links: IMDB: https://www.imdb.com/?ref_=nv_home Metacritic: https://www.metacritic.com/ Variety: https://variety.com/ Example of the format of the mental map: https://miro.com/app/board/uXjVPawzpv4=/?share_ Movie scripts: https://www.nfi.edu/examples-of-movie-scri pt/

1. PLANNING USING KNOWLEDGE PROCESSES.
Grade : 7th. Names: Valeria Blanco Pinto - Julian H. Olarte Gallego.
Time: 2 hours Topic: Practicing the comparatives and superlatives: Talking about our favorite movies.
Lesson Objective/s 1. By the end of the lesson, the students will be able to design their own film script using properly the comparatives and superlatives to do a catchy story.
2. The students will analyze some genres of movies that might be unknown for them and classify the most important features to make a movie.
Multimodal text Films production
STAGE
ACTIVITY
PROCEDURE RESOURCES TIME
Experiencing
➢ The Know:
● Students bring a picture or some object that represents their favorite
movie.
● All students must show what they brought and say the name of the
movie it represents.
➢ The New:
● The teacher brings pictures of old movies such as: Cantinflas, Charlie
Chaplin, etc. Play the music, voices, sound effects etc. (if it is possible
to have access to a TV or projector a clip of the movie is played for
ease)
● Image or material that represents the
student's favorite film.
● Photos or clips of some old movies that
students might not know.
20
minutes

2. ● While viewing the photos or playing the clip, students should write in
their notebooks the most noticeable differences they see between their
favorite films and the ones being presented.
● After learning about some classical movies, students search on their
cell phones for a movie review forum, read it, and recognize the way
in which a review is done. (In case the students do not have their cell
phones or do not have internet access, the teacher will show some
examples.)
Charlie Chaplin - Modern Times - Roller Skati…
● TV or video projector, speaker (optional)
● Movie review forums:
● IMDb:https://www.imdb.com/?ref_=nv_ho
me
● Metacritic:https://www.metacritic.com/
● Variety:https://variety.com/
Conceptualizing
➢ By Naming:
● Students, by previously established groups, observe and compare the
images or objects of their classmates' favorite films and their own.
● Then, in the same groups, students determine some aspects that they
consider should be taken into account when creating a film to
differentiate it from others (visual features, auditory features, etc.).
Students should at all times try to use comparatives and superlatives
to argue their opinions.
● Magazines, newspapers given by the
teacher.
● Colors, markers, images of the films that
the students brought.
● Example of the format of the mental
map:
40
minutes

3. ● For example: "I consider that visual features are important because in
the past movies were simpler since their videos were in blank and
white and were all very similar..."
● After the students have identified some important aspects about the
films, brainstorm with all groups, gathering characteristics they
discovered.
● Afterwards, the teacher explains some essential characteristics when
analyzing a film, within which two categories are seen, a physical part
(visual features, audio features, script features, genre features...), and
a cultural part (age, technology, country of origin...). To show this the
teacher makes a comparison of Charlie Chaplin and Cantinflas, in this
way the students can be guided for the following activities.
● Physical features
● Visual features (scenes, cameras…)
● Audio features (music, voices, sound effects…)
● Script features (dialog, narrative, nonverbal uses..)
● Genre features (comedy, drama, action…)
● Cultural features:
● Age of production.
● Technology used for its production.
● The country where it was created.
➢ By Theory: How does the use of these features vary to make different
styles of films?
● Students elaborate a short mind map in which they include two or
three films of the ones that were in their group, preferably of different
genres, and show how the different uses of the features previously
presented (physical and cultural) is evidenced.
https://miro.com/app/board/uXjVPawzpv4=/?share_
link_id=53376116312
.

4. ● Students can make use of colors, markers, pictures, drawings, etc.
Analysing
➢ Critically:
● Each group of students is randomly paired with another group to
present their mind map. Each member of each group should make at
least one participation in the presentation of the map. They should
mention the aspects that they consider important to create an original
film and why they consider it to be that way. (For this, they should use
comparatives and superlatives).
● Each group has a maximum time of 6 minutes and all members must
participate.
● Oral presentation.
15
minutes
.
Applying ➢ Creatively:
● To assess the students' process during the session, students in their
assigned working groups will design their own movie script, including
what genre it would be, what use they would make of each of the
features seen, (physical and cultural), and design the script for the
initial part of their own movie. The script should include: expression
of emotions, “crying intensely”, effects of ambience “thunder”,
“explosion”, etc.
● The teacher shows the students an example of some movie scripts so
that the students can guide themselves.
● Important:
● Within the dialogue, there should be explicit use of comparatives and
superlatives.
● Movie scripts:
https://www.nfi.edu/examples-of-movie-scri
pt/
40
minutes

5. ● Each participant in the group should play a role
● Appropriately:
● Finally, for students to put into practice what they have learned.
Students individually at home design a short comparative between
their favorite film and any Colombian film, where they compare the
different characteristics seen in class (physical and cultural) using
comparatives and superlatives.