IB MYP 5 Unit Planner Short Film English

Unit plan with assessments and lesson resources

1. Teacher(s)Debduti Ray Subject group and disciplineEnglish Language and Literature
Unit titleCinematic Voices: Reframing Education Through Film MYP year 4 Unit duration (hrs)20-25
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2. Inquiry: Establishing the purpose of the unit
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3. Key concept Related concept(s) Global context
Perspective Context, Theme Fairness and Development - Power and privilege
Statement of inquiry
Perspectives shaped by context reveal themes of inequalities created by power and privilege.
Inquiry questions
Factual—
What are the key themes reflected in films?
What techniques do film makers use to show context and perspectives?
Conceptual—
How does power and privilege shape educational experiences?
How do historical contexts shape present-day educational disparities?
Debatable—
To what extent does context influence perspectives on the theme of inequality created by power and privilege?
Objectives Summative assessment
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4. Criterion B:
i. employ organizational structures that serve the context and intention
ii. organize opinions and ideas in a sustained, coherent and logical manner
iii. use referencing and formatting tools to create a presentation style suitable
to the context and intention.
Criterion C:
i. produce texts that demonstrate insight, imagination and sensitivity while
exploring and reflecting critically on new perspectives and ideas arising from
personal engagement with the creative process
ii. make stylistic choices in terms of linguistic, literary and visual devices,
demonstrating awareness of impact on an audience
iii. select relevant details and examples to develop ideas.
Criterion D:
i. use appropriate and varied vocabulary, sentence
structures and forms of expression
ii. write and speak in a register and style that
serve the context and intention
iii. use correct grammar, syntax and punctuation
iv. spell (alphabetic languages), write (character languages) and pronounce
with accuracy
Outline of summative assessment task(s) including assessment
criteria:
Goal:
Your task is to create a 10-12 minute short film/animation that explores how a
specific context influences perspectives on the theme of inequality created by
power and privilege.
Role:
You are a filmmaker producing a short film for an international student film
festival on "Perspectives on Power and Privilege."
Audience:
Your primary audience includes students, educators, and community members
who are interested in understanding how power structures shape inequalities.
Situation:
Your film must be set in one of the following contexts:
• War
• Gender Disparities
• Economic Hardships
• Parental Influence and Support
• Disabilities
• Rural vs. Urban Disparity
The film should highlight how a specific connection to power and privilege—
such as access to technology, quality teachers, social and cultural norms,
infrastructure and resources, or language barriers—shapes inequality in that
context.
Product:
You will produce a story board, script and short film (10-12 minutes) that:
1. Develops a clear narrative showing the impact of context on
inequality.
2. Incorporates multiple perspectives, such as individuals experiencing
inequality, those in positions of privilege, and bystanders.
3. Uses film techniques (cinematography, sound, editing, symbolism,
etc.) to enhance the storytelling.
4. Integrates a thematic message that prompts reflection and discussion.
Standards:
Criterion B - i, ii, iii
Criterion C - i, ii, iii
Criterion D - i, ii, iii, iv
Extension: Interactive Elements – Some students could design a website or an
Instagram page for their film, adding audience engagement elements.
Relationship between summative assessment task(s) and
statement of inquiry:
Through this task students
•research on the different themes of educational inequality
•Investigate the relationships between power and privilege and access to
education
•Create stories to depict the relationship and its impact to show their
perspective
•Students publish the short film to influence others perspectives of educational
inequalities.
Assessment Criteria Justification
Criterion B:
•As students need to produce a storyboard they need to be able to collect
relevant information and logically arrange it. Follow Freytag’s pyramid.
•In their scripts, students need to use conventions of script writing.
•Use of persuasive appeals - Ethos, pathos, logos
Criterion C:
•Creativity in establishing the chosen context
•Using cinematic techniques effectively
•Character Development
•Plot development
•Theme portrayal.
Criterion D:
•Using language as appropriate to the context.
•Messages/Credits to be delivered with no spelling errors, punctuation and
other grammar errors
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5. Action: Teaching and learning through inquiry
Approaches to learning (ATL)
Communication
- Organize and depict information logically
Subject Specific Skills: Storyboarding, Script Writing , Cinematic Techniques
Information Literacy
-Access information to be informed and inform others
-Make connections between various sources of information
Subject Specific Skills: Research on educational inequalities based on context (news reports, research papers, articles, videos, interviews, biographical accounts…etc..),
Analyse films for perspectives, context and theme portrayal (Movies: The miracle worker, The boy who harnessed the wind, Dangerous Minds)
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6. Content Learning process
What are the key themes reflected in films?
