Professional Documents
Culture Documents
We have just finished our unit on storytelling and different story mediums. For our
next assignment we will be focusing on one of the most popular modern forms of
storytelling: movies! Instead of writing our own movies, like we wrote our own
stories, we will be writing reviews of movies. After we have all written our reviews,
we will have a class movie party where we will share our reviews and watch our
favorite clips from the movie together in class.
To begin this unit, we need to choose movies to watch. There is a list on the backside
of this handout of pre-approved movies. If none of them catch your eye, you are
encouraged to choose a movie you will like. However, if the movie is not on the pre-
approved list, you will need to talk to me about it first. In order to have someone to
be a peer review buddy, we will have groups. These groups can have 2-5 people in
them. Although students may watch the movie together, these reviews are
individual assignments. Each student should turn in a 2-3 page review.
The purpose of this assignment is to reflect on how different techniques are used to
create a story, to write with an audience in mind, and to form and articulate an
opinion that may be unpopular. Your movie review should include a summary of
the movie’s plot that doesn’t give away the ending. The review should have a
summary, but not be just a summary. Rather, the review should build an opinion
about how the movie succeeds and struggles to tell the story successfully.
Don’t be overwhelmed! We will work through this process together and hopefully
have fun in the process.
Deadlines:
Movie & partner decided by: ___________________________
Movie watched by: ______________________________
Peer revision of first draft: __________________________________
Final draft: ___________________________________
Have fun!
Wonder
The Help
Enchanted
Inside Out
Rocky
Zootopia
The Chronicles of Narnia
The Sixth Sense
Singin’ in the Rain
Fantastic Mr. Fox
The Black Panther
E.T. The Extraterrestrial
Remember the Titans
Selma
Juno
Rocky
The Hunger Games
Guess Who’s Coming to Dinner
Eragon
A Quiet Place
Legally Blonde
Casablanca
Mr. Smith Goes to Washington
Earth to Echo
12 Angry Men
The Lord of the Rings
The Philadelphia Story
The Greatest Showman
Mary Poppins
Harry Potter
Rationale
To some extent, everyone enjoys and watches movies. People have movie preferences
and often discuss with their friends why they liked/disliked a movie they watched.
Because students already enjoy and discuss movies, I think that teaching them
components of writing and thinking about movie reviews would capitalize on that interest
that is already there. Teaching students how to write movie reviews would help them
think about the different components of a story and what techniques a movie will use to
successfully convey a theme, message, or mood. By thinking about these components of
the movie and how they shape into the whole, students will be able to use that critical
thinking lens to determine why they liked or disliked a movie. They will be equipped to
form and explain their opinions based on evidence from the movie.
Movie reviews require the writer to summarize the plot. I think the skill of summarizing
is important for students to learn, and helps them develop cognitively as writers. By
summarizing, students learn how to highlight the most important ideas and how to ignore
irrelevant information. They learn how to quickly explain plot in a compelling way.
Another important part of writing summaries in a movie review is that it isn’t just a
simple plot description. The summary requires students to think about which aspects of
the story are important to their opinion and argument. This requires a lot of critical
thinking. The summary should support the theme the students wish to expand upon. Not
only the plot, but the other components of a movie (filmography, acting, character
development, etc.) should be discussed as evidence for the theme. Students should
already know how to identify and choose themes, but we will continue to discuss that
skill in this unit. Summarizing a skill movie reviews require that I think will be amongst
the most beneficial skills learned from this assignment. I also think it will be one of the
hardest parts to teach. Learning how to summarize in a way that is not too lengthy or too
concise will be difficult. Students will have to think in an objective way to not leave their
reader bored with every detail, or confused by the scarcity of detail.
Movie reviews also require that the writer knows their audience. The writer must
understand what the audience wants to hear and know about the movie. Movie reviews
include a rating and a recommendation to the audience of whether they should see the
movie or not. Understanding audience is an important part of writing anything, so this
skill will be very transferable.
This writing unit will be done during the second quarter of school, at the beginning of the
quarter. I think the movie aspect will make the assignment exciting for students and it
will allow students to feel comfortable disagreeing constructively with one another. This
unit could be adapted to any grade level, but I am planning on 8th graders. Because of the
intended student demographic, this lesson plan will include more scaffolding on ideas
such as the theme, components, summarizing, and analysis than would be necessary for
older students. I am planning on each class period being 60 minutes long. This plan can
be adapted for students of special needs: they could watch a simpler/shorter movie, write
a shorter review, receive more one-on-one attention, and possibly extend the due date if
necessary. This unit will fulfill several of Utah’s Common Core Standards including:
Writing Standard 1
Write arguments to support claims with clear reasons and relevant evidence.
