Title: Film genres

Lesson plan elaborated by: Katarzyna Maciejak

Topic:

We get to know genres and types of film.

Target group

6th‑grade students of an elementary school.

Core curriculum

I. Literary and cultural education.

2. Reception of the cultural texts. Student:

2) finds directly and non‑directly (hidden) expressed messages in the text.

3) specifies the topic and the main theme of the text;

8) understands the specificity of cultural texts belonging to: literature, theatre, film, music, visual and audio‑visual arts;

13) consciously and with attention receives films, concerts, performances, radio and television programmes, especially these addressed to children and young people.

III. Creating expressions

1. Elements of rhetoric. Student:

1) takes part in a discussion on a given topic, can separate its parts and structural signals strengthening the bond among the participants of the dialogue and explaining the meaning;

3) creates logical, semantically complete and structured statement, using composition and layout adequate to the given genre, understands the role of paragraphs in creating consistent statement;

4) selects information.

IV. Self‑education. Student:

1. perfects loud and silent reading; 2. perfects different forms of writing down the gained information; 3. uses information from different sources, gathers and selects information;

8) develops the ability of critical thinking and creating his own opinion;

9) develops the ability to use the information technology and the Internet resources effectively and uses these skills to present his own interests.

The general aim of education

Students distinguish and discuss basic film genres.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• ability to learn;

• social and civic competences.

• consciousness and cultural expression.

Operational objectives

Student:

• recognises basic film genres

• acquires and develops the skills of conscious and critical reception of the film message;

• talks about favourite films;

• explains what adaptation and film screening are;

• creates film dialogues.

Methods/techniques

• problematic: conversation;

• practical: the theme text, exercises on the subject;

• exposure: recording;

• activating: drama;

• programmed: using the computer, using the e‑textbook.

Forms of work

• uniform individual activity;

• pair activity;

• group activity;

• collective activity.

Lesson plan overview (Process)

Introduction

1. The teacher determines the purpose of the class: students will talk about their favourite films and learn about different film genres. He/she gives the criteria of success.

2. The teacher asks students if they like watching films (if yes, what kind) and how do they choose the film to watch, do they have their favourite actors/directors.

Realization

1. Students do the interactive exercise number 1 – they pair types of films with their characteristic features (animated film, feature film, documentary).

2. The teacher asks the students to listen to the recording in which Juliusz Machulski (a director, scriptwriter and a producer) talks about making films. Then the students answer questions: what is “permanent rule of the script” and what is the plot twists role in the film.

3. The teacher prepares props in boxes or envelopes, characteristic for the genres: 1. comedy (comedy mask or bowler), 2. drama (heart pierced by an arrow), 3. western (cowboy hat), 4. horror (mask / vampire photography), 5. fantasy film (elf photography), 6. historical film (sword and shield), 7. war movie (toy tank). He/she divides students into groups and gives them the task of using a prop and presenting a short scene characteristic for a given genre. The other students have to guess the film genre and indicate 4 the most important features.

4. The teacher asks students if they know any film awards, to whom and for what awards are given at festivals? Students do the interactive exercise number 3 in which they have to pair the photos of actors who have recently won the Oscar with their surnames.

5. The teacher asks students if they know any films that were based on book and how did they like the director’s vision compared to the book version, if they noticed many differences and what caused them, then the teacher shortly summarises what is adaptation and film screening.

6. The teacher encourages students to pretend they are film directors and do the interactive exercise number 4. The students have to create dialogues to the film “The Great Train Robbery”. Students watch the film (they can also do it as the homework before this lesson) and create dialogues to the given frames.

Summary

The teacher asks the students questions that lead to the assessment of their own work and the level of understanding of the material, e.g.

• What was the most important thing for me in this lesson?

• What questions would I like to ask about this?

• What kinds of film genres do you know?

• Can you explain the „permanent scenario principle”?

Homework

Draw a frame from your favorite movie (ex. 2).

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Film genres

What are your favourite films? How do you decide what film to watch? List your favorite actors and justify your choice.

Now you know the main film genres. Listen to Juliusz Machulski – a director, scriptwriter and a producer who talks about filmmaking.

The best films are awarded by both, the public and the appointed commissions. Do you know any film awards? What are the categories of such awards? Discuss in class.

Imagine you are scriptwriters.