(2-3 hours)
Learning experiences and teaching strategies
Lesson 1 - Theme portrayed in movies
Pre-work - Watch the assigned movie as homework
Inquiry Phase: SS work in small groups to create a summary, identify the context and list
the themes highlighted.
Action Phase: In small groups they present their movies
- A summary
- The context presented in the movie.
-The key themes presented in the movie
Homework/Extension:
SS write a summary of their movie in about 100 words.
Lesson 2 - Themes of Educational Inequalities
Inquiry phase:
Student groups bring the parts of their movie that highlights the theme of educational
inequality and discuss with the class. They work in small teams to select the most
relevant ones to discuss with the class.
Action Phase:
SS set up small counters to show the clippings and discuss the themes portrayed.
SS take turns to represent their group while others join the gallery walk.
The roles to be reversed time to time to allow all students to present and all to be visitors.
SS write an exit slip to answer
- Which context was most compelling and why?
- Which theme did you like the most and why?
Homework/Extension:
Did something surprise or shock you? What was it? Why was it surprising or shocking?
Formative Assessment
1) Summary Writing - Each student drafts a 100 word summary of their
movie.
2) Exit slip - Which context was most compelling? Which theme did you
like the most and why?
Differentiation
Translator for EAL students
Summary samples to be provided
Translator for EAL students
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7. What techniques do film makers use to
show context and perspectives?
(4 - 5 hours)
Lesson 3 - Cinematic Techniques - Flipped classroom
Inquiry Phase
In small groups students research on the following cinematic conventions
•Editing
•Camera movement
•Light and music
•Shots
Homework: Presentations to be perfected
Lesson 4 - Cinematic Techniques - Flipped classroom (cont.)
Action Phase
In small groups students present their research on the above assigned cinematic
conventions
Homework/Extension: Write a 80-100 word PEEL paragraph to discuss the use of 2
cinematic techniques and its effect on the audience
Lesson 5 - Movie Analysis (Guided Practice)
Pre-work - Watch the assigned movie as homework
Inquiry Phase
QUIZ: In small groups students watch the clippings assigned by the teacher to identify
the technique used.
7-8 techniques to be presented by teacher and discussed for the intended effect - The
Miracle Worker (2000)
Lesson 6 - Movie Analysis (Indépendant Practice)
Action Phase
In small groups students watch the assigned movie to identify 5-6 cinematic techniques
and their effect to be shared with the class.
Update your movie name and your observations on a Pallet.(To be created by the teacher)
Homework/Extension: Watch at least 5-6 suggested clippings and comment on how well
your fellows have identified the cinematic technique.
1)Analyse one of the movies to identify techniques used and the effect it
creates - Student notes of time stamps - technique and effect
2)Paragraph Writing - SS write a 80-100 word PEEL paragraph to discuss
the use of 2 cinematic techniques and its effect on the audience.
3) Self Assessment - Rubric in resources
Translators allowed for EAL students
Students may submit hand written or typed responses
Translators allowed for EAL students
Students may submit hand written or typed responses
Translators allowed for EAL students
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8. What techniques do film makers use to
show context and perspectives?
(3 - 4 hours)
Lesson 7 - Script Writing
Inquiry Phase:
SS read the text in pairs to annotate the script conventions. - Script in resources
Action Phase:
Whole class discussion - What are the differences and similarities between story writing
and script writing
SS take notes on a VENN diagram template
Lesson 8 - StoryBoarding (Unpacking)
Inquiry Phase
SS watch the videos and make notes.
•What is a storyboard - Video in resources
•Parasite Storyboard Unpacked - Video In resources
After they watch the video students (on the board) may ‘Tell a thing’ or ‘Ask a thing
about story boarding. They may also choose to answer the questions asked by peers to
understand story boarding.
Questions that can’t be answered should be researched at the end of the lesson.
Lesson 9 - Storyboarding (Independent Practice)
Action Phase
Using their notes students in pairs create the storyboard for the script of ‘Adam’ and
present to the class for a gallery walk as students comment on each storyboard.
4) Read the script and annotate the conventions
Script ‘Adam’:
Self Assessment after class discussion
5) Story board the above given script
Students share their storyboard in a gallery walk and seek peer feedback
from at least 2 other students.Feedback should be collected by the end of the
week.
Physical or digital annotation
Translators allowed for EAL students
Digital or physical storyboard to be submitted
Translators allowed for EAL students
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9. How does power and privilege shape
educational experiences?
