Before watching Bend it Like Beckham in its entirety, show the opening scene. Ask the students:
After some brief discussion on these questions, begin viewing the film.
Complete the Ranking Activity (Word 44KB) . Say why you've given it this ranking. What was outstanding about the film?
NB: Before you look at the student exemplar it would be a good idea to revise, or teach if necessary, paragraph structure. You could use an acronym, S.E.X.Y for example. Where the S stands for statement, E for explanation and the X for example and Y is the opinion of the writer.
If you need to build in scaffolding of paragraph structures, it may be useful to use some of these teaching strategies, eg. features of text forms, graphic organisers and scaffolding.
The unit, The Garden Party, provides examples of scaffolding of writing at paragraph and sentence level.
Students should each be given a copy of You Be The Judge Ex A (RTF 15KB) to read individually. Then divide students into small groups. Ask them to work together to identify the following and RecordTheirAnswers (Word 41KB) .
As a class, discuss each group's findings. This activity will give students the opportunity to find answers to questions of: how long their review should be, the tense it should be written in, and will give some clues about how to structure their essay.
Weaker students might be provided with labels to annotate the exemplar. Then when they repeat the task with Exemplar B they will have a model. To do this you will need to provide labels (Word 26KB) .
The review could be photocopied onto A3 paper so that students have room to draw arrows and glue the labels onto the appropriate place.
Divide students into small groups. Each student will need a copy of You Be The Judge Ex B (RTF 15KB) . Ask students to work together in pairs and answer the Exemplar Questions (Word 31KB) . Weaker students could use the previous labeled Exemplar A as a guide or repeat the labelling exercise used in Exemplar A.
Give each student a copy of You Be The Judge C (RTF 13KB) . Ask students to identify the differences between Exemplar A and Exemplar B (Achieved) and Exemplar C (Not Achieved). Students could do this in pairs, before feeding back answers to the class. Teacher could record and display comparison comments for class notes.
Give students WritingAFilmReview (Word 29KB) as a way of enforcing some of the ideas that were discussed in the earlier tasks. Work through each point carefully with students.
If there is time, view the film again, and then focus on the FourScenes (Word 24KB) . If not, move onto the four scenes straight away.
For each of the scenes:
Students should be able to write their own brief plot summary. It is important to make sure students are aware that there are two plots happening concurrently: Jess's soccer ambitions and the wedding.
The elements of film we believe are important to focus on are theme, acting, costume, cinematography, editing, music and setting. (Students choose three or four of these to write about in their reviews.)
These notes could be given to the teacher to be word processed. At this point I added some of my own thoughts to the students' notes.
Students should now be fully prepared to start writing their review for the summative assessment.
It would be useful to use the SayIt (Word 30KB) to give students an opportunity to practise speaking about the important elements of the film before they start writing.
After completing the Say It Activity, it would be worthwhile for students to verbally practise different ways of starting sentences regarding the different elements of film and for teachers to build a word wall of useful starters and phrases.
When students have finished writing their reviews, they can change with a partner with whom they feel comfortable about sharing their work. Using the CheckingSheet (Word 38KB) students can make suggestions on structure, editing and vocabulary. Students need to take their role seriously and take ownership of it by signing the sheet once the peer check is completed.
Published on: 13 Jul 2009
