|The students will learn a variety of cultural dilemmas of the 21stcentury society, as well as the difference in stylistic choices made by writers and filmmakers to render these dilemmas.||Rationale: Because of a considerable lack of diversity in a number of state schools (Barkhorn para. 2), it is recommended that the students should be able to have a better idea of the contemporary cultural dilemmas and that diversity should be encouraged among modern learners.|
Learner Outcomes (Objectives)
|At the end of the lesson, the learners are expected to be able to conduct a critical analysis of the original artwork and its interpretation through the comparison of the key components of a book and a movie.||Rationale: The ability to analyze a specific work in the context of the original, as well as the basic skills of comparing and contrasting an original idea and its rendition, is crucial for a student. Therefore, the objectives comply with the current requirements that students are supposed to meet.|
|Seeing how both the book and the movie revolve around the problem of racial prejudices (Stratton and Wozenkraft 17) and the “growing pains” of a young adult (Slam00:05:11), it is required to come up with a pre-assessment activity, such as group discussion, which will prompt students to tie the problems of young people and the problems of young African Americans in today’s society.||Rationale: It is crucial that the theme of the lesson should be placed in a specific context. Therefore, the activity that will help generate the necessary background is crucial.|
Differentiation, Adaptation and Accommodation Strategies
Differentiation: defining the cultural specifics of the students
Adaptation: offering the students a list of vocabulary words from the movie.
Accommodation: providing the students with the movie script
Differentiation: Not all students may be aware of the issues discussed in the movie
Adaptation: The students will have no issues with understanding the movie
Accommodation: A script will help the students follow the movie.
|The novel and the movie Slamare the key primary resources. The students will be encouraged to use such secondary resources as scholarly articles on race and prejudice, especially regarding young African Americans. In addition, secondary resources on the key elements of a movie and a book, e.g., plot, characters, etc., and their comparison will be provided.||Rationale: Though the primary sources give a very good perspective on the problem, they still provide a rather one-sided view of the issue. To be able to assess the movie, the screenplay and the tools used by the authors adequately, the learners will have to use secondary resources.|
|Check for Understanding:||Rationale:|
Learning Activities: Guided Practice/ Collaborative Practice
|Check for Understanding: The students will be offered a quiz.||Rationale: A quiz can help check the students’ understanding of the movie fast enough.|
|The students will be split into several groups to discuss the movie.||Rationale: The learners need to provide their interpretation of the movie and the script.|
Assessment and Evaluation
|A group discussion regarding the similarities and differences between the movie and the screenplay will be carried out.||Rationale: In a discussion, a teacher will be able to find out how well the students have defined the major problems of racial and social prejudice.|
|The teacher will sum up the discussions, provide their comment and assign the students with an essay.||Rationale: the lesson must end on a powerful note, which a teacher will deliver. By summarizing the discussion results, the teacher will help the learners remember the key issues discovered during the lesson.|
Lesson Reflection/ Assessment
|The students will be assigned to provide a summary of what they have learned.||Rationale: Summarizing the lessons learned will help the students consider the aforementioned issues closer.|
Barkhorn, Eleanor. “Why Are American Schools Still Segregated?” The Atlantic 2013. Web.
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Slam. Ex. Prod. Stratton, Richard and Kim Wozenkraft. Santa Monica, CA: Trimark Pictures. 1998. DVD.
Stratton, Richard and Kim Wozenkraft. Slam. New York, NY: Offline Entertainment Group. 1998. Print.