Activities

1. List possible benefits and drawbacks to different media formats including print, audio, video, or multimedia.

2. Read a copy of any printed speech.  Then, watch a film or audio version of the same speech.  Make observations about how the film or audio version altered or enhanced your understanding of the speech.
   
   
3. After reading a particular novel, watch clips of the filmed version of the book.  Compare the events in the book to those shown in the movie.

4. Critique why a filmed version of a book may leave out certain aspects of the book or why the filmed version changed the way the book was portrayed.  What was the impact of the changes?
   
   
5. Create a poem using a simple format (copy change, found poem) and then turn the poem into a video poem.  Analyze the effect of the written poem and then analyze the video poem to determine the benefits of each format.

Answer Key/Rubric

1. Student will list possible benefits to particular media formats.  For  example, student may explain:

• Print – writers are able to fully capture their intended meaning in words.  They can use as much space on the page to fully explain their ideas.  Print-based texts require little more than a pen and a piece of paper.  This format also requires that the reader fill in gaps at times, sometimes asking readers to infer tone, etc. 
• Audio – music adds another layer of emotion.  Music can evoke emotions or remind us of certain life events.  When added to a movie, audio can enhance our understanding.  For example, eerie music can hint that something bad is going to happen; sound effects can affect our understanding of a scene; a change in musical mood can hint at the upcoming events.  Additionally, listeners often become aware of intended tone by listening to speeches, etc. 
• Video – many people are visual learners and, as such, benefit from watching a video.  They do not have to imagine what the writer is intending and can become immersed in the action. 
• Multimedia – multimedia allows creators to mix media to create the precise message.  The intended audience has less inferring to do as a result of the use of mixed media.

2. Student will read a grade level appropriate speech that can also be found as a filmed event.  While reading the speech, student will make notes to indicate their understanding.  Then, student will take notes during the filmed speech to determine new understanding, new questions, or observations about how the filmed speech enhanced or changed their understanding of the meaning of the speech.  Discussion points can include how the filmed event added new dimensions to the reader/watcher’s understanding. 
   
   
3. After reading a novel in class, show video clips of the movie (making sure content is grade-level appropriate).  Ask students to take notes on any similarities or differences they notice between the movie and the book.  In pairs or small groups, students should explore the similarities and differences and begin to discuss why the director of the movie may have chosen to change the book to any degree.
   
   
4. After reading a novel in class, show video clips of the movie (making sure content is grade-level appropriate).  Ask students to take notes on any similarities or differences they notice between the movie and the book.  In pairs or small groups, students should explore the similarities and differences and begin to discuss why the director of the movie may have chosen to change the book to any degree.  Students should critique these stylistic choices and explore the effect of these changes on the aesthetic representation of the novel. 
   
   
5. Using a simple poem writing activity (copy change or found poem works well), student should write a poem.  Then, ask student to create a video poem using a simple movie creation program such as iMovie, MovieMaker, or any variations of online movie making programs. (Stupeflix is a simple program and students can make a movie in just a few class periods.)  Ask students to pay close attention to the details of their video poem so that they fully capture the meaning of the poem.  Students can use their own pictures or videos or can use those available online.  Additionally, students should be aware of how music choices can affect the tone or meaning.  After the video poems are created, students should be encouraged to show them in a whole class “screening.”