Embedded Technology

EDIS 4882: English Education

Name: Dominique Matte and Justin Talley
Context:
Date and time for which lesson will be taught: Dominique will teach at 2:35pm on April 24, 2017
Course name: AP Lit 12
Grade level: 12
Length of lesson: 40 mins
Description of setting, students, and curriculum and any other important contextual characteristics:
The curriculum is the most challenging at the high school, focusing on works of classic literature. This particular
lesson comes at the beginning of a culminating project where students are asked to take classic literature circle texts
that they have selected based on interest and adapt these novels into a 7-10 minute film. Each student will group up
with other students in the classroom and film this adaptation, thoughtfully selecting plot points from the novel. After
selecting plot points, they must consider how to represent these plot points and characters in the context of their own
modern world at Monticello High School.

Objectives (number each objective to reference in the Assessment section):

SWBAT:
Cognitive (know/understand):
Students will know the meaning of the following film terms: Long shot, master shot, insert shot, reaction shot, full
shot, medium shot, close up, extreme close up, high angle, low angle, follow shot, dutch angle, and the effects of
sounds and lighting.
Affective (feel/value) and/or Non-Cognitive:
Students will be able to work respectfully, considerately, and effectively in a group to synthesize information for a
presentation.
Performance (do):
Students will be able to work collaboratively to create a short presentation.
Students will be able to instruct a small group of peers and field questions regarding their expert group material.
SOLs: [List with numbers portrayed in the SOL document]
11.1 The student will make informative and persuasive presentations.
11.1 h) Collaborate and report on small-group learning activities.
CCSs: [List with numbers portrayed in the CCS document]
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.
Assessments: Methods for evaluating each of the specific objectives listed above.
Diagnostic: Students will demonstrate what they already know about by
Students will not be formally diagnostically assessed during this lesson. It is not necessary for us to collect data on
their prior knowledge about cinematography.
Formative: Students will show their progress towards by
Expert Group Discussion: Students will show their progress towards being able to work collaboratively to create a
short presentation by communicating effectively and making team decisions in their expert groups.
Jigsaw Group Presentations: Students will show their progress towards instructing a small group of peers and field
questions regarding their expert group material by presenting their expert group content and answering clarifying
questions on that content.
Class Survey: Students will show their progress towards knowing cinematography vocabulary and devices by their
performance on this quiz at the end of the lesson.
Summative: Students will ultimately be assessed (today or in a future lesson) on by...
Final Film Project: Students will show their understanding of the film concepts and their ability to work effectively
in a group to create a final group project when they turn in their final film project to Mrs. Deegan.
Materials Needed:
This is just a list of the materials you will need for this lesson to occur. In the Materials Appendix below, you will
include the actual materials or links to what you will be using.
Appendix A: Teachers Student Seating Chart
Appendix B: Student Informational Materials (4 sets, 1 for each group)
Appendix C: Graphic Organizer
Appendix D: Survey
Instructional Steps (Procedures): Detail student and teacher behavior.
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement:
Students will be arranged in their normal pods in the classroom. When the students come in,
teacher will greet them. Before the activity starts, teacher may move students so that there are
the same number of people within each expert group. While the students are coming in, the
teacher will let them know that they need to have their computer out and ready to go for todays
lesson.
1. [1 mins.] Bridge/Hook/Opening to lesson:
Hey everyone, hope you guys are having a great day. Today we are going to be working a lot
on our film projects. Before we move into workshop time, though, we wanted to introduce to you
all some elements of film that are not only really awesome and unique to the medium, but which
are also required in your project. So, there are quite a bit of terms and film elements, so instead
of teaching you guys from up here I am going to have you teach each other! So since we are
already arranged in our groups.
2. [35 mins.] Jigsaw Activity
. Introduction (2 min): [hand out Appendix C while talking] I am going to assign each group a
