Support Literacy Learning Through Lesson Plans On Film Making
Films are a classic medium for storytelling, and can be used as a useful motivational tool in the classroom to support the elementary literacy program in all aspects. Lesson plans on film making are surprisingly effective, and can range from small, simple lessons to quite detailed, long-term projects. Every stage of the process can be catered to suit themes, topics, interests and student capabilities, which makes this a versatile teaching strategy to consider, and one that provides many opportunities for assessment.
Through collaboration, students will develop their writing skills as they plan out their film. Teachers can break down the components of the writing process by planning teachable portions, such as teaching story structure through brainstorms in groups. Students will also write scripts, which allow for more teachable points such as voice tone. An example of this might be a documentary, where an anchor person may use formal voice tone, whereas an interviewee may use informal voice tone. There is also an opportunity for unconfident writers and visual learners to meaningfully participate when a storyboard is illustrated.
Reading will also benefit from the filmmaking process. Students will constantly read other student work during collaborative writing, and will also interpret and re-read work of their own during the natural progression of the project. Acting in the film will also require reading of the script.
As far as listening and speaking is concerned, film making gives those who are not as confident or those with second language difficulties a chance to present their speaking in a structured, well planned, collaborative environment. It also gives confident students the opportunity to shine. The collaborative writing process also allows for listening activities that can then be translated into visuals that will make valid assessments easier.
As students construct a film that others will be viewing, they will rapidly come to an understanding about viewing conventions, like audience. Viewing is usually a difficult concept to assess, akin to the difficulties of assessing speaking or listening, however, student understanding about viewing concepts will clearly be visible in the end product.
Teachers may avoid film, simply because it seems too difficult to gather all the necessary equipment. Teachers may also feel that they do not know enough about the technological aspects of such a project, and may avoid it for this reason. The process does not have to be complicated, however. Personal cameras often have a video function on them, as do webcams. Students may also like to use camcorders from home. Whilst computer programs with editing capabilities are fantastic, they are not strictly necessary, especially if camcorder-type cameras are being used. It will simply mean that students (and teachers) will need to spend extra time on the planning and preparation stage of the project.
If it is within the means, students may like to use computer programs to edit their work once the filming is finished. The fact that computers are involved will motivate students with their editing work. Editing will also create an avenue for self and peer evaluation outside of viewing the finished product.
There is a definite advantage in implementing lesson plans on film making to support the literacy program. There are so many different ways of presenting the process of the project that any teacher, experienced or otherwise, can plan inventive ways to make literacy appealing.
For more great information on this subject here’s a link Lesson Plans On Film Making , and for other info on Film Making visit www.MakeFilmsToday.com
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