Adjunct Certification Program. D. Mims. Spring. 2016

Adjunct Certification Program
Spring 2016

BOPPPS

FILM ANALYSIS

D. Mims | English 1301 | April 22, 2016

Table of Content

https://fast.wistia.net/embed/iframe/8ndc0yp175

SyllabuS SnapShot…………………………….
Student prep Strategy……………………..
bopppS………………………………………………….
Test QueStionS……………………………………
rubric…………………………………………………..
Classroom Assessment………………………
ShowcaSe preSentation…………………….
DMIMS1………………………………………………….
Annotated Portfolio…………………………
reflective eSSay………………………………..

PAGE 1

BOPPPS LESSON PLAN

COURSE: Doris Mims

Lesson Title: Film Analysis / English 1301

Bridge: How will you gain learner interest and set the stage for the lesson?

This lesson begins with your knowledge of movies and will give you the opportunity to “re-write” any movie scene you
want! Give “voice” to your passion through film analysis in English 1301.

See the following intro message:

https://fast.wistia.net/embed/iframe/8ndc0yp175

Estimated time:

Course Student Learning Outcome: Write in a style appropriate to audience and purpose.

Learning Objectives: By the end of this lesson, students will be able to

1. Describe author’s rhetorical choices in detail within that film (Bloom level 3 and 4).
2. Evaluate any cultural or societal impact indicated in the film (Bloom level 5 and 6).

Pre-Assessment: How will you assess learner prior knowledge of the topic? This could possibly tie to the student preparation strategy you developed.

Prior to writing your film analysis:
Apply your current film knowledge, plus read a minimum of one source for background information on the author
and director of the film you have chosen. You may utilize books, magazines, or the Web, to find the answers to the
follow:
1. Has the author and/or director worked on this type of film before?

2. What special quality (if any) does the author and/or director bring to this film making experience?

3. Is the author or director planning a sequel to this film?

Estimated time:

Participatory Learning: Students will play the “Dice” game in order to answer critical thinking questions designed for this
lesson. Additionally, students will self-evaluate their written analysis after the group collaboration process is
completed.

1. What do we already know about this film prior to watching it? (Blooms ‘remembering’/ first level)
2. What evidence is there to support the author’s purpose or message, and would you agree with the author’s choice of rhetorical

appeals (ethos, pathos, logos) used in the film? (Blooms ‘understanding’/ second level) Why? (deeper understanding)

3. What are the implications of your evaluation? (Blooms ‘applying’ and ‘evaluating’/ third and fourth level)
4. What part of the film would you change – and how? (Blooms ‘creating’/ fifth level)

HIGHLIGHT AND LABEL THE FOLLOWING: (POWTOON)
 4 questions with Bloom’s level identified ( Annotated Portfolio)
 New instructional technology you are trying
 At least one classroom assessment technique (CAT)

Time Instructor Activities Learner Activities Lesson Materials
30 Facilitate group discussion with Socratic questions for Group discussion on film analysis / Using the ‘Dice’ game Dice game / Socratic
improvement of critical thinking skills. Questions list
30 Lecture on “classic film” traits and observations Observing Web / classic film trailers (evaluations) Annotated Portfolio
30 Explicit instruction for the self evaluation rubric Self evaluation of written analysis Rubric for Essays & Self
Assessment

Post-assessment: How will you assess if objectives have been met? Rubric for Essays will be utilized for this lesson. Additionally,
‘Guidelines and Suggestions’ will be utilized (see attached). Also, the Annotated Portfolio will be utilized. Also, a
student self assessment will be completed.

Estimated time:

Summary: How will you close the lesson? Come prepared for the “Oscars” next class! (see D2L for details and instructions)

Also, a peer review of your work!

Estimated time:

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.) Attached are the Guidelines and Suggestions for writing the film analysis, Rubric for Essays, Dice
Game Guidelines, and Socratic Questions.





































Film Analysis



ACP Showca

Name: Do
Discipline: Compos

Date: Apri

ase Portfolio

oris Mims
sition and Rhetoric I
il 22, 2016

Table of Contents

• Student Preparation Strategy
• BOPPPS lesson with highlights on t

• CAT (Classroom Assessment Techniqu
• Questions (with Bloom’s levels indica
• Technology (tools)

• Reflection

the following:

ue)
ated)

Describe student prepa

• Utilizing student’s previous knowle
that knowledge base will strengthe
achieve the objectives for this lesso

• The lesson preparations are design
in an area other than literature, an
skills as well as writing skills.

• Utilizing self-assessment will empo
and obtain a level of success that is
college degree.

aration strategy

edge and adding new information to
en student’s overall ability to
on.
ned to engage a student’s intellect
nd enhance their critical thinking

ower a student to retain knowledge
s synonymous with obtaining a

BOPPPS – BRIDGE

• This lesson begins with your know
the opportunity to “re-write” any
Give “voice” to your passion throu

https://fast.wistia.net/embed/iframe/8ndc0yp175

wledge of movies and will give you
movie scene you want!

ugh film analysis in English 1301.

BOPPPS – OBJECTIVES

• Describe author’s rhetorical choic
level 3 and 4).