Writing Standard 4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
Writing Standard 5
With some guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience have been addressed.
Speaking and Listening Standard 1
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 8 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
Language Standard 2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
I was interested in teaching movie reviews for my unit plan because I think that it is
something students could be interested in and I think the skills learned will be beneficial
to students as they continue to become writers. The skills learned in summarizing will
help students identify themes and think critically of narratives in future papers (and in
life). The skill of developing and supporting an opinion will help students find evidence
and use it in a way to form an evidence-based opinion, this will help students in any form
of persuasive writing they will do in the future. The ability to understand audience is a
useful skill as well because for any form of writing, audience is an important aspect.
Students will learn how to speak effectively to their audience.
Strategies and Reflection Questions
Annotate
Discuss with a partner
Review mentor texts
Asking questions
Questioning purpose, tone, and audience
Note taking
Peer revision
Fat drafting
Count words in sentences
Read out loud
Reflection Questions
Which strategies did you use on this paper? How did they help or not help?
Did you have a favorite strategy? How could you use this strategy for a future writing
assignment?
Did you have a least favorite strategy? Why did that strategy not work for you?
How could you alter that strategy so that it would help you in your writing process?
You may not write many movie reviews in the future, what skills and strategies did you
learn from this assignment that you can use in the future?
Is there a strategy you did not try this time but would want to try next time?
Unit Timeline
DAY 2
Writer’s Notebook Prompt: What is your favorite smell? Does that smell remind you
of any memories?
Mini-lesson: Components of a movie
o Make a list of the characteristics movies have but books don’t (i.e. actors,
we see colors, hear sounds, they are shorter usually, filming).
o Talk about different pros and cons of these.
Inquiry Strategy: Annotate a movie by pausing it.
o Pause and analyze the still image: write thoughts/feelings on one side –
what is happening to create that feeling?
o Flip the images and see what the new tone would be. Did those things
(blocking, colors, angles, etc.) change the connotation of the image?
Homework: Bring three movie review mentor texts to class next time.
DAY 3
Writer’s Notebook Prompt: What is the scariest thing that has ever happened to you?
Inquiry Strategy/Activity: Annotate mentor texts by note taking
Skill mini-lesson: Identifying a theme
Activity: Watch clips from a movie identifying how the angles of the filming add
different dynamics to the movie.
Homework: Watch the first half of the movie
DAY 4
Writer’s Notebook Prompt: Who is someone that inspires you?
Inquiry Strategy: Discuss the movie with a partner
Activity: Watch a clip from a movie with no sound. What does the sound add to
the movie? Freewrite in notebooks the difference the element of sound adds
Skill Mini-lesson: intros and hooks
Skill mini-lesson: titles
Homework: Finish watching the movie
DAY 5
Writer’s Notebook Prompt: Write about a pet peeve
Quiz on movie they watched
Inquiry strategy: free write about the movie (then discuss with partner)
Skills mini-lesson: Thesis
Skills mini-lesson: Audience and critic vocabulary (will need to know some slight
movie info, this leads into their homework assignment)
Homework: inquiry handout (discover movie background, awards, actors, movie
techniques, etc.)
DAY 7
Writer’s Notebook Prompt: Most embarrassing moment
Skills mini-lesson: Use evidence from movie to support opinion
Drafting strategy: Review product goals
Drafting strategy: Outlining
Time for drafting
DAY 8
Writer’s Notebook Prompt: Write the origin story of a weird law
Drafting activity: Revisit mentor texts observing different structures with
highlighters
Skill mini-lesson: ladder of abstraction / word choice
Time for drafting
DAY 10
Writer’s Notebook Prompt: What superpower would you want to have? What would
you do with that power?
Revision strategy: Fat drafting
Strategy mini-lesson: Sentence variety
o Revision strategy: Counting words in sentences to revise for sentence
fluency
Skills mini-lesson: transitions
DAY 11
Writer’s Notebook Prompt: If you could win any award, which award would you
want to win?
Revision strategy: Read out loud
Revision strategy: Peer feedback
DAY 13
Writer’s Notebook Prompt: What is a lesson you have learned because of a mistake?
Skill mini-lesson: Passive voice
Skill mini-lesson: Objective and subjective voice
Time to polish writing – meet with me for teacher conference
Learning Goal: Students understand how to write an engaging introduction and title so
that readers feel a desire to continue reading their work.
Assessment: Students will work in groups for accountability and will show me their
index cards as they leave class.
