Jeff Blakeslee

Building THE FORT for narratives

Canton HS

• This was done with a low-level skills English class

• Biggest problem: students had trouble remembering who the characters were.

• character template • Cast the film.• Use as a “cheat sheet” while

they read. • There are variations such as

when students input pictures of their friends or relatives or when we choose actors as a class and post them on the walls. We have even connected pictures with colored yarn to show relationships between characters (Romeo and Juliet)

Lesson: Pre-reading Alas Babylon

Lesson: Final (Visual) representation for the short

story “Sandkings”• This was completed in a very

low-level skills English class.• After reading the short story

“Sandkings”, the class was told to pick the 12 most important plot turns in the story and represent them visually.

• Most chose to create “comic strips” that were put on the wall.

• One “poor” student chose to go to the computer lab and create a Flash presentation.

• We gave up lunch for me to do my own presentation which I proudly showed off to the class. Mike’s smile was even bigger than mine, though, when I explained how Mike had taught me how to do it.

Lesson: Persuasive “Speech”

• Persuasive speech is required • Market Manager for years• “Real-world” persuasion • We discuss all the elements of persuasion, and study it through lessons on

political cartoons, propaganda, urban legends (the kids create their own and try to convince others that it is real), and advertising, ending with this assignment.

• Several short spots or five minute infomercial• The students learned filming techniques, editing techniques, Foley arts,

soundtrack editing, and graphic design. Although these were not the cleanest, “Roadrunners” won acclaim in the classroom as “most likely to purchase”, and “STUPID” won “most memorable”.

Lesson: Final presentation for Time Travel Unit

• The class learned about different time travel theories in Science Fiction class by watching Twilight Zone videos, participating in reader’s theater, reading stories aloud and silently in literature circles and completing online readings.

• After learning about the three theories you learned, the students had to research a different theory, and come up with a creative way to present the information. Some chose to make PowerPoint presentations, some made games, one even did a puppet show. The “Time to Travel” group made a film that ended up winning an award in a student film festival.

• Low-level; one is going to USC film school now.

Lesson: Review for Frankenstein

• After assigning the novel Frankenstein, I produced this Jeopardy game to review information before we discussed the book.

• Played with the Smartboard, and accompanied by music from the show, I did not lose any heads to what I call the “Extra Gravity” desks.

Instead of merely having three students participate, I have buzzers (quiz bowl style) that teams of four would use to get a chance to answer. As is always the case when I pull out the buzzers, in a class of 37, everyone is on task (I have several different buzzer games).

• Instead

Other Lessons & Stuff• Crucible lesson on witch hunting• Music – character analysis• Grammar Police force• Getting to know you activity for Am. Lit.• POV lesson – History or English• Math class: “Treasure hunt”• History: Role play major characters• History: The underground railroad through three high schools!• Good for any class:

– Motivational Poster – The PSA - commercial– MadLibs– Advertisements– Games/game shows– News broadcast (with commercials!)

Jeff Blakeslee

Dressed up for Lord of the Flies

Canton HS