In a recent PLC discussion, I shared this presentation along with a few of my peers to highlight some of the more relevant points made in the book Book Love by Penny Kittle. We used this presentation to guide a structured discussion with a class of fellow preservice teachers. This project emphasized to me how important it is to collaborate with different thinkers to gain an overview of perspectives. 

Included are two culminating assessments I have created for various lesson plans over my courses as a preservice teacher. Both assessments show different methods of assessing student's progress throughout a literature unit/lesson.

Culminating Writing Assessment - Pride & Prejudice: Turning a book chapter into a short film

State Standards:

• Writing Standard 3- Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

  • Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Rationale: 

The assignment of turning a book chapter into a short film has multiple benefits for students. Firstly, it encourages critical thinking and analysis skills as they evaluate the story and its characters to determine which parts will translate best to film. Secondly, it helps to develop creativity and imagination as students brainstorm ways to adapt the text into a visual medium. Thirdly, it provides an opportunity for collaborative learning and teamwork as students work together to produce the final film. 

This assignment can help students improve their communication and storytelling skills as they learn to convey a story through visual and auditory means. It also provides a chance for students to explore the technical aspects of filmmaking, such as camera angles, lighting, and sound design. 

Furthermore, the process of turning a book chapter into a short film can help students develop an appreciation for literature and the art of storytelling. By closely examining a text and working to bring it to life on screen, students can gain a deeper understanding of the themes, messages, and nuances of the story. This assignment works well with the chosen source material, Pride & Prejudice, for there are many different stage and film adaptations of the story for students to take inspiration from. After the due date for this assignment, we as a class will view several different scenes from different stage and film adaptations of the famous play and compare and contrast different storytelling methods. 

Overall, turning a book chapter into a short film is a valuable assignment that can help students develop a range of skills, from critical thinking to creative expression. It provides an opportunity for collaborative learning and encourages students to explore the art of storytelling in new and exciting ways.

Pride & Prejudice by Jane Austen - Film Scene Assessment

Statement of Intent: 

The objective of this assignment is to challenge you to think critically about the literary elements present in the novel and how they can be translated into visual storytelling. By creating a short film based on a chapter of the book, you will be able to explore themes, characters, and plots more dynamically and creatively.

Project Description/Instructions: 

You will have the freedom to choose the chapter that you wish to adapt into a short film. You will also have the freedom to choose how you would like to present your chapter, whether that might be changes to the original language or setting. However, it is essential to keep in mind that your film should be faithful to the original text and capture the essence of the characters, their relationships, and the tone of the novel.

You will be evaluated based on the quality of your storytelling, cinematography, sound design, and editing. Additionally, you should demonstrate a clear understanding of the literary elements present in the chapter you have chosen and how you have incorporated them into your film.

1. Students will be allowed to work alone or with a partner of their choice on this assignment. 

2. Pick a chapter of Pride and Prejudice that you feel would translate well into a short film. This chapter should have substantial dialogue and at least 2 characters present. 

3. Write a script based on the source material. This script should be very close to the finished screenplay of your short film and will be turned in alongside the final film. This script should be comparable in length to the original chapter of the book. 

   1. An average chapter of Pride and Prejudice has approximately 2,000 words. Your chapter should not be this long as it is written in a script format instead of as a narrative. 

   2. Stage directions to convey the direction of actors should be included in the script. 

4. Make a short film representing your chosen chapter. 

   1. Use any editing software of your choice. 

   2. Film should be professional, well thought out, and exercise creative freedom. 

   3. Other students, friends, peers, or family members may be used in the film as actors. Make sure that you get their permission to show the footage in class. 

5. Write 2-3 paragraphs explaining the changes you made to the source material.

Tools for Support:

1. Some suggested video editing software might be iMovie, Adobe, or Vimeo (other options are available too)

Criteria for Grading:

1. Adaptation of the scene (40%)

   1. Demonstrates an understanding of the original scene’s tone, mood, and interactions between characters. 

   2. Shows creativity in the adaptation of the scene from literary to visual medium. (i.e. camera shots, lighting, audio editing, etc.)

   3. Provides clear reasoning in written form for the changes made. 

2. Faithfulness to the source material (30%)

   1. Exhibits a clear understanding of the original text and its themes. 

   2. Stays true to the plot and characterization of the source material, with any changes justified in writing. (make a note of how creativity and faithfulness could clash)

3. Presentation and writing quality (30%)

   1. The presentation of the project is clear and organized. 

   2. Rhetorical devices discussed in class are present and represented. 

   3. Writing is free from grammatical and spelling errors.

Culminating Assessment - Much Ado About Nothing - Character Analysis: Who did it better?

