2.+10th+Grade

**Creating a Video Production of** //**Beowulf**//
In my personal learning and reflection on 21st century learning, it became evident that using modern technologies in the study of ancient literature would enhance appreciation for and understanding of the text. In addition, due to the plethora of video sources of information and entertainment in our society, students also develop critical and analytical skills as consumers of this media. Here is a blog [|post] I wrote around the time I was developing this unit demonstrating the changes in my thinking about how to teach new media literacy in the traditional British Literature classroom.
 * Step 1: Rethinking the Unit**

Here is my curriculum map delineating the content, skills, assessments, and resources used throughout the unit. Throughout this first semester unit, students use a variety of 21st century technologies to develop their understandings of the text and create projects which demonstrate these understandings. The culminating project is a video production of a segment of //Beowulf//. Students work in a small group to plan and produce a short retelling of this British masterpiece.
 * Step 2: __The Beowulf Unit__**

Here are some of the documents used in the unit. The first two documents are used for planning, self reflection and determination of the final individual grades for the unit.
 * the **assignment sheet**:
 * **student self assessmen**t:
 * a **visual planner** used in class to review the planning and movie making process:

media type="custom" key="4043165" media type="custom" key="4043215"
 * Step 3: Student Examples**
 * rough draft of a script with staging directions [[file:Jess, etc..doc]]
 * student example #1
 * student example #2

Using video in the classroom is a valuable way to engage a student's creativity and individual talents and interests to enhance analysis and understanding of the text. Each group's final video is a unique production as students have a wide variety of choices to make in terms of script additions and deletions, visual effects, and incorporation of background music. Because of the great variety afforded by the assignment and media, each student can make a significant contribution to the final product. Some students shine in the video projection aspect of the project; others are good actors or read the voice-over well. Students are eager to find their niches and to develop their skills and understanding more effectively because the video is produced for a wider audience, not just their English class. Throughout the project, students know that the entire Upper School looks forward to viewing their unique final product.
 * Step 4: Reflection**

At the culmination of the unit, students assess themselves and the contributions of their team members. This self reflection is a significant element of the student's learning process as they not only critically assess their final product but also review the impact of each team member's efforts and quality of work. In learning to evaluate themselves and the success of their own production, students build an appreciation for the video production process. The final //Beowulf// scenes are shown to the Upper School and have become a school tradition which students look forward to participating in and comparing year to year. [|Here] is an online poll used to recognize the best scenes of 2008. Students also use the skills they develop in this unit to complete a longer, live action video during our second semester study of //Macbeth//.