Video Assignment

Student Handout

Rationale for the Assignment

            This lesson would be taught in a 10th grade English classroom. It would be assigned on a Friday which would be our writing day in class. The students would have that whole class period as well as the weekend to polish their writing. It would happen about halfway through the semester after I had gotten my students used to writing weekly and developing pieces of writing to share with the class. It would be after our discussion on different types of literature (ie, drama, poetry, narrative, ect.) and the various more specific categories under those broader topics like frame narratives, classical drama, ect. I picked this video clip because it is short and there is so much for the student to imagine and develop dealing with the short clip. It’s also pretty funny that no one bothered to steer the boats out of the way when they have plenty of room to move.

The goal of this assignment would be to get students to get inside a character’s head and write about the boat collision from that point of view. I would want them to really get a feel of their imagined character. Who are they and what did they think? Why was that character on board? What happened to them after the fact? Did they ever get on another boat? Did they find the experience exciting or terrifying? All of these questions would be guiding questions for my students as they worked on the assignment. I would be hopeful that this deeper thinking of point of view and characterization would lead them to improve their writing by describing sensory details and using figurative language.

Some students might have a difficult time getting started or focusing on one person on the boat. For those students, I would help them choose a character and develop a personality. I would make sure to tell the class that this is open creativity. The story could be funny, serious, or sad. They may choose what they want to happen before and after the ships collide as long as they use details and create a plot.

Below are the GPS that I would use for this lesson. I picked these because I felt that they were the standards most closely related to the assignment I had formulated and what I want my students to do. The standards deal with point of view, characterization, and writing in different forms.

Georgia Performance Standards

ELA10RL1  The student demonstrates comprehension by identifying evidence (i.e.,  examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

The student identifies, analyzes, and applies knowledge of the structures and elements of fiction and provides evidence from the text to support understanding; the student

a. Locates and analyzes such elements in fiction as language and style, character development, point of view, irony, and structures (i.e., chronological, in medias res, flashback, frame narrative)

The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic literature and provides evidence from the text to support understanding; the student:

d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

ELA10C2  The student demonstrates understanding of manuscript form, realizing that different forms of writing require different formats.  The student

a. Produces writing that conforms to appropriate manuscript requiremen


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