Name
Ciak! Best Movies!
Topic
English as a foreign language (EFL)
Learning time
8 hours and 20 minutes
Designed time
8 hours and 20 minutes
Size of class
24
Description
Through this Learning Story students will first write an online review of their favourite film and will then be encouraged to review each other's work. Along the way, they will also learn about fair use of copyright images for digital content creation.
Aims
To enhance writing competence in the foreign language through creativity and collaboration among peers. To reflect on the importance of digital integrity and promote digital citizenship.
Outcomes
Application, Comprehension, Knowledge, Synthesis, Application, Evaluation, Affective learning outcomes
Editor
AnnaLaghigna
Edit
DREAM: We all love going to the movies! But have you ever asked yourself why? How do you choose what film to see? 
70 minutes)
  • Read Watch Listen
    15
    24
    0
    Students brainstorm their ideas about why people love going to the cinema. They also practice vocabulary about types of films and film making which they have studied on their textbooks.
  • Investigate
    25
    2
    1
    Students are invited to analyse a collection of quotes, offered by www.brainyquote.com, and posted on Edmodo. They are encouraged to choose their favourite one and give their personal interpretation.
  • Investigate
    30
    1
    1
    For homework, students continue to comment on the attached Padlet and start thinking about the film on which they intend to write a review.
Notes:
This Learning Story is designed for 17-year-old Italian students of English as a second language. - Level B1-2 (intermediate). It focuses on developing writing skills and film vocabulary necessary to produce a review - as requested in the Cambridge First Certificate exams (Level B2) - as well as reading/listening skills in the foreign language.
Resources linked: 0
EXPLORE: What is a review? What should be there in a film review?
170 minutes)
  • Read Watch Listen
    20
    24
    0
    Students revise on their textbooks the elements that must be included in a review according to Cambridge First Certificate requirements. Teacher writes on the blackboard the suggested outline for a film review and indicates its main components. Vocabulary regarding film making and movies is revised.
  • Investigate
    20
    1
    0
    Students start sourcing information about their favourite film on the web using their smartphones or tablets, and bookmark their findings on Evernote.
  • Investigate
    40
    1
    0
    For homework, students continue searching for information. They start thinking about a scheme for their film review.
  • Read Watch Listen
    60
    1
    0
    A toolbox of suggested tools for digital content creation is posted on Edmodo. Students can watch the attached video tutorials at their own pace and decide which one they want to use. Deadline: one week.
  • Read Watch Listen
    2
    The issue of copyright infringement and fair use when creating digital content on the web is introduced in a playful way by means of two short videos.
  • Practice
    30
    2
    For homework, students read more about copyright on the attached "Simple Guide to Creative Commons Resources" and watch a short video on Digital Life.
Notes:
I have chosen to teach about digital integrity and fair use of copyright-friendly images as an ongoing process instead of dedicating an extra module to it. It is often difficult to persuade teenagers of the importance of respecting copyright. While doing their projects - I hope they will learn that "grabbing anything" from the web is not allowed.
Resources linked: 0
MAKE: Create a digital review on your favourite film and explain why and who you would recommend it.
110 minutes)
  • Produce
    90
    1
    1
    Students create a multimedia product with their film review. The Tackk tool is suggested but they can also choose to make a digital poster using Glogster or Canvas; a leaflet or an infographic using Smore or Easel.ly; a presentation with Prezi or Powtoon. Activity continues for homework. Presentations are posted on Edmodo. DEADLINE: one week!
  • Collaborate
    20
    24
    0
    Students are invited to exchange feedback on each other's work in the comments area on their individual Tackks or on Edmodo.
Notes:
Resources linked: 0
ASK: Check what has been done and exchange ideas - Peer Reviews
80 minutes)
  • Collaborate
    30
    24
    0
    Students upload the first draft of their presentations on a Padlet and invite their classmates to provide constructive feedback. They are encouraged to play the role of advisors and focus on what has been succeeded and what needs to be improved. They should contribute at least one idea. Teacher facilitates collaboration and offers support if help is needed. Activity can be continued for homework. Deadline: 3 days.
  • Collaborate
    20
    2
    2
    Peer reviews: Students will be paired at random using an online name picker (see the attached resource). Presentations are assessed by one peer using a Google Form questionnaire with a multiple choice rubric (see attached copy). Each reviewer will have to suggest possible improvements and check that only copyright-friendly images are used with appropriate attribution. Deadline: 3 days.
  • Practice
    30
    24
    0
    Collaboration and peer reviewing continues beyond schooltime. Students use the Google Form to provide suggestions to their partner and help correct vocabulary and grammar mistakes. All students are further encouraged to comment on Edmodo and support peers who need help.
Notes:
Resources linked: 0
REMAKE: Changes and additions are integrated in the project
70 minutes)
  • Collaborate
    20
    2
    0
    In pairs, peer assessor and assesse discuss about the improvements they have suggested and integrate the necessary changes to their projects.
  • Investigate
    10
    2
    0
    If required, new information or images are researched and the project is updated accordingly.
  • Produce
    20
    2
    0
    Final editing of the project and publication on Edmodo, blogs or other websites.
  • Produce
    20
    0
    Students record their oral presentation of their film review using a podcasting tool like Soundcloud or Clyp and their Smartphones. The audio file is attached to their Tackk and will be marked by the teacher.
Notes:
Resources linked: 0
SHOW: Presentation 
0 minutes)
  • Read Watch Listen
    0
    Students make a short individual presentation (max 5 minutes) to show their multimedia project to the class. Students are free to browse through all the Tackks produced, watch the film trailers and listen to the attached podcasts. They are invited to vote for the best presentation on a Tricider.
Notes:
Presentations are evaluated and peer-evaluated using Rubrics discussed and negotiated with the class ahead of the project. Comments and amount of participation on Edmodo and Padlet or Google Forms, as well podcasts produced by the students are all elements of evaluation.
Resources linked: 0

Learning Experience

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