6th grade recreated the book Holes into a film. Students broke up into teams consisting of writers, artists and actors to develop a script, background scenes and performances that would contribute to their film project. Students had to deconstruct the book and choose the  most important parts of the story that would truly convey the basis of the plot. Students created an outline of what was the most important elements in the story.

 

Classroom Teacher

Work Plan

Big Idea:

Making Inferences: Character Development

Inquiry:

What forms of communication do we use to tell a story?

How can students create descriptive writings to extend the narrative content in a script?

How can student’s extended descriptive narratives (of the story) be used to accompany their visual project/video?

How can students use their visual artwork and descriptive narrative writings in a performance?

How can we identify growth as it is happening?

How can I get the children to read between the lines?

  • author’s voice
  • tone
  • purpose
  • character
  • setting
  • trait
  • motivation
  • intent
  • action
  • body language

In what ways can video be used to interpret a story?

Can we get students to collaborate on a movie production?

What roles can they take-on?

How can students create an authentic interpretation of a story that has been interpreted before, such as Holes?

Ms. Netters

How can I keep students interested in a piece of literature that is not taught in my class and make it relevant to:

  • the visual arts?
  • student readings?

Mr. Juan-Carlos:

How can student’s extended descriptive narratives (of the story) be used to accompany their visual project?

How can students use their visual artwork and descriptive narrative writings in a performance?

Year Three
2013-2014

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