I read the post Paperman from blog Film-English.
I watched the short film several times before and I enjoyed it very much. I do not why. But I always like the cartoon much more than real show. Maybe it dues to the magical element in cartoon show which remains me of my childhood fantasy dreams. I also like the way that the blogger employs paperpman in his teaching plan, especially the narration of predictive story.
Based on such an interesting story, students will have a lot imaginary stories to fill in. The smart spot of the lesson plan is that the teachers gives students guidance via ask students to discuss several questions such as How does the young man feel? What does he feel about his job? What do you think he is going to do now? How is he going to try to communicate with the young woman? These questions will clarify the mood of this short film. Students can make up new stories with the mood.
When students finish the short film, the teacher asks students to write down information using specific categories such as locations, characters, music, story, actions, emotions and messages. At this time, the guidance is not the mood of the story but the indispensable features in a narrative story. After watching the romantic film, students will quite know locations, characters, music, story, actions, emotions and messages of the story. It is easy for them to translate what they saw into written words. Then they can compare their original make-up stories to final editions. The differences between casual writing and methodical writing will appeal automatically. Students can learn from their own writings to make improvement.
I watched the short film several times before and I enjoyed it very much. I do not why. But I always like the cartoon much more than real show. Maybe it dues to the magical element in cartoon show which remains me of my childhood fantasy dreams. I also like the way that the blogger employs paperpman in his teaching plan, especially the narration of predictive story.
Based on such an interesting story, students will have a lot imaginary stories to fill in. The smart spot of the lesson plan is that the teachers gives students guidance via ask students to discuss several questions such as How does the young man feel? What does he feel about his job? What do you think he is going to do now? How is he going to try to communicate with the young woman? These questions will clarify the mood of this short film. Students can make up new stories with the mood.
When students finish the short film, the teacher asks students to write down information using specific categories such as locations, characters, music, story, actions, emotions and messages. At this time, the guidance is not the mood of the story but the indispensable features in a narrative story. After watching the romantic film, students will quite know locations, characters, music, story, actions, emotions and messages of the story. It is easy for them to translate what they saw into written words. Then they can compare their original make-up stories to final editions. The differences between casual writing and methodical writing will appeal automatically. Students can learn from their own writings to make improvement.
You found an excellent post to review. It sounds as if this blogger has very carefully planned his lessons using films.
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