topic. This is your Expert Topic. What you are going to do after I have finished the instructions is
go on BlackBoard and pull up the resources Mrs. Deegan has put up there for your group. With
these resources, you and your group are going to come up with a short 3-4 minute presentation
of your material. You will be teaching this to your peers in a small group setting. Its up to you
how you teach it. Make sure your presentation addresses all of the questions on your portion of
the graphic organizer. You have to explain these different devices to them your classmates. The
best way to learn this stuff is through video examples. You are to find your own examples from
movies you have seen or shows you watch. Create a Google Slide presentation to include all
clips/terms/info. Okay, you have twelve minutes to do this. Are there any questions? [Answer
any questions] Okay great, here are your groups. [Assign groups according to Appendix A]
. Expert Groups (12 min): [During this time, the teacher should circulate the room and sit in
with ALL GROUPS to see how they are doing and if they have any questions. It is imperative to
help groups along who may be struggling to get their presentation organized in a timely fashion.
Offer up examples or answers when necessary. Give students a 5 minute, 2 minute, and 1
minute warning] Okay folks, time is up! Time to move to our Jigsaw groups.
.Jigsaw Groups (16 min): [move students according to Appendix A] Okay, whoever at your
group was in group 1 will start! Then you will move your way down the graphic organizer. You
have 4 minutes each to present your information. First group, get ready, set, go! [Put 4 minute
timer up on the board. Teacher should circulate but not impede during this time, taking notes on
any concepts that seem like they may need a little refining to assess if they should be retaught
quickly at the end of the lesson. Repeat this three more times, once for each person in each
group. For each group, give a one minute warning.]
3. [6 mins] Closure:
. Quiz: Awesome work today, guys! Before we move into our workshop, I wanted to
have you guys take a quick quiz on the terms that you learned. This is for me and for you to see
if there is anything you would like some more clarification on. Its for a small grade, so make
sure you read the questions carefully. Mrs. Deegan has put the link on BlackBoard so go ahead
and pull it up. It looks like this [pull up Appendix D]. Take about 5 minutes to complete it then if
you have questions we will address them [Give the students 5 minutes. Take a look at pie chart
to assess if there are particular terms that students are struggling with that need to be reviewed
before they move into workshop time]. Okay, any pressing questions? [Answer any question
and also address any misunderstandings or gray areas that became apparent from the data
collected from the survey]
Attention to Individual Student Needs: (Differentiation):
Detail specific actions/materials you will use to differentiate instruction in this lesson for at least one of your three
case study students.
A couple of students in the AP class work alone, sometimes selecting texts that allow them to work
independently, rather than in a group setting. In order for these students to practice skills related to
discussion and collaboration, we have planned to create four even expert and sharing groups. Each
student will be responsible for learning their expert content and will need to both share with and learn
from a group in order to learn the necessary material. This will hold students accountable for meeting the
objectives related to successful collaboration. It will also allow them to practice important life skills
related to group work and presentations.
Technology Use:
Detail specific technology being used in the lesson with explanation for why it is being used.
We will use laptops and the Internet in order to quickly access film clips and examples. It will also allow students to
quickly take the exit survey. We will be able to get data in real time to troubleshoot any particular film device that
students did not understand from the jigsaw presentations.
How this lesson incorporates specific insights from course readings and/or class discussion:
This class includes a jigsaw strategy using expert and sharing groups, a student-centered instructional
activity. This promotes student autonomy and ownership of the content. Jigsaw has been suggested in
multiple class readings and modeled in Professor Kiblers, Peases, and Henys classes. We also
incorporated concrete objectives and time limits for each section of the lesson, a suggestion under
Pacing in Doug Lemovs Teach like a Champion.
Materials Appendix:
Include the actual materials or links to what you will be using. If you are using a handout or a PowerPoint, or giving
a quiz, etc., these documents (or links to them) must be included. (see the list above)

