Unit Plan Template

Unit Plan that Incorporates the Use of Thinking Tools

Author
First and Last Name=	Ca= therine Crouch
School Name	= Herington High School
School District	USD 487
= School City, State	Herington KS<= /st1:State> 67449
Classroom Informati= on
Subject Area
Vi= sual Art: Film Arts

Gr= ades 9 - 12
Unit Ov= erview
Unit Title
The Good, The Bad, and The Ugly
Unit Summary
In this unit, students will examine the attrib= utes and motivations that define the anti hero, through film genres, conventions, = and critical models.
Building the Founda= tion
Habits of Learning Taxonomy <= /span>
Name anti heroes from select films List characteristics of an anti hero= Discuss the motivations for breaking the law Identify film genres that feature the anti hero= Classify film characters as heroes, villains, or anti heroes= Apply student knowledge of film to divide films into specific gen= res Contrast the character arcs of heroes, villains, and anti heroes<= o:p> Create a fictional anti hero based on a historical character or t= ime period Rewrite a scenario that features a hero into one with an anti her= o Analyze film genres using selected critical models Explain a critical model, using select films as examples Evaluate a film’s use of character, narrative, and conventi= ons in a formal critique
Standards
St= andard 1:Understanding and applying media techniques and processes St= andard 2: Using knowledge of structure and function St= andard 3: Choosing and evaluating a range of subject matter, symbols, and ideas<= o:p> St= andard 4: Understanding the visual arts in relation to history and cultures= St= andard 5: Reflecting upon and assessing the characteristics and merits of their = work and the work of others St= andard 6: Making connections between the visual arts and other disciplines<= /o:p>
Learning Objectives
The learner will define the role of the anti hero. The learner will discuss how the anti hero is portrayed in different film gen= res, by use of film conventions and a director’s ideology. The learner will also be able to create a fictional anti hero and write and f= ilm an appropriate scenario for that character. The learner will be able to view a film and write a compelling critique of th= at film using their own set of values, informed by our class work on genre, conventions, and criticism.
Curriculum-Framing Questions	Essential Question
Is= it ever ok to be bad for a greater cause?
Unit Questions
How does the director’s use film conventions to define a character? How does a director’s view point drive a film’s sense of right and wrong? How does genre affect characterization in film?
Content Questions
What are film conventions?<= /font> Describe a montage used in a film of your cho= ice How can lighting be used to describe the mora= lity of a character? Name three critical models.= What is one strength and one weakness in the auteur model? The feminist model is a blend of which two critical methods? List three major film genres and their related sub-genres. Name the genres the epic, “Troy” fall= s into. What genres feature more villains and anti-he= roes than heroes?

= Student Assessment Plan

Assessment Summary

In Film Arts, students will participate in formal class critique and be assessed with a variety of evaluation tools. All quizzes will be graded by the instructor with a test key. All writing and art projects will be subject to teacher, peer, and s= elf evaluation by way of rubric or observation checklist. All art projects are assessed at mid-point in addition to the final assessment.

Assessment Timeline


Before Project Work Begins	While Students Work on Projects=	After Project Work Ends

Questioning / Discussio= n Main Idea T – note taking	Journal Critique =	Journal Essay= Critique Visual Ranking Seeing Reason Showing Evidence

=	=	=

Visual Ranking Elements (Complete this section if this tool will be used in the unit)<= /font>

Visual Ranking Project Name (For the Visu= al Ranking workspace)<= /font>

Bl= ack, White Or One Of Those Pesky Shades Of Gray

Project Description (For the Visu= al Ranking workspace)

In today’s cinema, there are less and l= ess simplistic heroes and more characters who must decide what is right and w= rong in an increasingly complex world. This character is called the anti hero. After viewing select film segments, you will use the Visual Ranking Tool = to rank each of the film characters on the basis of their ethical behavior, = with the most ethical at the top and the least ethical at the bottom. After th= is activity students will debate their opinions in class and be asked to re-evaluate their work using the Visual Ranking Tool again. After you have reconsidered your opinion, you will use the comparison tool to check your list against others in class. The assignment will conclude with a classro= om discussion of what changes were made and why.