(3 - 4 hours)
Lesson 10 - Educational Inequalities
Inquiry Phase: Students read the articles/news report/ watch the documentaries
•News - Teach us all - https://www.cbsnews.com/news/education-inequality-is-
focus-of-documentary-teach-us-all/
•Documentaries:- https://www.edutopia.org/education-reform-documentaries
•Public and Private School: - https://www.pbs.org/weta/twoschools/
thechallenge/gap/
gap_3.html#:~:text=Over%20the%20past%2030%20years,sizes%20(especially
%20at%20the%20elementary
Action Phase: SS create sketch notes in pairs
SS use their previous knowledge and information from these text to create sketch
notes on the connections between power and privilege and educational
experience.
Homework/Extension:
https://www.factualamerica.com/reel-change/insightful-documentaries-about-
racism
https://www.youtube.com/watch?
v=s0r3fkYtKug&ab_channel=AmericanExperience%7CPBS
https://www.youtube.com/watch?v=9lsDJnlJqoY&ab_channel=HarvardUniversity
Lesson 11 - Interactive Panel Discussion
Inquiry Phase- https://www.youtube.com/watch?
v=f20DDtohyUU&ab_channel=KristinArnold
Discussion Guidelines in Resources
Action Phase - Students prepare for the roles of characters from the films,
scholars, or policymakers.SS prepare for their roles.
Lesson 12 - Interactive Panel Discussion (cont.)
Action Phase - Students take on the roles of characters from the films, scholars,
or policymakers.The panel discusses key themes of power, privilege, and access
to education, responding to audience questions.A moderator (student or teacher)
guides the conversation and ensures key points are covered.
1) Sketchnotes to be submitted - What they learnt about connections
between power and privilege and educational experience.
2) SS to be assessed on the quality of the discussion: Rubric attached with
panel guidelines
Translator for EAL Students
Translator for EAL Students
Sentence starters.
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10. How do historical contexts shape present-day
educational disparities?
(1 - 2 hours)
Lesson 13 - Visual Concept Map
Inquiry phase
SS Research on the topic :How do historical contexts shape present-day educational
disparities?
SS may use resources as mentioned below and other resources to record their findings
•https://www.edweek.org/leadership/educational-inequality-4-moments-in-history-that-
explain-where-we-are-today/
2023/03#:~:text=Educational%20Inequality%3A%204%20Moments%20in%20History
%20That%20Explain%20Where%20We%20Are%20Today,-
By%20Ileana%20Najarro&text=This%20May%208%2C%201964%20file,led%20to%
20the%20Brown%20v.
•https://digitalcommons.sacredheart.edu/cgi/viewcontent.cgi?
article=1103&context=his_fac#:~:text=Rather%2C%20we%20will%20provide%20a,s
pecial%20education%20services%20and%20disciplinary
Action Phase:
Present to class through a concept map
What is a visual concept map -Video in resources
Homework/Extension: Choose a topic to write a reflection paragraph of 80-100 words.
•Colonialism and Education Systems: How did colonial policies shape the current
educational systems in certain countries, and what long-term inequalities do they
continue to create?
•Policy Changes and Progress:How have major policy changes, such as affirmative
action or inclusive education reforms, attempted to address historical educational
inequalities, and how effective have they been?
•Language Barriers and Education: How does this historical language imposition
continue to affect access and academic success today?
SS submit the visual concept map to answer : How do historical contexts
shape present-day educational disparities?
Translator for EAL Students
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11. To what extent does context influence
perspectives on the theme of inequality
created by power and privilege?
(7-9 hrs)
WORKSHOP opportunity to be created by teachers
As an outside of school hours activity 1 - 2 hours workshops can be organised to be
conducted by teachers , experts or students of Film making (IB CP) and students may
enrol to any one to gain expertise
-Storytelling
-Storyboarding
-Script writing
-Cinematography
-Digital editing
Or find free courses on Udemy or Coursera for students to explore.
Lesson 14 - Plan the story
In teams of 3 students discuss the different contexts, themes, connections to power,
privilege and educational inequalities to
•Identify a context ….
•Develop a theme,
•Create a character list, and
•Develop a plot.
For their story for the summative task.
Lesson 15 - Script Writing
Script writing: In groups of 3 Students work on the 1st draft of their script and finalise the
characters and settings.
Lesson 16 - Storyboarding
In the same group students create a storyboard for the script created.
Edit script if required.
Lesson 17, 18 and 19 - Shooting and Editing
SS start shooting the scenes based on the Shooting and editing
Lesson 20 - Publish and Peer Feedback
SS publish their work on the class page of Google sites and students comment on each
others work.