Appendix A:

Appendix B: Group supplementary materials

Group 1 Materials: Long shot, master shot, insert shot, reaction shot
https://youtu.be/muRIEZeLXn4

Group 2 Materials: Full shot, medium shot, close up, extreme close up
https://youtu.be/nGE6LgWPPRw

Group 3 Materials: High angle, Low angle, follow shot, dutch angle
https://youtu.be/tA3RrUnyccc

Group 4 Materials: Sound and lighting concepts (Sound for tone [humor, irony, suspense], sound to set a theme)
https://youtu.be/87f9tDuI7CI
Appendix C: Graphic Organizer
Graphic Organizer is on next page

Device/Technique How It is Accomplished Purpose Examples

Long Shot
(Group 1)

Master Shot (Group 1)

Insert Shot
(Group 1)

Reaction Shot
(Group 1)

Full Shot
(Group 2)

Medium Shot
(Group 2)

Close Up
(Group 2)

Extreme Close Up
(Group 2)

Dutch Angle
(Group 3)

Low Angle
(Group 3)

High Angle
(Group 3)

Follow Shot
(Group 3)

High Contrast Lighting

(Group 4)

Low Contrast Lighting

(Group 4)

Sound for Humor, Irony, Suspense

(Group 4)
 Sound to set a Theme (Group 4)

Appendix D: Survey

Google Form Link:

https://docs.google.com/forms/d/e/1FAIpQLSfFv5iCkVf9Tjy23PlD3C56YyUYGt6aQ1r39hi2OPe6YaIOHw/viewf
orm
1. When is a long shot your best option?
a. To show emotion
b. To grab attention
c. To show scope, size, or importance
d. For humor
2. When is a master shot particularly effective?
. To introduce a new character
a. To show a persons form
b. For chase scenes
c. To establish a new location
3. When would an expert filmmaker use an insert shot?
. To establish a new location
a. To emphasize objects, details, and clues
b. To demonstrate emotion
c. For slapstick comedy
4. What is a reaction shot?
. To show how characters react to action in a scene
a. A way to transition between scenes
b. A shot for fight scenes
c. A good way to conclude
5. When may a cinematographer want to use a full shot?
. For emotional depth
a. To get an actors good side
b. To show size/scale
c. To use less film
6. Medium shots are typically used for what situation?
. Fight Scenes
a. Car chases
b. To emphasize gore
c. Conversations
7. Close ups are good for showing a detail.
. True
a. False
8. Extreme close ups are helpful to emphasize emotion.
. True
a. False
9. Dutch angles, what are they all about?
. Fight Scenes
a. To show disorientation
b. For intimate scenes
c. A and B
10. How can a low angle enhance a film scene?
. Taking on a childs perspective
a. Making objects in frame larger
b. Making enemies seem more formidable
c. All of the Above
 11. A high angle can promote sympathy by making the object seem bigger than it actually is.
. True
a. False
12. Follow shots are great for car chases and foot chases.
. True
a. False
13. What are some reasons to consider adding music and sound to a film?
. For Humor
a. Set a theme
b. For irony
c. All of the above
14. What is the key thing to remember about lighting in your film?
. Keep your subject visible/discernible
a. Obfuscate, obfuscate, obfuscate
b. Extra bright, I want yall to see this
c. The blacker the screen, the sweeter the shot
https://docs.google.com/a/virginia.edu/forms/d/e/1FAIpQLSfFv5iCkVf9Tjy23PlD3C56YyUYGt6aQ
1r39hi2OPe6YaIOHw/viewform?usp=sf_link

In Retrospect (to be completed after the lesson has been taught):

Reflect on the lesson after you taught it. Was there anything that surprised you? Discuss your students reactions and
behaviors to the activities you planned. Is there anything that you would do differently if you were to teach this
again? What would you do?
Man plans, God laughs. Upon arrival for my Jigsaw lesson plan, I noticed that Monticello High School had
very few cars in the parking lot. I came to realize it was senior skip day. This did not bode well for my AP
12 Literature class. When the bell rang, I was nervous to see who would arrive for class. In total, there
were four students there by the time it was time to start my lesson. This, however, was perfect because
for the Jigsaw activity there were four groups. I had each student work independently to create
presentations for the information in each of the Expert Groups.

Overall, the lesson went pretty well, despite the road bump of an empty classroom. The materials and
activity were well developed and ready to go when the students were to start. During the lesson, when
students were stuck, I had no issues helping them. I have a lot of knowledge about cinematic effects so
felt confident in my ability to explain the concepts to the students. The students were confident in their
presentation of the material and found their own ways and examples to show the cinematic effects.

Even though most of the lesson went rather well, it could have been better. Since there were no groups,
the students were stuck working alone. This caused the expert group time to get extended as they had
the burden of finding examples for each of their concepts. I think for this, too, it would have been
helpful to have a PowerPoint slide projected on the board with direct instructions for the students so if
they were unsure what they were doing, they could refer to the board instead of asking me. Although
this was an easy thing to deal with with so few students, if the whole class had been there it would have
been difficult. Lastly, I wanted this lesson to be a bit of fun and excitement. Instead, with so few
students, it was tedious and a bit dull. Unfortunately, not every lesson can go as planned.