Concepts Taught:
Intros
Hooks
Titles
Genre-specific: components of a movie
Rationale:
If students cannot effectively and engagingly write the parts of a review that readers first
interact with (the intro, title, and opening line) then the reader will not read the work. As
students learn to make the intros of their writing better, it will allow them to start out
strong and make their writing more authentic as it draws a more compelled audience.
Materials needed:
Movie clips (pulled up)
Strategies to be used:
Class discussion
Partner discussion
Free writing
PERFORMING
Announcements: Remind students that they should have the first half of their movie
watched by now and the rest watched by tomorrow.
Lesson Presentation:
Preparing for Learning
Writer’s Notebook: Who is someone that inspires you? Why?
Share writing entries before transitioning to the lesson
Directing the Learning
B) Guided Practice
Guided lesson: Annotate a movie for tone
o Fold a paper in half / on one half, students will write down emotions
evoked by the clip, in the other, students will write down what is
happening in the clip to make them feel that way.
o Watch the “circus scene” clip from Big Fish once just writing down
emotions, themes, or overall images (lovey dovey, exciting, chaotic, fun,
happy).
o Watch it a second time and write down what is happening to add to the
feeling (rounded edges, bright colors, happy music).
o Have students do one more clip on their own: Watch “Ellie and Carl’s
relationship” clip from “Up” and have students practice the activity on
their own
ATAWT
If we finish early, students can start brainstorming ideas for the title of their movie
review. Granted, they don’t know the theme so it will change, but they can begin to
think about it. If we have more time, we will do a whip-around where students can
share one thing they learned from class.
Post-instruction Reflection
Were there too many movie clips? Were they effective? Should I consider showing
them in different class times next year?
Did the students enjoy the clips, were they too scary? Not emotional enough?
Did students understand the concepts of the introduction?
Is this section too early in the unit? Do students have enough of their own work to
begin to think about introductions, hooks, and titles?
Was there too much group activity? Were students able to stay focused?
Sources
The Notebook trailer https://www.youtube.com/watch?v=4M7LIcH8C9U
The Notebook trailer (scary) https://www.youtube.com/watch?v=NvfI8vUuJ04
Big Fish https://www.youtube.com/watch?v=cfDwQbxRoEo
Ellie & Carl https://www.youtube.com/watch?v=F2bk_9T482g
Daily Plans
Learning Goal: Students will understand how to effectively summarize the movie they
are watching so that readers understand the movie plot.
Assessment: Students will show me their notes and summaries before they leave class.
Concepts Taught:
Summarizing
Box plots
Revisiting mentor texts
Rationale:
Summarizing a skill movie reviews require that I think will be amongst the most
beneficial skills learned from this assignment. Learning how to summarize in a way that
is not too lengthy or too concise will be difficult. This is a crucial part of the movie
review. Summaries take up a good portion of the review, and set the foundation for every
claim that follows.
Materials Needed:
Short films (pulled up)
Nursery rhyme handouts (printed)
Paper to demonstrate box plots on overhead
Each student will need their mentor texts (I’ll have some if they don’t),
pencil/pen, and paper
Strategies to be used:
Class discussion
Partner work
Annotating/highlighting mentor texts
PERFORMING
Announcements: Turn back the quiz taken last time to students. If, based on quiz scores,
it looks like the students have not watched their movie, make a note to talk to them about
it individually during drafting time to help them plan a time to watch it. Also, have a
follow-up about the inquiry hand out.
Discuss how now is the time to begin drafting and help students plan out a schedule that
will help them to turn in the draft on time without feeling overwhelmed.
- My suggestion is that students plan have the theme and opinion of the review
decided on Day 6, the outline finished by Day 7, and they write the draft on
Day 8 to turn it in by Day 9 on time.
o Remind students we will have class time to work on these. To not get
overwhelmed because we will go over each part together more as we
draft together.
Lesson Presentation:
Preparing for Learning [anticipatory set]
Writer’s Notebook: If you could have dinner with any person, alive or dead,
who would you want to have dinner with and why?
Share writing entries before transitioning to the lesson
A) Summarizing (part 2)
Discuss what a summary is. What summaries do and do not include, times we
write summaries, and why summarizing is a necessary skill.
Activity: Have students share a recent experience (some question prompts will
be on the board: most embarrassing moment, favorite trip, what they did over
the weekend, etc.). The students will share the story twice: the first time using
only relevant facts and the second time using all the details.
o Discuss: which story was more entertaining, easier to listen to. What
makes a fact relevant or irrelevant when summarizing? Did the partner
have any questions after the story was told, anything left unclear?