1) SS submit their
-Theme - SS can Mind map the themes and context
-Main Character - Worksheet in resources
-Freytag’s pyramid marked for events - Worksheet in resources
2) Script submission
3) Storyboard submission - Template in resources
4) Product submission for the summative task.
Comment on peer work
Flexible team selection
Translator for EAL Students
Sample script to be provided.
Translators for EAL students.
Sample Storyboards to be provided
Translators for EAL students.
Assistance for shooting and editing may be provided.
Extra time./ Flexible deadline
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12. Reflection: Considering the planning, process and impact of the inquiry
Resources
Self Assessment Rubric: https://docs.google.com/document/d/1332LE-GnWhL5X4Oe79sZYW4KVR1H5GLysG1Gfx5oyvU/edit?
usp=sharing
Cinematic techniques:
https://oma.on.ca/en/contestpages/resources/free-report-cinematography.pdf
https://www.matrix.edu.au/essential-guide-english-techniques/ultimate-film-techniques-list/
Script writing: https://www.simplyscripts.com/original-short-scripts.html
Script sample ( Adam): https://lazymouth.wordpress.com/wp-content/uploads/2013/09/adam.pdf
Movies: The miracle worker(2000) , The boy who harnessed the wind, Dangerous Minds
Theme of educational inequality:
https://www.cbsnews.com/news/education-inequality-is-focus-of-documentary-teach-us-all/
https://www.edutopia.org/education-reform-documentaries
https://www.pbs.org/weta/twoschools/thechallenge/gap/
gap_3.html#:~:text=Over%20the%20past%2030%20years,sizes%20(especially%20at%20the%20elementary
Historical context to educational inequalities
https://www.edweek.org/leadership/educational-inequality-4-moments-in-history-that-explain-where-we-are-today/
2023/03#:~:text=Educational%20Inequality%3A%204%20Moments%20in%20History%20That%20Explain%20Where%20We%20Are%2
0Today,-By%20Ileana%20Najarro&text=This%20May%208%2C%201964%20file,led%20to%20the%20Brown%20v.
https://digitalcommons.sacredheart.edu/cgi/viewcontent.cgi?
article=1103&context=his_fac#:~:text=Rather%2C%20we%20will%20provide%20a,special%20education%20services%20and%20disci
plinary
Panel Discussion
https://www.youtube.com/watch?v=waQrQf_ovkI&t=16s&ab_channel=KristinArnold
Role Cards and Discussion Panel Guidelines: https://docs.google.com/document/d/
1nIpi7FCQBQfBFRDrWXuciok6dZ79YpXHwBU1cGxrEOw/edit?usp=sharing
Visual Concept map -
https://www.youtube.com/watch?v=vuBLI6ijHHg&t=7s&ab_channel=nool-OntarioTechUniversity
Freytag’s Pyramid Worksheet - https://www.ereadingworksheets.com/reading-worksheets/story-pyramid-graphic-organizer.pdf
Character Development - https://assets.ngin.com/attachments/document/0111/8928/CHARACTER_ANALYSIS_WORKSHEET.pdf
Storyboard template - https://www.educationworld.com/tools_templates/template_strybrd_8panels.doc
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13. Prior to teaching the unit During teaching After teaching the unit
Strengths of the Unit
• Interdisciplinary Approach: Combines film analysis, research, and
creative storytelling to deepen understanding of power and privilege
in education.
• Engagement with Multiple Perspectives: Encourages students to
examine historical and contemporary contexts of inequality from
different viewpoints.
• Creative and Analytical Development: Supports both critical
thinking and artistic expression through structured film production.
• Inclusivity and Differentiation: Provides resources such as
translators, scaffolded learning experiences, and multiple formats
for student expression.
Potential Challenges
• Technical Aspects of Filmmaking: Students may struggle with
cinematography, editing, and sound design; hands-on practice and
exemplars will be essential.
• Balancing Thematic Depth and Creative Execution: Ensuring
students meaningfully integrate themes of power and privilege
while maintaining strong storytelling.
• Time Management: The multi-phase project requires careful
pacing to allow students to research, create, and refine their work
effectively.
Strategies for Success
• Provide Clear Exemplars: Offer model films, scripts, and
storyboards to guide student understanding.
• Scaffold Learning: Break down the filmmaking process into
manageable steps with guided instruction and formative
assessments.
• Offer Technical Support: Facilitate workshops on camera work,
editing software, and sound design to build student confidence.
• Encourage Collaboration: Foster teamwork through structured
group roles and peer feedback opportunities.
• Monitor Progress: Use check-ins and formative assessments to
track student understanding and provide timely support.
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