UPT


 * Media Center ** : **Universal Planning Tool**


 * Working Title: ** //Fiddler on the Roof –// Text and film analysis and set construction

**Content Standards:** Subject: English Language Arts Grade 7 Unit Topic: The Big Idea – Traditions and Culture Primary Learning Outcome:
 * W-9. Draw information from literary or informational texts to support analysis, reflection and research.

Additional Learning Outcomes:
 * RL-3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
 * RL-7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
 * RI-3. Analyze the interactions between individuals, events, and ideas in a text.
 * W-3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
 * W-3b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

**Information Literacy/Inquiry Standards/21st C. Skills** (from AASL): > Students will read //Fiddler on the Roof// in their English Language Arts class, analyze the play and deepen understandings of the setting and the plot. Students will then research nonfiction texts to get a better understanding of the Russian Revolution, then watch the film version of //Fiddler on the Roof// in the library media center. Comparing the film and the text, along with research regarding the Russian Revoluation Students will create and design a small set for the play version of “Fiddler on the Roof”
 * 1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life.
 * 1.1.2 Use prior and background knowledge as a context for new learning.
 * 1.1.6 Read, view and listen for information in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
 * 1.1.9 Collaborate with others to broaden and deepen understanding.
 * 1.2.3 Demonstrate creativity by using multiple resources and formats.
 * 1.3.4 Contribute to the exchange of ideas within the learning community.
 * 1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
 * Purpose: **

**Essential Question connecting content to purpose:**
 * How can the mood of the play be created by elements of the story and add to the mood and/or feelings of the characters?
 * How can a piece of fiction portray a historical account accurately?
 * How can set design add to, or take away from the feeling of that mood in a film or play version of the story?

**Work habits** (from AASL):
 * 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.
 * 1.2.2 Demonstrate confidence and self-direction by making choices in the selection of resources and information.
 * 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.
 * 1.3.1 Respect copyright/intellectual property rights of creators and producers.
 * 1.3.4 Contribute to the exchange of ideas within the learning community.
 * 1.4.4 Seek appropriate help when it is needed.


 * Thinking skills ** :
 * 1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life.” (from AASL)
 * 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success. (from AASL)
 * 1.4.2 Use interaction and feedback from teachers and peers to guide own learning inquiry process.

**Formats of Products and/or Performances:** Informal Assessments: Do Nows and Exit Slips, Group Discission participation Formative Assessments: Chart and/or graphic organizers of research on the Russian Revolution, focusing on life as a Jew during that period and research on set design for film and plays. Graphic Organizer of notes taken during the film version of //Fiddler on the Roof//. Written proposal to be submitted to drama teacher for approval. Summative Assessment: Oral presentation of final set design product and written component explaining set design decisions based on research and the play.

**Audience:** Drama teacher who has put on performances at the school and owns her own independent theater company, classmates, school members and staff, parents and members of the community.

**Role of learner in task:** Students will become set designers for the play Fiddler on the Roof. Students will assume the role of set designer by immersing themselves in the play, watching the film and completing research on the Russian Revolution. Using research, students will write a project proposal using a template provided by the classroom teacher. The template will be submitted to the drama teacher who will approve it. Using research, design and build a set that will add the mood of the play/story based on knowledge of set design and the Russian Revolution. Present to classmates, schoolmates and adults.

**Instructional arrangement(s):**

individual

___X___ small group (pairwork, some groups of 3 permitted)

large group

whole class

**Technology or resources suggested:**

Resources: Encyclopedia Britannica Kids: [|Russian Revolution] Encyclopedia Britannica Kids: [|Set Design] Encyclopedia Britannica Kids: [|Theater Sets] Encyclopedia Britannica Kids: [|Fiddler on the Roof] Fiddler on the Roof fun facts: [] Fiddler on the Roof information: [] Proposal Writing: Sample Proposal (we understand this document may be difficult to read but it can give students a good idea of layout and components of an actual project proposal).

 Proposal Writing

 [|Britannica Workspace Resources]

Videos:

[|Russian Revolution - Part I] [|Russian Revolution - Part II] [|Russian Revolution - Part 3] [|Shrek The Musical - Set Design]


 * Collaborative teaching roles and responsibilities: **
 * School Librarian:
 * Pre-Project Preparation:
 * Gather resources (film, required technology, web links)
 * During research:
 * Teach researching and effective note taking techniques
 * Aid students in researching
 * Communicate with teacher as necessary
 * During set design phase:
 * Help students apply research to project
 * Assessment
 * Co-write assessment tool
 * Grading


 * Classroom Teacher
 * Pre-project Preparation:
 * Lead students in class reading of “Fiddler on the Roof” and discuss elements, mood, historic facts, etc.
 * Suggest resources
 * Review note taking and graphic organizers
 * During research:
 * Aid students in organization of research
 * Co-facilitate the research process
 * During set design phase:
 * Aid students in gather materials as needed
 * Oversee set designs
 * Assessment
 * Co-write assessment tool
 * Grading

Day 1: Class – Watch Film version of “Fiddler on the Roof”. Day 2: Class – Finish watching film version of “Fiddler on the Roof” and have class compare and contrast discussion and pre-project preparation with teacher. Day 3: Lab – Begin researching in small groups, note taking Day 4: Lab – Research Day 5: Lab – Research Day 6: Class - Proposal Writing Day 7: Class - Proposal Writing - finish up and peer review Day 8: Lab – Begin small group discussion on needed materials and general layout of set design. Day 9: Class – Small group set design Day 10: Class - Small group set design Day 11: Class – Class presentations Day 12: Gymnasium – Presentation fair
 * Timeline: **

Works Cited

American Association of School Librarians. Standards for the 21st-Century Learner. Chicago: American Association of School Librarians, 2007. American Library Association. Print. Common Core State Standards Initiative. English Language Arts Standards, Anchor Standards, College and Career Readiness Anchor Standards for Writing. NationalGovernors Association, 2012. Print. Dunn, Erin, Casey Schneider, and Peter Stred. 7th Grade Language Arts Curriculum. Capital Region Education Council, 2011. Print.