Explain the three steps of summarizing:
o 1) Comprehending the text (in this case, movie),
o 2) Make a list of main points and key ideas,
o 3) Express this information in their own words
Small group activity: we are going to summarize nursery rhymes in as few
words as possible while still including the key points
o (Itsy bitsy spider, humpty dumpty, old mother hubbard, jack & jill,
little miss muffet)
o We will share these summaries as a class. How did you decide what
information was important?
Strategy: use box plots
o Explain that box plots can be a way to make sense of the main events
of a plot and story
o Show students how to use box plots in a guided practice
Strategy: look at mentor texts
o Revisit mentor texts looking at how the authors summarize the movies
they review
o Use 2 colors of highlighters for the summary: highlight the (1) key plot
points and (2) summary details
Have time for drafting their own summary of the movie using box plots
B) Guided Practice
o Guided lesson: watch the Pixar Short clip: “Boundin’” once through.
Discuss that now we are going to watch it to summarize it.
o Watch the short again and make box plots of a summary together
The lamb had a lot of great fleece that made him so proud he
would dance. -- All the animals danced together. -- But then the
lamb’s fleece got shaved off and he was too sad to dance anymore.
– The American Jackelope gave the lamb a pep talk and they
danced happily together.
Have the students do their own practice. Watch the Pixar Short
“For the Birds” and have students create their own box plots.
Ask students to share.
Discuss how we arrived to those conclusions.
ATAWT
Students will be drafting their summaries. If they finish early, they can continue to work
on the rest of their draft. If they are finished with the draft can use paper and colors from
the classroom to create an alternate movie poster for the movie they watched.
Post-instruction Reflection
How did the students react to doing the summary on their own? Was the second Pixar
clip to difficult because it didn’t have any dialogue/names?
Did the students enjoy watching the clips?
Was telling personal stories effective? Were there enough prompts to help them to
discuss?
Did students have enough time to write the summaries?
Were students summaries effective, showing they understood the lesson? What can I alter
to help them be more effective summarizers?
Sources Used
Boudin’ - https://www.youtube.com/watch?v=7WyR4AqRweY
For the Birds - https://www.youtube.com/watch?v=T63MCogI4sM
https://study.com/academy/popular/summarizing-lesson-plan.html
Peer Revision
Writer ________________________ Editor __________________________
Directions: Read through your partner’s movie review once without marking anything.
Read through again and write down what you think are the positive elements of the
review in the margins. Then, read through a third time. This time answer the following
questions. The answers should be more than a yes/no response. When you return it to
your partner, let them ask you questions about your comments.
Title/Introduction
Is the title engaging? Does it represent the theme/opinion expressed in the review?
What does the hook do to draw you into the movie review?
Does the intro compel you to continue reading? Why? If not, what could be
included to increase interest?
Can you find the thesis of the review? What is it?
Summary
Does the summary follow a narrative that includes the themes represented in the
review?
Is the summary a sufficient length? Too long? Does the summary include
spoilers?
If you had never seen this movie, would the summary make sense?
Is the summary concise? Does it drag on unnecessary details? Is it easy to follow?
Opinion/Evidence
What is the author’s opinion of the book? Does the author include enough opinion
of the book?
Is there sufficient evidence to support the opinion? (Are there quotes? Specific
details?)
Is the evidence used in an effective way? How is the evidence incorporated into
the review?
Conclusion
How does the conclusion restate the main opinion?
What type of audience does the review recommend?
Organization/flow
Does the organization of the review read easily? (How is the flow? Transitions?
Pacing?)
How is the word choice? Does the author use a critic vocabulary? Are the words
too vague? What words impress you?