Prompt (For the Visu= al Ranking workspace)<= /font>

In the following activity you will consider each anti hero’s personal attributes, motivations, and actions as you rank them most justified and ethical at the top to least justified and unethical at the bottom.&n= bsp; After ranking the anti heroes, you should double click on the topi= c to add comments on why you made your decisions. When the students have compl= eted this section, they will compare with other groups by clicking on the chromosome shaped button.

Sorting List (For the Visu= al Ranking workspace)<= /font>

Lester Burnham (American Bea= uty)

Frank Castle (The Punisher)<= o:p>

Vincent Freeman (Gattaca)

Marv (Sin City)

Beatrix Kiddo (Kill Bill)

Leon (The Professional)=

Cameron Poe (Con Air)

Jack Sparrow (Pirates of the= Caribbean)

V (V for Vendetta)

Bruce Wayne (Batman Begins)<= o:p>

Practice Ranking (For your future quick reference)<= /font>

Te= acher ID: catherinecrouch

Practice Team ID 1: Team01

Practice Team ID 2: Team02

Practice Team ID 3: Team03

Pa= ssword:

Pa= ssword: Team01

Pa= ssword: Team02

Pa= ssword: Team03

&nbs= p;

Seeing Reason Elements (Complete this section if this tool will be used in the unit)
Seeing Reason Project Name (For the Seei= ng Reason workspace)<= /font>
The Hero’s Journey
Project Description (For the Seei= ng Reason workspace)
In= the film, The Fugitive, Dr. Richard Kimble takes on a journey to avenge his wife’s murder and clear his own name. As Kimble goes on this journe= y, he faces many challenges and must adapt his moral judgment in a variety of situations. You are asked to arrange the mythological symbols of the jour= ney into a circle with a box in the center, marked with “The Journey of= Richard Kimble”. You will separate what symbols fall into acts one to three= by marking them with different colors. You will use blue for the first act, black for the second act and red for the third act. As you connect the ar= rows to their corresponding symbols, you will increase the width of the arrow = in proportion to the extent Kimble abandons his morals in an attempt to aven= ge his wife’s murder.
Research Question (For the Seei= ng Reason workspace)<= /font>
How does the hero’s journey affect his moral judgment?
Practice Map (For your future quick reference)<= /font>
Teacher ID: catherinecrouch<= o:p> Practice Team ID: Team01 Pr= actice Team ID: Team02 Pr= actice Team ID: Team03	Password:= Password:= Team01 Password:= Team02 Password:= Team03
<= ![endif]>
Showing Evidence Elements (Complete this section if this too= l will be used in the unit)
Showing Evidence Project Name (For the Show= ing Evidence workspace)<= /font>
The Lesser Of The Evils?
Project Description (For the Show= ing Evidence workspace)
The films, Silence of the Lambs and Seven, both feature antagonists that are intelligent and well spoken. The antagonist from Seven uses his views on = the corruptness of our contemporary society as a basis for his crimes. The antagonist from Silence of the Lamb uses his knowledge of human nature to manipulate the protagonist’s search for a serial killer. You are as= ked to cite specific examples from each film, which characterize each of the antagonists as being an anti hero. Then tie the evidence to the claims and classify it according to the strength of the evidence and how well it supports the claim.
Prompt (For the Show= ing Evidence workspace)<= /font>
Of the two antagonists from = Seven and Silence of the Lambs, which is more like an anti hero versus a villai= n?
Practice Case (For your future quick reference)<= /font>
Teacher ID: catherinecrouch<= o:p> Practice Team ID: Team01 Re= viewing Team ID: Team02	Pa= ssword: Pa= ssword: Team01 Pa= ssword: Team02
Claims
The antagonist from Seven’s religion based ideology may be beneficial to society.<= /o:p> The antagonist from Silence = of the Lambs knowledge of human nature may be beneficial to society.
Evidence <= /span>