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\n\"Ken\n\n
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\nLesson Planet Curated\n
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\nKen Burns in the Classroom: Hemingway\n

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\n\nFor Teachers\n\n11th - Higher Ed\n\nStandards\n
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\nHemingway: BH, AH. Before Hemingway and after Hemingway. A collection of PBS lessons, authored by Julia E. Torres, uses clips from Ken Burns and Lynn Novick’s documentary to EXPLORE the influence events in Hemingway’s life had on his...\n
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\n\"Seeing\n\n
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\nCurated OER\n
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\nSeeing the Image in Imagery: A Lesson Plan Using Film\n

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\n\nFor Students\n\n11th - 12th\n\nStandards\n
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\nIn our increasingly visual society, it is often difficult for some readers to create a mental picture of a picture created only with words. An image-rich text like F. Scott Fitzgerald's The Great Gatsby can therefore, present a real...\n
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\n\"The\n\n
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\nFilm Foundation\n
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\nThe Day The Earth Stood Still: Film Language And Elements Of Style\n

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\n\nFor Teachers\n\n6th - 10th\n\nStandards\n
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\nIn this, the third in a series of four resources that use Robert Wise's 1951 version of The Day The Earth Stood Still as the core text, young film makers examine the language of film including shot composition, camera angle, lighting,...\n
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\n\"Film\n\n
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\nFilm Foundation\n
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\nFilm Language and Elements of Style\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nHow do you read a frame? How do you read a shot? Here's a resource that shows viewers how to read films. As part of the study, class members examine the camera angles, lighting, movement, and cinematic point of view in Mr. Smith Goes to...\n
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\n\"Dark\n\n
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\nThe New York Times\n
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\nDark Materials: Reflecting on Dystopian Themes in Young Adult Literature\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nThe Hunger Games. Maximum Ride. Why is so much of young adult literature so dark? What is the appeal of dystopian literature to young readers? The six activities in this resource ask kids to reflect on some of the reasons this genre has...\n
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\n\"Literature\n\n
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\nLiterature Through Silent Movies\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers participate in an engaging, alternative assessment activity: making a silent film of an Edgar Allen Poe story. This project offers them an additional way to demonstrate their mastery of the topic. \n
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\n\"Edgar\n\n
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\nAlabama Learning Exchange\n
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\nEdgar Allan Poe's Journey Through Life and Literature\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nHow was Edgar Allan Poe able to create \"intriguing, memorable, and lasting literature\"? To answer this question, learners analyze the syntax, diction, and characterizations in Poe's poems and short stories and compare the impact of these...\n
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\n\"Dystopian\n\n
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\nNew Hampshire Bureau of Adult Education\n
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\nDystopian Literature: from Fiction to Fact\n

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\n\nFor Teachers\n\n9th - Higher Ed\n\nStandards\n
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\nImagine an entire course devoted to dystopian literature. If that concept appeals to you, check out this course that uses 1984 as the anchor text and includes classic short stories as well.\n
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\n\"Literature\n\n
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\nLiterature Through Silent Movies\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents watch Charlie Chaplin films and discuss film elements. They select a story written by Edgar Allen Poe to write and produce a movie of. They film scenes, edit, and create a final iMovie project.\n
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\n\"Analyzing\n\n
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\nPrestwick House\n
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\nAnalyzing Multiple Interpretations of Literature\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nThere is a reason why an Oscar is given each year for the Best Adaptation Screenplay. Adaptations are the focus of an exercise that asks class members to compare a work of literature with a least one adaptation of the work into a...\n
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\n\"Hamlet\n\n
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\nNational Endowment for the Humanities\n
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\nHamlet and the Elizabethan Revenge Ethic in Text and Film\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nYoung scholars research the social context of Elizabethan England for Shakespeare's \"Hamlet\". They identify cultural influences on the play focusing on the theme of revenge and then analyze and compare film interpretations of the play.\n
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\n\"On\n\n
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\nCurated OER\n
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\nOn the Scene: Analyzing Scenes in Film and Literature\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents examine how a scene in a movie or in literature is constructed. For this film and literature lesson students answer questions based on film clips then create storyboards depicting a scene from their life.\n
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\n\"The\n\n
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\nThe New York Times\n
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\nThe Horror! The Horror!\n

