Name: Evan Leuenberger

Lesson Focus/Topic: When Films and Facts Collide in Questions, historical accuracy,
creative license
Standards (What standards will be addressed by this lesson?):
CCSS.ELA-LITERACY.RH.9-10.1 - Cite specific textual evidence to support analysis of
primary and secondary sources, attending to such features as the date and origin of the
information.
CCSS.ELA-LITERACY.RH.9-10.8 - Assess the extent to which the reasoning and
evidence in a text support the author's claims.
Objectives (What will your students know and be able to do as a result of this lesson?):
Understand how to critically analyze a film for its accuracy and learn ways of finding out
which parts are true and which parts are fiction
Materials (What texts, manipulatives, visuals, tech., etc. will you need for this lesson?):
The article When Films and Facts Collide in Questions
Highlighters for noting both sides
The companion for note taking
Assessment(s) (How will you determine what the students know and are able to do during and
as a result of your lesson?):
The companion needs to be filled in pre-read, during reading, and afterwards
The students need to discuss what theyre read amongst one another
Instructional Tasks/Activities

(What will you and your students do and how

are they connected to your objectives? Make
sure to include timeframes.)

What will you be doing?

What will your students be doing?

I will hand out copies of the article and the

companion sheet that accompanies it. I will
ask the students to write their names and
date on the top of their paper

The students will write their names and date

on the top of the paper

Warm-Up (5 mins)
I will direct the students to their companion
and read aloud the first two questions. I will
allow them time first to write down their
answers and then ask for volunteers to share
what theyve written

The students will listen while I read the

questions out loud and then write their
answers to the first two questions. Then they
will share what theyve written

Modeling the reading (5 mins)

I will show them how I would like them to take
notes, highlighting the names of movies
mentioned and using two different colors to
mark the opposing points of view
Finishing the Reading (10 mins)I will instruct the students to complete the
reading while taking notes in their companion
sheet. I will remind them that there will be a
discussion following the reading so they
should take as good of notes as possible
Post-Reading Discussion (15 mins)I will ask the students to complete the final
questions on the companion and to finish up
any unanswered questions.

Students will observe the way I take notes

and will use the materials I recommended to
note the text

The students will fill out the worksheet and

highlight the different pieces of evidence both
sides use

The students will complete he companion and

the final two questions

I will then ask my students to explain what

they wrote and to describe the various points
of view articulated in the article.

The students will explain what they wrote for

the questions on the companion, especially
question to as to whether their opinion
changed after reading this article

I will begin a discussion about which

argument the students found most persuasive
and to use evidence to explain why.

The students will provide evidence in arguing

which side they found most convincing

I will ask the students whether they believe

the article shows bias and what bias they
think it shows, using evidence to do so

The students will discuss the bias of the

article, once again using evidence from the
text to do so

Optional Follow Up (15 mins)I will show my students the 60 Minutes

segment on the movie Selma in which the
director defends her decision to move away
from the historical record and her use of
interpretation in directing the film. A
discussion will ensue in which the students
discuss whether they found the directors
argument convincing.

The students will watch the short video and

discuss whether they were convinced by the
directors point of view. They will also discuss
the videos similarities to the article.

Name: Evan Leuenberger

Text: When Films and Facts Collide in Questions

Instructional Purpose Sheet

Instructional Purpose (What is essential for students to know?)

The debate over whether historical films have an obligation to be completely relevant
How to hear evidence from two sides of a debate and to pick a side and defend it.

What two places may cause student difficulty?

There are references to other films the students might not have heard of let alone seen
There is a lot of references to other authors and directors that might overwhelm the
students

What will you model that will help students negotiate the difficult parts?
I will start by modeling how I often take notes and will recommend that my students try
the same technique for at least the first page of their reading
I will ask the students to highlight the names of other movies referenced in the article for
discussion later
What do they need to do with the information they are reading?
I will recommend that the students use two different colors for highlighting, using one
color for those who argue that films should be completely accurate and another for those
who argue that films are interpretive works of art
They will need to discuss the pros and cons following the article and to be able to talk
about it among their peers
How will they hold their thinking while they read?
The notes and highlighting on the text
The companion sheet with questions on the text

NameDate-

When Films and Facts Collide in Questions Companion

Warm-Up1. What was the last historical film you watched? How often do you see films based upon
historical events or people?

2. Do films based upon historical events or people have an obligation to be completely

accurate?

Notes While Reading1. What other historical movies were mentioned in this piece?

2. What are the arguments for artistic license when creating a film?

3. What are the reasons against?

4. What surprised you?

5. What does the article say is a good way to ensure you learn what aspects are accurate
and which are not? Do you find this convincing?

Post-Reading
1. Having read the article, has your opinion changed from your second question in the
warm-up? Why or why not?

2. Do you think the article favored one side over the other?