End of Unit Assessment: Text to Film Comparison | EL Education Curriculum

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ELA 2012 G8:M2B:U1:L18

End of Unit Assessment: Text to Film Comparison

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Long Term Learning Targets

  • I can analyze how differences in points of view between characters and audience create effects in writing. (RL.8.6)
  • I can analyze the extent to which a filmed or live production follows the text or script of the same literary text. (RL.8.7)
  • I can evaluate the choices made by the director or actors in presenting an interpretation of a script. (RL.8.7)

Supporting Targets

  • I can analyze how the reader's perspective is different from Titania's in a key scene of A Midsummer Night's Dream and how this affects the reader.
  • I can compare the similarities and differences between a key scene in the play and how that scene is portrayed in the film.
  • I can evaluate the choices the director or actors made in the film.

Ongoing Assessment

  • End of Unit 1 Assessment: Text to Film Comparison

Agenda

AgendaTeaching Notes

1.  Opening

     A.  Previewing Learning Targets (3 minutes)

2.  Work Time

     A.  End of Unit 1 Assessment (40 minutes)

3.  Closing and Assessment

     A.  Reviewing Learning Targets (2 minutes)

4.  Homework

     A.  None 

  • This assessment provides an opportunity for students to independently complete a text to film comparison. Consider giving students 15 minutes for Parts A and B of the assessment. Then begin Part C (text to film) of the assessment as a whole group. Watch the scene twice. Students may return to Parts A and B after completing Part C, if necessary. Since this assessment addresses students' ability to analyze the play, students may have access to the play during the assessment.
  • This is a reading assessment. Students do extended writing about the play at the end of Unit 2.
  • For this assessment, show only the following portion of the film: 00:28:14-00:33:04. Please preview the video in advance. Note that based on the director's interpretation of the text, and keeping with the time period the film depicts, some scenes include people wearing revealing clothing. Be prepared to remind students that the actors are dressed in clothing based on the director's decisions (align this clearly to your discussion of R.7) and that they should handle themselves maturely as they consider the film adaptation. Or, if you prefer, choose another version; but realize you may need to revise the specific questions about the film that are written in the lesson.
  • Consider having other independent activities students can work on if they finish the assessment early.
  • In Unit 2, students continue to read the play. Consider giving them a pep talk after the assessment, noticing and naming ways in which their skill and stamina have increased across Unit 1. 

Vocabulary

Do not preview vocabulary in this lesson.

Materials

  • A Midsummer Night's Dream (book; one per student)
  • A Midsummer Night's Dream film (00:28:14-00:33:04)
  • End of Unit 1 Assessment: Text to Film Comparison (one per student)
  • End of Unit 1 Assessment: Text to Film Comparison (for teacher reference)

Opening

Opening

A. Previewing Learning Targets (3 minutes)

  • Read aloud the first learning target and tell students that in today's assessment they will also be able to show what they know about perspective.
  • Finally, read aloud the last two learning targets and tell students that this assessment will have them view another portion of the film and complete a comparison. They will have 15 minutes to begin the assessment, then you will ask them to view the scene together to complete that portion of the assessment. Tell them they may then return to any unanswered questions from the first portion of the assessment.

Work Time

Work TimeMeeting Students' Needs

A. End of Unit 1 Assessment (40 minutes)

  • Arrange student seating to allow for an assessment-conducive arrangement in which students independently think, read, and write.
  • Remind students that they have been comparing scenes from the play with how these scenes are depicted in the film. Remind them that they should also pay attention to choices the director or actors make and how they affect the scene or the viewer. The impact can be positive, negative, or neutral. They have also studied the reader's point of view versus the characters and the effect that has on the reader. Share with students that this assessment will give them an opportunity to apply these skills independently and show what they know.
  • Distribute the End of Unit 1 Assessment: Text to Film Comparison. Read the directions aloud. Address any clarifying questions.
  • Invite students to begin. Circulate to observe but not support; this is students' opportunity to independently apply the skills they have been learning.
  • Collect the assessment.
  • If students finish early, encourage them to complete independent activities you have set up beforehand.
  • For some students, this assessment may require more than the 40 minutes allotted. Consider providing students time over multiple days if necessary.

Closing & Assessments

Closing

A. Reviewing Learning Targets (2 minutes)

  • Cold call on a different student to read aloud each of the three learning targets. After each target, have students respond with a fist to five as a self-assessment. 

Homework

Homework
  • None

Note: Be prepared to return the End of Unit 1 Assessments in Unit 2, Lesson 3.

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