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\n\nFor Teachers\n\n8th - 12th\n\nStandards\n
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\nGear up for Halloween by studying the horror genre with your class and analyzing films and texts to uncover the genre's traditional conventions.\n
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\n\"Title:\n\n
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\nTeach With Movies\n
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\nTitle: \"The Yearling\" - Topics: Literature/U.S.; U.S./1865-1913 & Florida\n

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\nLife in the Florida swamps after the Civil War comes alive in the 1946 film adaptation of Majorie Kinnan Rawlings’s The Yearling. The film of this powerful coming-of-age story, filled with love and loss, can be used with or without a...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe South, the North and the Great Migration: Blues and Literature\n

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\n\nFor Teachers\n\n8th - 12th\n\nStandards\n
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\nHere is a complex lesson plan that interweaves the history of the Jim Crow South and the Great Migration with the study of poetry, art, and blues music from the Harlem Renaissance. The plan helps young historians develop a deep...\n
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\nReed Novel Studies\n
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\nThe Boy in the Striped Pajamas Film Study\n

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\n\nFor Students\n\n5th - 8th\n\nStandards\n
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\nAccording to John Betjeman, \"Childhood is measured out by sounds and smells and sights, before the dark hour of reason grows.\" With The Boy in the Striped Pajamas film study, scholars work in small groups to discuss the quote and other...\n
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\n\"The\n\n
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\nFilm Foundation\n
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\nThe Day The Earth Stood Still: The Filmmaking Process\n

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\n\nFor Teachers\n\n6th - 10th\n\nStandards\n
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\nHow are films made? As part of their study of film, middle schoolers investigate the pre-production, production, and post-production process and consider the role of the director, the screenwriter, production designer, cinematographer,...\n
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\n\"Twisted\n\n
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\nCurated OER\n
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\nTwisted Tales\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nExperience how a story can drastically change when the point of view is altered. Young scholars first read a review of Disney's film Tarzan, focusing on how the point of view in the classic story is important. They then select...\n
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\n\"Latin\n\n
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\nCurated OER\n
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\nLatin American Film\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explore the Latin American film industry. In this Latin American film lesson, students compare Latin American films to American films as they watch segments of \"Que Viva Mexico!\" Students research the painters on the film and...\n
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\n\"Literature\n\n
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\nLiterature and Humor\n

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\n\nFor Teachers\n\nHigher Ed\n
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\nFrom Canterbury Tales to The Odd Couple, this presentation details the different treatments of humor in different literary formats. Numerous authors and works of literature are represented here as examples of satire, irony, comedy, and...\n
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\n\"Nineteen\n\n
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\nNineteen Eighty-Four: Orwell\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nWarning or prediction? Nineteen Eighty Four is the anchor text for a series of tasks that ask readers to compare the novel to the film as well as current events to those pictured in George Orwell's dystopian classic.\n
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\n\"Classroom\n\n
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\nClassroom Activities for Emma by Jane Austen\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nColdhearted snob or warm and caring? A series of activities prepares scholars to evaluate the main character in Jane Austen's Emma. To begin, class members compare the gender expectations for women in Regency England and those of today....\n
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\n\"Mr.\n\n
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\nMr. Smith Goes to Washington: What Is a Movie?\n

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\nWatching is not the same as seeing. Transform viewers from passive watchers to active students of film with this 34-page packet, filled with lessons and activities that use Mr. Smith Goes to Washington to examine the technology, the...\n
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\n\"Becoming\n\n
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\nBecoming Visible\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nThe television and interstate highways both came of age in 1950s America. Scholars use film, text, and discussion to explore how these and other cultural icons shaped the literature of the time. Pupils also create a family history...\n
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