Rationale:

The culminating assessment designed for "Much Ado About Nothing" is purposefully structured to evaluate students' comprehensive understanding of the play, their adeptness in character analysis, and their critical evaluation of various live/film adaptations. By allowing students to either select or be assigned characters, the assessment gives students autonomy and enables a more personalized exploration of character traits, motivations, and development within the play. Additionally, the comparison of different adaptations encourages students to critically examine various interpretations, assess fidelity to the original text, and discern how different portrayals influence character perceptions. This approach not only acknowledges individual preferences but also allows for a deeper exploration of the play's themes and character dynamics based on personal connections and experiences. The collaborative aspect of comparing adaptations fosters discussions among students, promoting diverse perspectives and enhancing critical thinking skills. Furthermore, this assessment considers student demographics and backgrounds by providing choices that resonate with their interests, ensuring engagement and relevance. The individual reflection component prompts students to evaluate their overall understanding of the play, encouraging them to draw connections between the characters' experiences and their own lives, fostering deeper reflection and critical thinking. Overall, this assessment strategy aims to foster inclusivity, critical analysis, personal connections, and a deeper appreciation for the complexities of character portrayal and thematic interpretation across different adaptations, thereby offering a comprehensive evaluation of students' learning.

Essential Learning Questions

1. What are the benefits of comparing different adaptations in terms of perception of character and interpretation of themes? 

2. What new insights about character might be brought to the forefront of student understanding by watching film/live versions of the play rather than just reading the original text?

3. How does this assessment embody formative assessment? How does this compare to other forms of assessment used in this unit?

State Standards

• Standard 11-12.R.7: Analyze how an author develops a text through complex and/or dynamic characters, interaction with other characters, and advancement of the plot or development of the theme. (RL) Analyze how the author develops a text through an analysis or argument, including the sequence, introduction and development, and connections of ideas. (RI)

• Standard 11-12.R.11: Analyze how an author's geographic location, identity or background, culture, and period affect the perspective, point of view, purpose, and implicit/explicit messages of a collective body of work. (RL & RI)

• Standard 11-12.R.12: Analyze how a subject and/or content is presented in two or more mediums by determining which details are emphasized, altered, or absent in each account and how these details influence audiences' experiences and interpretations. (RL & RI)

Project Description

You will have the freedom to choose any character you would like (or be assigned, whatever you prefer!) from Shakespeare’s Much Ado About Nothing. You will dive into Benedick and Beatrice’s world by conducting an in-depth character analysis while comparing different live/film interpretations of your chosen character in the play. Your task is to explore how your chosen character is portrayed across various adaptations and evaluate the differences and similarities between the interpretations.

Instructions:

1. Adaptation Comparison

   1. You will need to watch at least two different live or film adaptations of Much Ado About Nothing. One of these adaptations may be the 1993 film adaptation we watched in class, but the other must be a full-length adaptation. You may choose one of the following, or get approval from me to use a different adaptation of your choice. 

   2. Film:

      1. Much Ado About Nothing (Joss Whedon, 2013)

      2. Much Ado About Nothing (Jeremy Herrin, 2012)

      3. Much Ado About Nothing (Samson Samsonov, 1973)

   3. Stage:

      1. Much Ado About Nothing (Robert Delamere, Josie Rourke, 2011)

2. Evaluation Criteria:

   1. Analyze the portrayal of your chosen character in different adaptations, and consider various aspects including:

      1. Faithfulness to the original text

      2. Interpretation of character traits, motivations, and relationships.

      3. How the character fits into the overall storyline in each adaptation. 

   2. Consider how certain adaptations might cater to different demographics, whether it’s age groups, cultural backgrounds, or societal contexts. Reflect on how these adaptations might resonate differently with various audiences. 

3. Reflection and Submission (Essay format, minimum 5 pages double spaced)

   1. Write a reflective analysis comparing and contrasting the portrayals of your chosen character in the different adaptations. Evaluate how each portrayal aligns with your understanding of the character from reading the play. 

   2. Prepare a written analysis (essay) detailing your character analysis and adaptation comparison. Include specific examples and references from the adaptations to support your points. The goal is to evaluate and compare interpretations, not to critique personal preferences. 

Grading Criteria (total of 65 points possible)

• Character analysis (25 points possible)

  • Understanding of character traits (10 points)

  • Depth of analysis of character’s role (10 points)

  • Coherence and clarity of analysis (5 points)

• Adaptation evaluation (35 points possible)

  • Comparison of different adaptations (15 points)

  • Analysis of demographic influences (10 points)

  • Critical evaluation of adaptations (10 points)

• Reflection (20 points possible)

  • Personal insights and connections (10 points)

  • Integration of experiences (5 points)

  • Writing quality/organization (5 points)