• Evaluate any cultural or societal im
level 5 and 6).

ces in detail within that film (Bloom
mpact indicated in the film (Bloom

BOPPPS- PRE-ASSESSME

Prior to writing your film analysis:
• Apply your current film knowledg

source for background informatio
film you have chosen. You may uti
to find the answers to the follow:
• Has the author and/or director wo
• What special quality (if any) does
to this film making experience?
• Is the author or director planning

ENT

ge, plus read a minimum of one
on on the author and director of the
ilize books, magazines, or the Web,

orked on this type of film before?
the author and/or director bring

a sequel to this film?

BOPPPS- PARTICIPATOR

• Students will play the “Dice” game in order
designed for this lesson. Additionally, stud
after the group collaboration process is com

• What do we already know about this film p
‘remembering’/ first level)

• What evidence is there to support the auth
agree with the author’s choice of rhetorical
film? (Blooms ‘understanding’/ second leve

• What are the implications of your evaluatio
third and fourth level)

• What part of the film would you change – a

RY LESSON

r to answer critical thinking questions
dents will self-evaluate their written analysis
mpleted.
prior to watching it? (Blooms
hor’s purpose or message, and would you
l appeals (ethos, pathos, logos) used in the
el) Why? (deeper understanding)
on? (Blooms ‘applying’ and ‘evaluating’/
and how? (Blooms ‘creating’/ fifth level)

BOPPPS- POST-ASSESSM

• Rubric for Essays will be utilized a
• ‘Guidelines and Suggestions’ will b
• Annotated Portfolio will be utilize
• Student Self-assessment will also

assessment.

MENT

as a formal assessment.
be utilized as a formal assessment.
ed as an informal assessment.
be utilized as an informal

BOPPPS- SUMMARY

• Come prepared for the “Oscars” n
(see D2L for details and instructio

Also, come prepared for a peer revie
made in your film scripts.

next class!
ons)

ew of the changes each of you have

Personal Reflection on M

• This experience has opened new id
learning experiences for my studen

• It has connected me to other instru
enhancing our teaching skills.

• Additionally, this ACP experience w
ability with the millennial students

My ACP Experience

deas for me that will offer optimal
nts.
uctors who share my goal in

will enhance my communication
s we now teach.

ACP Student Prep for Film Analysis

Prior to writing your film analysis:
Read a minimum of one source for background information on the author and director of the film
you have chosen. You may utilize books, magazines, or the Web, to find the answers to the
follow:
1. Has the author and/or director worked on this type of film before?
2. What special quality (if any) does the author and/or director bring to this film making

experience?
3. Is the author or director planning a sequel to this film?
Bring your findings into class for group discussion next class meeting.

Doris Mims

8 Parts to Analyze!

Film Analysis

 Consider the script for the movie, or its writing. What was the story, plot, and
dialogue?

 Analyze the backstory. Was it a low budget or high budget film? What sort of work
have the directors done in the past?

 Identify whether the acting worked well or not. Did you believe the characters?
 Examine the setting and background. Does the setting fit the scene?
 Assess the costumes and props. What are the characters wearing? How does it fit the

mood? Are the costume changes important and noticeable? How well did the props play
in? Were they useful or too obtrusive?
 Consider how the music fits in? Is it distracting or too soft? Does it help move the
movie along?
 Analyze the camera techniques. What sort of shots does the director or
cinematographer typically use?
 Examine the pacing and organization. Does the movie flow well or is it choppy?

Professor D. Mims English 1301 2015

Facilitating Questions for Group Discussion

1. What do we already know about this film prior to watching it? (Blooms
‘remembering’/ first level)

2. What evidence is there to support the author’s purpose or message, and would you
agree with the author’s choice of rhetorical appeals (ethos, pathos, logos) used in the
film? (Blooms ‘understanding’/ second level) Why? (deeper understanding)

3. How could you look another way at this film analysis? (Blooms ‘analyzing’/ third
level)

4. What are the implications of your evaluation? (Blooms ‘evaluating’/ fourth level)
5. What part of the film would you change – and how? (Blooms ‘creating’/ fifth level)

Lesson Objectives: By the end of this lesson students will be able to perform the following.
1.) Assess author’s purpose of a chosen film.
2.) Describe author’s rhetorical choices in detail within that film.
3.) Evaluate any cultural or societal impact indicated in the film.

Doris Mims Page 1

INSTRUCTION: Use the ‘Rubric for Essays’ to assess how well you have written your film

analysis assignment. Complete the Rubric points and the questions below.
This self-assessment is due by our next class meeting.

1. As you re-read the film analysis you wrote for this class, what strikes you as the strengths of
your writing?
2. If you had an opportunity to revise the essay, what revisions would you make to strengthen
it?
3. Did you find that your analysis was too wordy – with rambling sentences?
4. Think back on the process you used to write this essay. Briefly describe your process (e.g.,
how you prepared, what part you wrote first, how you revised) How does your process with
this assignment compare to other writing you’ve done?
5. What kind of writing do you find most gratifying?
6. What kind of writing do you find most challenging?

Professor D. Mims English 1301 2016

Annotated Portfolio

The annotated portfolio is used for all non-research assignments.

The annotated portfolio has several elements:
1. Table of content
2. Visuals (stills or film)
3. Written expressions (details, overviews, abstracts, citations, etc.)
4. It may have grids, charts, charting maps, rubrics, etc.
5. Author’s statement of purpose
6. Self-evaluation of project

1 Doris Mims English 1301 ACP 2016