Work
sheet |
Activities |
Thinking skills involved |
Strategies employed |
1 |
|
Remembering |
- Use visuals to pre-teach vocabulary and engage students’ interest
|
2 |
- Learning about story elements: students complete a mind map and write a paragraph saying which element they think is most important
|
Understanding |
- Pre-teach vocabulary related to the topic.
- Provide students with information about special aspects of films
|
3 |
- Students compare Mia’s home and school life using vocabulary supplied.
- They also compare school life in the US to that in Hong Kong and discuss their preferences
|
Understanding
Evaluating |
- Pre-teach vocabulary to assist with writing and discussion
- Provide sentence patterns to support speaking and writing tasks
- Engage students’ interest by relating the material to their own experience
|
4 |
- Students rate the success of Mia’s “princess training”.
- They infer different characters’ opinions about Mia being a princess and discuss the advantages and disadvantages of being royal.
|
Understanding
Applying
Evaluating |
- Break down evaluation of the princess training into different aspects
- Students apply the information and their thoughts about the movie to real life situations.
|
5 |
- Students evaluate Mia’s qualities and how she has improved
- They discuss whether she will be a good princess or not and why.
|
Understanding
Analysing
Evaluating |
- Provide vocabulary for the various qualities on which Mia can be assessed
- Provide sentence patterns for discussion and writing
- Use group discussion as preparation for writing
|
6 |
- Students are given sentences from reviews of the movie and asked whether they agree or disagree and why.
|
Analysing
Evaluating |
- Review vocabulary for aspects of movies
- Provide some common evaluative language (eg cliché, predictable) used in movie reviews
- Encourage students to give their own ideas, rather than copying and pasting a review from the Internet
|
7 |
- Students read the opening chapter of the novel “Holes” by Louis Sachar and note down what they learn from it about the setting, characters, etc.
- They watch the opening of the movie and make a comparison
|
Understanding
Analysing
Evaluating |
- Encourage students to make predictions about the movie
- Make inferences about the setting, characters and theme of the story from the opening passage
- Build on comparison of books and movies done earlier
|
8 |
- Students learn the significance of the campers’ nicknames
- They discuss the characters and rank them according to their power and influence in the camp
|
Understanding
Analysing
Evaluating |
- Provide explanations of campers’ nicknames in matching exercise. There will be more work on the nicknames later
- Students must provide evidence to support their opinions about the power rankings.
|
9 |
- Students sort pictures of events into past and present and put them in order
- They discuss Stanley’s grandfather’s attitude to life in relation to their own experience
|
Remembering
Understanding
Applying
Evaluating |
- Provide reference for two of the plotlines in the story (there are three altogether) to support students’ writing later
- Relate material to students’ experiences
|
10 |
- Students do an activity in which they have to relate events from the different plotlines
- They complete a plot diagram showing the relationships between characters
|
Understanding
Analysing |
- Review understanding of the plot and how the events and characters are related to each other
|
11 |
- Students work in groups and choose a discussion task which they report to the class
- Students choose a writing task based on “Holes”.
|
Understanding
Analysing
Creating |
- The topics are related, so that students can make use of material from the discussion in their writing, and relate other work done on the movie to their final written task.
|
