A CLIL lesson – Frankenstein: book vs film.

CONCEPTUAL Example
Subject +
objectives

GENERAL
INFORMATION Literature, society and science in the early 1800s.
Subject:
Frankie Goes to Hollywood
Title:
12-13 year- olds
Age group:
Oxford Bookworm Reader Stage 3
Material: Frankestein movie 1994
Scene from You Tube http://www.youtube.com/watch?v=O-
aCcHvhqFc&feature=endscreen&NR=1 .
Time: 4 classes

OBJECTIVES  To identify and analyze literary devices by comparing


and contrasting what a film can do to develop a story.
identify, infer,

To analyse features of specific literary and filmic genres.
refute, analyse, To develop critical thinking by evaluating what happens
develop.

when a novel becomes a film.
Construct own knowledge of novel and the different
ways a same story can be told.



COGNITIVE LEVEL Identifying genres
remember,

Comparing and contrasting
understand,

Classifying
apply, analyse,

Defining
evaluate, create

Exemplifying
(Anderson and

Justifying your choice
Krathwohl, 2001 Giving opinion

CULTURE  Learn about society in 1818, ethics, medical

build intercultural experiments, social issues and universal themes like
knowledge, love, hate, fear, and so on.
introduce a wider
cultural context,
etc

LINGUISTIC
Language Example
demands
+ gains

Language of  Understanding the language of emotions: angry, happy,


learning = pleased, kind, miserable, evil, frightened.
Key language

Language of physical description: age, height,and so on.
needs Using Simple Past and Past perfect tenses; if clauses

By Alicia Artusi and David Mc Master 1

A CLIL lesson – Frankenstein: book vs film.

(1st and 2nd), modal verbs must/mustn’t; could


(possibility),
Understanding language of sequencing: at first, day after


day, after a while, etc.
Recognizing names of geographical places like North
Pole, Geneva, Scotland, England.



Language for Writing a narrative piece in the past.
learning =

Making a questionnaire.
Language

Describing characters and emotions.
needed to carry Presenting evidence of shifts in settings, time and points
out the planned

of view.
activities

Language  Comparing, differentiating how the same story could be


through told in different ways.
learning=

Interpreting meaning behind words.
Language and Creating a new story based on the facts read.
skills gained

PROCEDURAL Example


How many people go to the cinema?
ORIENTATION

How many people read a book?
Establishing pre- What are the reasons for your choice? When do you
knowledge prefer the book over the film or vice-versa?

Some activity
types: asking
questions,
matching, finding
similarities and
differences,
listing, etc

 Watch four trailers (for example: Journey to the Center of the

INTRODUCTION Earth,The Phantom of the Opera, Blade Runner, Pride and
Setting one or Prejudice,) and match them to genres:horror-science
two introductory fiction?/ adventure/rom-com/drama.
activities that (Books into movies list at: http://www.ocl.net/bookinfo/if/movies.shtml)


would also set
the parameters, Read the blurbs and match them to genres.(The blurbs
objectives and are from the books in which the films were based)
expectations

 Listen and read an interview with J.K Rowling-author of

COMPLICATION BOOKS INTO FILMS
Teaching and
learning the Harry Potter- discussing the book and the movie.


conceptual
block. Make a questionnaire to interview other people in or
outside the class. Collect the following information:
Some activity

By Alicia Artusi and David Mc Master 2

A CLIL lesson – Frankenstein: book vs film.

types:
completing, What a book can do and a film
paraphrasing, can’t do.
defining, and so What a filmcan do and book can’t
on.
 After collecting the information, have you changed your
mind?

 What was the scariest film you have seen?

LITERARY DEVICES

 What’s the scariest book you have read?

 Read Chapter 11 from Frankestein by Mary Shelley

and watch the same part from the film
http://www.youtube.com/watch?v=O-
aCcHvhqFc&feature=endscreen&NR=1 . How does
the author/director create hope and despair? Who’s
telling the story? How do you know?

 Tick the name of the device. Are there any devices

being used that you can see?

Device What is it? What for? Example

Character- How
ization characters
are presented
Point of Perspective Telling the story Was I
view from which making a
the story is moster
told more evil
than the
first
creature?
(p.37)
Flashback The past
becomes part
of the
present.
Setting Time, place,
physical
details.
metaphor A comparison
in which one
thing is said
to be another.

 In groups, read a chapter per group, find the device, and

write the function and an example.

Chapter Device Function Example

1 characterization
3 setting
7 metaphor
10 and 12 Point of view

By Alicia Artusi and David Mc Master 3

A CLIL lesson – Frankenstein: book vs film.

RESOLUTION USING LITERARY DEVICES


Synthesizing,
We want to do a prequel of Frankestein to show how
wrapping up,
doctor Frankestein was transformed from a curious
concluding the teenager to a monstrous doctor. With class divided into
two groups: authors and directors. The story opens with
main conceptual
a 14 year-old Frankestein locked up in a secret room of
concept. his parents’ house in Geneva. Why do you think he’s
there? What does he look like? Is he alone? What is he


doing/planning?
Some activity How would the authors show that in a chapter of a
novel? How would the film directors show that in a film?
types:

What devices would you use?
synthesizing, The authors will send the written prequel to the groups of
solving, film directors and the directors will send a film script to
the novelists.
enlarging,

 What’s you favorite genre: science fiction, horror,

dramatizing, and YOUR TURN
so on.
 In interest groups, take the above scene and transform it
adventure?

into your favorite genre. (rom-com, drama, romance,

adventure) using at least three of the device we’ve
learnt. You can choose to be a film director or a novel
writer. Make a trailer/ a blurb and show it to the class.

By Alicia Artusi and David Mc Master 4