Reinforcement in Cinematic Biography is right. As a result, the programs are modified and are customized to suit the breakthroughs in technology. The combination of media forms as springboards using multimedia tools opens up the possibilities of facilitating technological instruction on practically designed activities.
Today’s teachers need to be innovators in the classroom by not necessarily requiring complex sets of technological tools from the educational institutions they serve, but with the presence of core technologies, mentors situate the framework learning in the most practical way possible.
One of the easiest ways to do this is to use a movie clip from Cyberspace YouTube that directs the manipulation of Bloom’s taxonomy of learning revised under the name Bloom’s Digital Taxonomy by Churches (2007 ).
The integration of this in the teaching of the English language aims to strengthen the thinking skills of an order of the learners who begin by remembering, understanding, applying, analyzing, evaluating, and creating concepts or knowledge acquired. While these are in use, the technical activities are applied simultaneously.
These suggested activities for students who are taking a Walt Disney Biography Mini-Film are primarily aimed at using the skills of thinking in order and elucidating how these sub-skills in all orders of thinking are manipulated through viewing, the listening, speaking, and reading learners. and writing aided by appropriate linguistic targets prescribed by the teacher who acts as a facilitator. The learning objectives of these activities are defined by the sub-skills.
1. Remember about Cinematic Biography
Bookmark the URL of Walt Disney’s autobiography for easy access Find the site of the given autobiography for previews Copy or save the passage to a file Listen and view the passage in a language lab or studio school Listing and sequencing of important dates from Walt Disney’s life Listing and ranking of significant events in the movie Compiling events and dates through a Microsoft Word or PowerPoint.
Telling a story about the life of Disney orally or through a recording Labeling them dates on the Disney timeline through various forms of graphic organizers Label events on the Walt Disney timeline through the use of shapes and figures from Microsoft Word applications Numbering of Walt Disney life events such as they perform in the film’s biography while listening to Quoting significant lines from the thread’s biography m and presenting this through digitized images, extracts of film scenes, sketches or drawings projected on the screen Name the important films cited with their promotion displayed International posters obtained on the Internet Location of Walt Disney’s travels through maps projected on Google on screen
Relation of dates and events in a PowerPoint presentation Inference through the important dates and events of the character gathered with corresponding images uploaded from the Internet Interpretation of the graphic organizer provided by the teacher projected on the screen Interpretation of the graphic organizer personally constructed displayed on-screen.
Diagram of events through semantic mapping styles Rank films cited in biography through histogram Gather important facts to present by PowerPoint Summarize Disney life through a single paragraph at the screen to deliberate
Play the self-biography and present a timeline of his / her story Use semantic mapping tools to relate concepts in the short film Demonstrate ideas from the film through pictures or sketches Present the gist of his / her biography through sketches Present a glimpse of his life through scanned images obtained from magazines Present his biography through photographs to represent ideas Demonstrate ideas through scanned images for slide shows Plot and complete important sequential life events Disney.
Complete and explain a paragraph on the life of Disney displayed on the screen Choose an event and present its meaning Stage certain scenes from the film and simultaneously play the original story Build a recorded story on the biography
Ask questions by formulating series of questions according to levels or dimensions to obtain overall details Order Walt Disney works by date and place Organize events through PowerPoint presentations Present a slide show featuring the works of Mr. . Disney Sort Disney films by genre and showing remarkable scenes Sort Walt Disney films by years of production.
Deconstruct Disney’s biography using graphic organizers Link the timeline to his films produced using posters Order events through a designed timeline or flowchart describing the biography by dates, places, events, and significant works in films
Editorialize life with cartoons for deliberation Prepare a column to display on the board to agree and disagree with the character’s important events and accomplishments Evaluate the biography based on its technical factors and content.
Display illustrations that allude to events in its life story Review previous structures that appropriately list events in Disney life Justify the benefits of Disney movies through a mock talk show Review the movie through a conceptualized list of criteria Probe and monitor opinions classmates on Disney movies. Post still images of Disney characters and caption the images Crop movie titles on a projected screen Revise the movie into a pure narrative to convey sequential events
6. Creation of Cinematic Biography
Simulate the life of Disney with the use of improvised audiovisual material Structure a script through the use of script formats from web publishing essays on the life of Walt Disney through online journals or blogs Creation of animations to introduce some popular Disney movie characters Blog an essay about important events Compose an article about Disney to publish in your school newspaper or on the Internet Produce a story by filming some examples from the life of Disney Give a speech about his works remarkable by mixing with sound and visual effects in the background.
Build a talk show about Disney in a school studio or classroom Simulate Disney characters in a class by groups with technical effects Build a narrative summary in written form or recorded Produce theatrical performances about him through a screenplay Monitoring opinions on the benefits of his films among classmates
A stronger perception of the rationale for these suggested tasks can be further explained by an example presumed to be the teacher’s discretion with respect to a language program being developed. As part of memorization as the lowest order thinking skills, students will compile events and dates after viewing the mini-biography.
This type of activity deals in particular with sub-skills, tabulating and telling that further involve the objectives of the activities and prescribe the appropriate grammar to be used such as temporal expressions, prepositions, conjunctions, simple past tense forms of the verb as well as the skills involved. like writing, engaging speaking skills not to mention viewing and listening skills that have been used previously.
Additional digital aspects of this lesson are further complemented by using PowerPoint or Microsoft Word to create outputs that are facilitated by an external drive to which the file was recorded, a computer to activate the file, and a projector to display. Students work after Google search of the main source of materials chosen for this lesson.
To sum up, the following factors can support and prove the possibilities of these proposed practical applications of digital taxonomy in language teaching: order thinking skills (numerical order thinking skills) and sub-skills, goals, grammatical axes, authentic springboard (YouTube mini-biography), macro skills, educational technology tools (website, external drive, computer and projector) and outings. All these elements mobilize the possibilities of carrying out these suggested activities. Also, read 1200+ Best biopic movies. Follow us on Facebook.