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Enhancing Film Integration in the Classroom: A Comprehensive Guide

This guide presents an effective model for incorporating film into educational settings, aimed at augmenting grammar, vocabulary, and writing skills. It explores the purpose of using films in the classroom, current practices, and strategies for improvement. Included are activities, assessments, and a unit timetable designed for educators. By fostering a thematic approach and embedding formative and summative assessments, teachers can enhance the educational impact of films. Resources and contact information are provided for further assistance.

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Enhancing Film Integration in the Classroom: A Comprehensive Guide

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  1. Model for an effective movie unit By Janice DeNure Eureka High School, Eureka, MO Rockwood School District

  2. Objectives • What is the purpose of film in the classroom • How are films currently used • How can we improve how we use film • Increasing Movie Effectiveness • Activities • Embedding grammar, structure, vocab and writing • Thematic • Formative Assessments • Summative Assessments • Unit Timetable • One Model Used • Brainstorm Alternative Methods

  3. Purpose of Film

  4. Do you show a film… • as a summative activity the end of a cultural unit. • as a filler to increase grading time. • with an intentional purpose to augment a particular grammar lesson • as part of a thematic unit [Default] [MC Any] [MC All]

  5. Effectiveness&Activities

  6. Do you… • create your own activities for a film? • buy a unit from a respected site or catalogue? • borrow from a colleague? [Default] [MC Any] [MC All]

  7. where to find vocabulary resources • Colleagues • Tracy Heaton – Francis Howell North • A La Folie…Pas du Tout • Tim Farley – www2.truman.edu • Au Revoir Les Enfants • Internet searches • www.quizlet.com • www.quizbiz.com • www.quia.com • Textbook – Cinéphile – Kerri Conditto (French)

  8. Do you present vocabulary… • as part of the text • as a thematic study • as part of a performance activity such as IPA • other [Default] [MC Any] [MC All]

  9. Step 1

  10. writing

  11. I have students brainstorm… • as a class activity • individually • as a graded activity

  12. Step 2

  13. Do you struggle to get students to write more complex sentences? • Yes • No • Sometimes [Default] [MC Any] [MC All]

  14. Step 3 Summary and Comprehension

  15. Step 4 Relative Pronouns and Complex sentences.

  16. My students fear writing a 5-paragraph essay. • agree • disagree [Default] [MC Any] [MC All]

  17. Step 5

  18. formative assessments

  19. Guided writing • keep it simple • outline • use the activities as a base • one step at a time • give guided practice • mini grammar units embedded • worksheets • brainstorming • give good input • short-term summaries (short) • answers to comprehension questions • rough draft

  20. summativeassessments

  21. final project • peer edit • teacher edit • final copy • Fairfax PALS scoring guide • EHS – Standards Based Grading Scale

  22. Contact information • Janice DeNure • Email: denurejanice@rockwood.k12.mo.us • School Website: www.staff.rockwood.k12.mo.us • FLAM Website: www.flamnet.org • All materials are on the FLAM website under conference materials. • Materials will also be posted for a short time on my school website.

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