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.
