Your Name: Kassandra Rood

TOPIC FOR THE LESSON: Hook Lesson for Lit to Film Date:
Grade Level/Course: 11th grade English
Unit: Literature into Film: How we view literature in the 21st century

Lesson objectives (information, disposition, and skill objectives):

1. Students will begin to contrasting books and film
2. Students will begin the unit long discussions
3. Students will brainstorm to notice real world examples

Initiation/Opening Time
● Ask students, “Is there an instance in which the movie is better than the book?” 2-5 minutes
○ “Think about how many movies are based on books. There’s A LOT out there. Is your favorite
movie originally a novel? Let’s see how many we can come up with”

Teacher’s Activities Students’ Activities Time

● Explain the WHITEBOARD RACE ● Work with their groups to come up with as
○ We’re going to split into two groups, many adaptation titles, and participate in the 10-15 mins
and on your side of the board, everyone Whiteboard Race
is going to take turns writing a movie ● React to how many titles were listed, and
they know comes from a book. You can what kinds were listed
help each other out, but you don’t want
the other team to hear you! You will
have TWO minutes to deliberate with
your group, then you will line up on
your side and everyone will get the
chance to write an adaptation title on the
board.

● Engage discussion of adaptations and books ● Participate in class discussion 10-15

○ What makes a good adaptation?
○ Can the movie be better than the movie?
● Turn on class video
● Assign students to find 3 or 4 adaptations they
may want to read in class. If they don’t care, have
them look at some of their favorite movies and
see if they are a book adaptation.
○ What makes a good adaptation? minutes
○ Can the book be better than the
movie? Why or why not?
● Watch Video; When the Book is Better than 5 minutes
the Movie by PBS
● Search for book/movie adaptations they may
be interested in reading, include reasoning 5-10
why you would want to read this one. If not minutes
interested, look for movies that are
adaptations themselves and explain why you
like this film. Turn in when done. If not done
by the end of class, it is homework.

Closure Time
There are many, many adaptations of different kinds, genres, intent, etc. We’ve only touched the surface. 2 minutes
Throughout this unit, we’ll look at what choices go into adaptations, and how we can see if a movie really is better
than the book.
Assessment Tools:
1. Informal Formative - discussion
2. Formal Formative - list of adaptations

Pre-Planning:
Materials/Resources (list):
White board & Markers
Video from PBS
Mini worksheet

Instructional Strategies to be Used:

__XCooperative Learning __Simulations __Debate __XDiscussion __Inductive/Concept Formation __Questioning
__Direct Instruction/Lecture __Inquiry __XOther (specify): Collective Brainstorming

Multiple Intelligences:
__XVerbal/Linguistic __Musical/Rhythmic _X_Interpersonal
__Logical/Mathematical __Intrapersonal __XBodily/Kinesthetic
__Naturalist __XVisual/Spatial

Reflections/Notes:

Adapted from Larson & Keiper, Instructional Strategies for Middle and High School