Movie Review Grade Sheet
IDEAS (40)
________
Movie meets assignment criteria: is from pre-approved list or is approved by me
Includes a carefully constructed and clear opinion/thesis that is a thoughtful reaction to
the themes, subject, content, and craft of the movie
Provides sufficient evidence of attentive viewing: ideas move beyond what would be
recognizable after a first viewing and moves beyond a general explanation of if the author
liked or disliked the movie
Evidence (in forms of examples, quotes, images, moments from the movie) support the
argument, convince the reader, and seem to be a proper and credible way to use that
evidence
Both good and bad of the movie are fairly considered
Fulfills expectations of a movie review: offers a recommendation to the reader, gives the
reader enough description of movie to make an informed decision about if they want to
see it, and engages the reader
ORGANIZATION (35)
________
Includes organizational aspects of a movie review, including a personal rating (runtime,
MPAA rating, director, genre, run-time, and a picture)
The title is creative, informative of the movie, and reflects the opinion that the review
will share
The introduction is engaging with a captivating hook that encourages readers to continue
The summary is concise (1-2 paragraphs) and identifies a narrative that is effective in
explaining the theme and key plots of story
The summary does not include details that irrelevant to the main themes
VOICE (15)
________
The review has an objective tone that adds to the credibility of the argument
The tone is personable and enjoyable for the reader to engage with
The review feels written with an audience in mind and can connect with that audience
CONVENTIONS (8)
________
Errors are not distracting – shows careful attention to revision process
Quotations are integrated in a correct way
Correct punctuation of movie titles
PROCESS (25)
________
Adequate draft turned in on time
Thoughtful participation in peer feedback
Thoughtful revision in response to feedback
Thoughtful reflection on activities and strategies
Shared final draft in class
Ms. Wood
English
16 April 2018
Movie Review
Rating: NR
Genre: Romantic Comedy
Director: George Cukor
In Theaters: Dec. 1, 1940
Runtime: 112 minutes
If you find love triangles delightful, prepare yourself for the complicated love
mess that takes place in The Philadelphia Story. The movie centers around a young
woman from a prestigious family named Tracy (Katharine Hepburn). Tracy is about to
get married to her fiancé, George (John Howard). However, Tracy’s ex-husband, Dexter
(Cary Grant), meddles with the wedding and invites Mike (Jimmy Stuart), a journalist, to
Tracy is about to get married to her fiancé, George, but her ex-husband, Dexter, meddles
and invites a journalist, Mike, to report about the wedding. Pretty soon, Tracy must
choose which of the three dashing suitors she loves and will marry.
The movie moves quickly. It takes place within a 24-hour time frame and feels
quite chaotic and unrealistic. However, as it’s a comedy, that is to be somewhat expected.
The story is frantic but infectiously charismatic. This movie is considered a classic not
only because of its stellar cast, but because the comedy moves past the normal trivialities
of the genre and peers into the more important desires of Tracy’s heart.
The ensemble is strong and has some of the best classic actors of the time, with
the shining performance being that of the leading lady, Tracy, played by Katharine
Hepburn. The stunning performances shine through and make each character loveable.
The script was written for and backed by Katharine Hepburn. She plays a strong-willed
Tracy who must choose a husband from an array of worthy suitors. Tracy strives to be
perfect in all she does and has high expectations for herself and everyone around her.
Each man loves Tracy differently, but none quite loves her for who she really is.
Dexter thought she was ruthless and unforgiving of his faults (his drinking habit that got
worse after their marriage began); George worships her like a distant goddess (the longest
moment of speech from George isn’t him declaring his love, but his worship of Tracy);
and Mike loves her because he is so impressed by her and doesn’t think he’s met anyone
like her before. But Tracy doesn’t want to be worshipped or treated more special than
anyone else. She tells George that she wants to be “loved, really loved.”
Both George and Mike declare their love for Tracy, but they seem to be more in
love with the idea of her than with who she actually is. As Tracy recognizes that she does
not wish to be loved only for her perfections, she recognizes her flaws and her humanity.
She seems to open up to her flaws and the flaws of others. This allows her to make a
choice of marriage that is not idealist but true to who she is.
This romantic comedy is upbeat and clever. It moves quickly and happily
throughout the occurrences of the love affairs. But the movie is so much more than a
comedy. It is a commentary on the decisions we make and how we must come to
The storyline may be a little dated, but the dialogue, which one an Academy
Award for best screenplay, is snappy and the storyline is a delight. This movie will
remain a classic for all serious movie lovers, and is also certain to be a favorite for
Engl 423
This was an incredibly difficult project for me and took me a lot longer than I was
expecting. I am so nervous for first-year teaching now. Unit plans are beasts. But, there
are so important. And I started to notice that it got easier as I was doing it. When I was
doing my second daily plan, it was a lot less stressful. I felt like after I finished something
I was like, “Oh, okay. If I had to do that again, I would be a lot better at it.” Which, even
though it didn’t help me with this unit plan, I think the process of figuring out how to
The guidelines were helpful, and the textbook was helpful too. I found myself
going back to each multiple times for each step of the process. Actually applying all the
principles we had learned in class to a unit plan really changed the way I looked at them
and made it more concrete. I wish I had been preparing a unit plan all semester. But the
principles were there and helped me navigate the process of the unit plan.
The next time I do a unit plan, though, I will follow the timeline you gave more
clearly. I kind of went step by step through the process and I kept having to go back and
redo various parts. That made it complicated and a little bit longer than necessary.
Though I can’t say I’m excited for my next unit plan, I’m excited for my fifth unit
plan. Because by then I’ll be a lot better and it’ll be more enjoyable. Though I’m sure
there are flaws, I feel like writing unit plans makes a lot more sense and I will be able to