In this teaching unit for the 'Gymniasiale Oberstufe' the Brian Helgeland movie 'A Knight's Tale' is examined. The 13 lessons consist of a preparatory phase, then of watching the movie, and finally of a postprocessing phase including a short comparison to the Canterbury Tales. Most of the activities are based on the book 'Literature in the English Classroom' by Collie & Slater.
Table of Contents
I. Introduction
II. Preparatory Phase
II.1 Aims
II.2 Choosing the Movie
II.3 Primary Information
II.4 Lesson Overview
III. Watching the Movie
IV. Postprocessing Phase
IV.1 Discussing the Movie
IV.2 A Question Worksheet
IV.3 Key Points for Summaries
IV.4 Writing a Summary and Summary Comparison
IV.5 Summarizing the Summary
IV.6 Writing a Review
IV.7 Developing a TV Commercial
IV.8 Writing Epitaphs
IV.9 Comparing the Movie to the Canterbury Tales
IV.10 Final Remarks on the Movie
IV.11 Evaluation
IV.12 Lesson Overview
V. Conclusion
Objectives and Topics
This teaching unit aims to introduce students of the 11th to 13th grade to literary analysis and media literacy by utilizing the movie "A Knight’s Tale." The central research question explores how a feature film can be effectively integrated into a classroom setting to bridge the gap between traditional literature and modern media, while simultaneously enhancing students' four basic language skills and social competence through student-centered group work.
- Integration of feature films as educational media in the classroom.
- Development of critical analysis and reading techniques through literature comparison.
- Practical application of modern tools like the Internet for academic research.
- Promotion of student-centered activities to increase motivation and involvement.
- Comparison between contemporary cinema and historical literary sources like "The Canterbury Tales."
Excerpt from the Book
II.3 Primary Information
This is actually the real beginning of this teaching unit. The teacher explains what the unit will consist of. He or she tells the class that the unit is divided into the aforementioned three parts. The students get to know the main aims, the planned course of action, and the media they might probably get into contact with. Ideally, the teacher hands out a prepared a sheet with a rough plan on it.
After the organisational things are clarified, the teacher shows the students the cover of ‘A Knight’s Tale’ and reads out the summary at the back of the DVD case. Using the title and cover design, p.17. This is to arouse curiosity, and a possible way one might naturally get into a first contact with a movie.
The next activity is to show the trailer of the film (if not already done for choosing the movie), which is also on the DVD, because watching a trailer on television, the web or at the cinema is realistic scenario to make contact with it. The students are then asked to tell the others what they expect from the movie.
The next task is to find more information about the movie, the writer, the director, the producer (all three in this case the same person) cp. Biographical montage, p.23 and the actors. A good starting point is the website of the IMDB (International Movie Database). They are then to create an A4 sheet with the results they find most important. The pupils can use the Internet; they can recall what they remember from the movie if they know it. This activity should be done in groups. After the groups have finished their sheets the first group presents their results. The following groups are asked to present only information which is new to the class.
Summary of Chapters
I. Introduction: This chapter outlines the difficulties of teaching literature to modern students and introduces the rationale for using film and internet-based activities in the English classroom.
II. Preparatory Phase: This section covers the planning of the unit, focusing on defining aims, selecting the movie, and providing initial information to students.
III. Watching the Movie: This chapter provides recommendations on how to conduct the film viewing session efficiently and with minimal disruption to maintain a natural flow.
IV. Postprocessing Phase: This extensive chapter details various activities such as discussions, summarization techniques, critical review writing, and comparison with historical literature.
V. Conclusion: The conclusion reflects on the flexibility of the teaching unit and emphasizes the importance of incorporating varied media and student-centered methods in school subjects.
Keywords
Literature teaching, A Knight's Tale, Media literacy, English classroom, Film analysis, Group work, Student-centered learning, Summary techniques, Canterbury Tales, Creative writing, Educational planning, Secondary education, Internet research, Language skills, Social competence.
Frequently Asked Questions
What is the primary focus of this teaching unit?
The unit focuses on teaching literature and media analysis to 11th-13th grade students by using Brian Helgeland’s film "A Knight’s Tale" as a core text.
Which central thematic fields does the work cover?
The themes include audiovisual comprehension, the comparison of modern cinema with medieval literature (The Canterbury Tales), and the development of writing skills through summaries and reviews.
What is the main goal or research question?
The goal is to determine how to effectively combine literary content with modern media and student-centered methodologies to improve engagement and basic language skills.
Which scientific methods or approaches are used?
The unit relies on "student-centered" activities, drawing significantly from Collie & Slater’s "Literature in the Language Classroom," emphasizing active learner involvement and collaborative tasks.
What topics are covered in the main part of the work?
The main part is divided into preparatory, viewing, and postprocessing phases, which include activities like writing epitaphs, summarizing, comparing texts, and developing TV commercials.
What are the characterizing keywords of the work?
Key terms include "Literature teaching," "Film analysis," "Student-centered learning," and "Media literacy."
Why is the comparison with "The Canterbury Tales" included?
It provides a bridge to historical literary sources, helping students understand the connection between the movie's characters and medieval literature, as explained by the director.
How does the teacher manage the "post-watching" phase?
The phase is managed through a variety of structured tasks, including discussions, question worksheets, and creative writing, designed to deepen understanding and critical reflection.
- Quote paper
- Tobias Nahrwold (Author), 2004, A Knight's Tale - A Teaching Unit for the 11th to 13th grade, Munich, GRIN Verlag, https://www.grin.com/document/59560
