Lesson+Plan+1


 * Teaching Narrative Using Todorov’s Model Equilibrium and Disequilibrium **

__I. Content Objectives: __ __II. Language Objectives: __ //Goals for Using the Text // For the purpose of this assignment, we shall use the short film: //Defective//. We have decided to use an animated short film because it provides ample opportunities for the critical analysis of narrative by using media literacy. Furthermore, the film’s short duration helps to engage students as well as provide additional resources to understand narrative within the context of media literacy. Student should be able not only to accomplish understanding of the metalanguage of narrative, but also indentify Todorov’s narrative model. Furthermore, students should be able to transfer said knowledge and apply it across disciplines. __III. Materials __
 * Lesson Plan: Short Film: //Defective// **
 * Students will be able to analyze a short film using Todorov’s model of equilibrium and disequilibrium. Students will be able to identify the stages of Todorov’s model by analyzing the short film: //Defective//.
 * Students will analyze the short film: //Defective,// using the metalanguage of Todorov’s model of equilibrium and disequilibrium: 1) a stage of equilibrium on the outset 2) a disruption of equilibrium by some action 3) a recognition that there has been a disruption, 4) an attempt to repair the disruption 5) a reinstatement of equilibrium.
 * //Defective //: A short film
 * After Oz: A short film
 * Posters and markers
 * Windows snipping tools
 * Todorov's Chart

__IV. Implementation of Lesson Plan __ //Overt Instruction // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">I shall start this lesson plan discussing the concept of narrative to build upon students’ background knowledge. Then, I shall place five posters around the classroom and provide students with markers. I shall randomly cluster students in groups of five, so that, they will have the opportunity to work with different students. I shall provide one questions for all students: What is narrative? And they should be in their groups discussing what comes to their minds when they think about narrative. ELLs, who are at the pre-production language stage, may use news and magazines clips and choose an example of narrative. In addition, I shall label different narrative examples around the classroom in order to familiarize ELLs with the terminology. Once students have come to a consensus about their ideas of narrative, they should write their thoughts on the posters for ten minutes. After every group has developed some ideas and write them down in their poster, I shall ask them to walk around the room and read each other posters. Further, they will be instructed to write additional comments if they feel the need to do so. Once every group has been able to complete this exercise, we shall come together as a class and discuss our ideas. Students will be provided with a chart that displays a complete list of the vocabulary used for the purpose of this lesson plan; they will be also scaffolded while using this vocabulary. The aforesaid process not only allows students to learn and acquire new terms, it also allows me to build and enhance students’ background knowledge. Once, every group has returned to their tables, I shall provide a narrative map of Todorov’s model of equilibrium and disequilibrium for each student. This map will also contained images to describe each stage and facilitate comprehension. To make sure students understand key concepts of the lesson plan such as equilibrium and disequilibrium, I shall provide visuals and comprehensible input to enable understanding. Before watching //Defective,// we shall watch //After Oz,// a short animated film, and use //After Oz// to discuss Todorov’s model of equilibrium and disequilibrium. //After Oz// is only three minutes long; therefore, it would make and excellent starting point before analyzing //Defective//, and it may allow students to further familiarize themselves with the process. //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Situated Practice // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Once students have become familiar with Todorov’s model of equilibrium and disequilibrium by experimenting with //After Oz//, we shall watch //Defective// two times so that they become familiar with the short film. Then, using the snipping tool in windows, I shall provide frames of the entire short film for each group. In groups, students need to analyze the frames, and by using Todorov’s model of equilibrium and disequilibrium, students should be able to identify features of Todorov’s model. Due to the intensive use of visuals, ELLs will be exposed to comprehensible input and higher order thinking skills throughout the entire process, this will allow them to learn and acquire new vocabulary in both a contextualized and decontextualized setting. After having identified the all the stages of Todorov’s model, each group will present their work to the class discussing how they came to a consensus regarding identifying Todorov’s model. Students will be able to draw on their previous experiences with the text and shape their meaning-making constructively. //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Critical Framing // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">By closely looking at //Defective//, and analyzing how it fits within Todorov’s model of equilibrium and disequilibrium students will be able to enhance their critical thinking skills. Questions such as how the characters came to the realization of the disruption of equilibrium? How are they attempting to regain equilibrium? How does the new stage of equilibrium look like? Furthermore, students may also discuss how the negative effect of violence, selfishness, lack of cooperation, and self-interest. The aforesaid characteristics are universal concepts; therefore, ELLs may also be able to identify these themes. __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">V. Activity __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Using Windows’ snipping tool, I shall chose various frames from //Defective;// these frames will coincide with Todorov’s model of equilibrium and disequilibrium. After having chosen the frames, I shall scan them and post them on Voice Thread. Each student will be invited to join Voice Thread. While in class, we shall go through the process of setting up a Voice Thread account, and I shall be able to monitor all comments. In addition, students will be able to familiarize themselves with Voice Threat. Furthermore, they will also learn how to use Windows snipping tools. Instructions for the activity will be provided through Voice Thread. Each group is expected to look at the frames and come to a consensus in order to appropriately indentify each stage within Todorov’s model. Thus, students should state the specific stage and then provide support their decision with a rational. Each student (from each group) should be able to elaborate on a specific stage. ELLs at the pre-production level may produce their comments in their first language. Then, I shall work with them to transfer it to the target language. Link to activity: [] __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">VI. Assessment __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">To assess students learning outcomes, they will use the selected frames of //Defective//, and each student will be asked to create a script for each frame. //Defective// does not contain dialogue; therefore, students will be challenged to use their imagination in order to create the script. ELLs at the pre-production language level will be provided with the option of writing their script in their home language first, and then, assisted by the TA and myself, we shall translate it to their target language. By doing so, I am using their first language as an instructional resource and facilitating the acquisition of their second language. If they are further into the process of acquiring the target language, they may create their own story board following Todorov’s model of equilibrium and disequilibrium. __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">VII. Resources __ //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Defective //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">: [] //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">After Oz: //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> [] Todorov’s model of equilibrium and disequilibrium

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Resource: []