5th Observation

Lesson Plan
Name: Justin Talley

Context:
Date and time for which lesson will be taught: Thursday 4/12 at 2:30
Course name: AP Lit 12
Grade level: 12
Length of lesson: An hour and twenty minutes
Description of setting, students, and curriculum and any other important contextual characteristics:
This is an AP 12th grade class in a suburban high school. There are twenty students within the classroom, with an
equal allotment of male and female students. This classroom is majority white. 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.

SOL’s: [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.

CCS’s: [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 11–12 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 today’s
lesson.

1. [30 mins] SSR

2. [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. 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….”

3. [45 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 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 front of the class. It’s 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 twenty-five 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 (25 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 (20 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. It’s 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 Kibler’s, Pease’s, and Heny’s classes. We also
incorporated concrete objectives and time limits for each section of the lesson, a suggestion under
“Pacing” in Doug Lemov’s 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?
a. To introduce a new character
b. To show a person’s form
c. For chase scenes
d. To establish a new location
3. When would an expert filmmaker use an insert shot?
a. To establish a new location
b. To emphasize objects, details, and clues
c. To demonstrate emotion
d. For slapstick comedy
4. What is a reaction shot?
a. To show how characters react to action in a scene
b. A way to transition between scenes
c. A shot for fight scenes
d. A good way to conclude
5. When may a cinematographer want to use a full shot?
a. For emotional depth
b. To get an actor’s good side
c. To show size/scale
d. To use less film
6. Medium shots are typically used for what situation?
a. Fight Scenes
b. Car chases
c. To emphasize gore
d. Conversations
7. Close ups are good for showing a detail.
a. True
b. False
8. Extreme close ups are helpful to emphasize emotion.
a. True
b. False
9. Dutch angles, what are they all about?
a. Fight Scenes
b. To show disorientation
c. For intimate scenes
d. A and B
10. How can a low angle enhance a film scene?
a. Taking on a child’s perspective
b. Making objects in frame larger
c. Making enemies seem more formidable
d. All of the Above
11. A high angle can promote sympathy by making the object seem bigger than it actually is.
a. True
b. False
12. Follow shots are great for car chases and foot chases.
a. True
b. False
13. What are some reasons to consider adding music and sound to a film?
a. For Humor
b. Set a theme
c. For irony
d. All of the above
14. What is the key thing to remember about lighting in your film?
a. Keep your subject visible/discernible
b. Obfuscate, obfuscate, obfuscate
c. Extra bright, I want y’all to see this
d. The blacker the screen, the sweeter the shot