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Filmmaking Teacher Resources
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Students are introduced to the characteristics of documentaries and making films. Individually, they write their own proposal for an idea of a documentary making sure to identify the point of view of which it is going to be filmed. After watching a video, they examine the experiences and contributions of Asian Americans to the United States.
In this famous person instructional activity, students read a passage about Francis Firebrace and then complete a variety of in-class and homework activities to support comprehension, including partner interviews, spelling, cloze, synonym matches, and scrambled sentences.
Students watch a varietry of films showing college life. In groups, they take different scenerios from the films and determine how they would have reacted. As a class, they discuss more in depth the issues they might face in college. To end the lesson, they research the life and works of Spike Lee and John Singleton.
Students access films on the MY HERO site and analyze them for film elements, techniques and message, and choose a favorite film to present to the class. Students watch films from the website and analyze the effectiveness of the message. Students define film elements and and techniques when presenting their film to the class. The class votes for their favorite film.
Students examine how advertisements are produced for political campaigns. In groups, they view various examples of different advertisements and create their own ad by completing the steps listed in the lesson plan. They share their ad with the class and participate in a discussion about the values it portrays.
High schoolers chose a novel which includes social criticism to read. After reading the book, they use the internet to research the issue in the novel and work with others to develop a presentation. In their presentation, they identify the problem and identify possible solutions.
This lesson will focus on the aspects of Shakespeare's comedy that become more evident in performance. By viewing clips of the same Shakespeare scene in different film versions, high schoolers have the opportunity to engage in a close critical analysis and to compare the play to its film version.
How do artists affect and how are artists affected by the time periods in which they live? Learners examine the life and work of controversial and influential cultural artist Patti Smith as they seek answers to this essential question. Groups research her associates, the social and cultural events of the 50s, 60s, 70s, 80s, and 90s in which she participated, her poems, songs, and photographs. Links are provided as are extensions, adaptations, and assessments. Preview materials before considering this resource for your class.
How does Oliver Twist, the novel written by Charles Dickens, compare with its screenplay adaptation? Although the activity doesn't require learners to have read the novel, the similarities and differences of the highlighted passages would be best understood by those who have. After identifying and discussing the differences, have learners choose their favorite book. Has this book been made into a movie? What aspects should remain true to the story's plot line?
Learners in grades four through eight discuss, engage, and interact online to better grasp the concept of media. They will identify types of media, deconstruct media, understand how they personally use or interact with media, and work to build digital literacy skills. Two videos, a ton of great discussion questions, two activities, and a handout make this a great resource for teaching your 21st century learners.
Class pairs select a prompt from a provided list and tell (and record) their story to their partner. They then examine linguist William Labov's model for natural narratives, and apply his model to their tale. Next, class members watch clips from the film Stream of Life, and again label sections of the narrative, using the provided analysis worksheet. Extensions and adaptions are included.