have students volunteer to act out the scene. Do not worry about set and costume design because this will take too much class time.

PREWRITING
- As previously mentioned, the scene must have at least two characters. The two characters may be friends or enemies. Each group must select a section of text with a clear beginning and end point—and at least two characters.
- The characters need to have at least one problem or issue to discuss and try to figure out or resolve. Students in each group should note the most important problem or issue in their section of the novel. They should make notes about how to introduce the problem or issue and then how to move it along.
-Each group should decide on a classic Mexican myth that they will incorporate into their dramatic scene.
- Each group should imagine how its characters look (including how they dress), sound, and act—and jot down notes for later use.
- Each group must also be clear on where and when the scene takes place, so the students should jot down their thoughts on background scenery, furniture, and props.

WRITING
- When students in each group are ready to move on to the actual drafting stage, let them figure out how multiple authors can work together.
- Introduce the matter of language: Do students want their characters to speak the language as presented in your edition of Don Quixote, or do students want to rewrite the dialogue as contemporary speech?
- Review with the groups, if necessary, the mechanics of listing characters and of writing stage directions and dialogue.
- Advise students to follow Cervantes’ order of events and their own prewriting notes to unfold the scene, introducing characters and the problem or issue, building suspense if appropriate, and winding up at a satisfactory stopping point for the scene. Students should, however, be free to abandon any prewriting notes that may take them to dead ends—and rethink how to dramatize the scene.
- If not earlier, students should now title their scene.

REVISING AND EDITING
Share with students a checklist such as the following, giving them time to revise as necessary so that they can answer yes to all the questions.
- Content
Does the dialogue or stage directions clearly show the character(s) contemplating a problem or an issue?
Does the scene end naturally or artificially?
- Style
Is the dialogue realistic and easy for an actor to say?
- Grammar, Usage, Mechanics
Have you checked to make sure capitalization, spelling, and matters such as agreement, comparison, and pronoun reference are correct?

5. Each group should get a chance to read its adaptation in front of the class. Here are pointers for how to proceed:
- Each student in a group should get a copy of that group's final script.
- Ask a spokesperson for the group to announce to the class the section from Don Quixote that the group has adapted.
- Then the members of the group should use their scripts to read the scene for the rest of the class. They may use props during their reading. As appropriate, actors should read or perform stage directions.

6. After each reading, the audience should comment on strengths of the adaptation and areas that were unclear or need improvement.

7. On the final day of the lesson have the students act out their scene with sets, props they obtained/ made, and costumes. Assess students on their performance to see if learning objectives were met.

First Blog Ever!

I love to listen to music, especially The Beatles! They are in my opinion the best band around. Not sure if I wan this to be cathartic or not. I know that many individuals like to blog about personal experiences. Not sure what i want to talk about...honestly I just want to go home and play the Wii after class. I just bought it last week with my girlfriend, I still want to get a Zelda game for it. Twilight Princess sounds great, but I beat it on the Gamcube...might as well wait for the next game. I could read comics, manga, or an actual novel. I have three that I started, but have not finished. Which should I finish?
1. Don Quixote
2. The Man In the Iron Mask
3. The Aeneid