Patrick Mulier

Two Goals:
1. Students will conduct a characterization of both characters, the white boy
and black boy, asking throughout the film what do we learn about both
character? The information gathered about each character can then be
put in conversation with one another by a compare and contrast analysis.
They will then develop a well-supported thesis about how the two
characters in relation to one another, are significant to the storys overall
meaning.
2. Students will learn to question the author/directors point of view, reading
the film with the following guiding question: why did the author choose to
do this? Students will learn to think critically about the ways in which a
film text is constructed, and every visible (i.e. dress style) and audible
(i.e. selected songs) detail was made for a purpose. By making
inferences about the authors intent, they will discuss together the implied
cultural/linguistic/racial/national messages and stereotypes that are
presented by the authors choices.
Lesson Plan Text: Scapegoat A South African Short Film
http://www.youtube.com/watch?v=aGOaOsK3Vyo
Number of Days: four
Prior Knowledge:
students will need to generate prior knowledge on the demographic layout of South
Africa, the multiple cultural groups that exist within the country. Students will
generate need to know the contrasting lifestyles of rural/tribal and urban peoples.
Students will need define the concept of the scapegoat, and to understand better
why the title carries the name scapegoat.
Lesson Objective:
Just as the goals laid out, students will watch a re-watch (the next day) a short story
with a critically eye to practice two procedures in their engagement with the text.
(1) They will engage in a characterization process of in the film, using the
compare/contrast of both identities to analyze and formulate an argument about
how their relationship is significant to the films meaning. (2) They will practice
questioning the authors intent in constructing the work. They will analyze the
many details and elements in the film which work to achieve a purpose the author
may have had in mind. Students will learn to view through the eyes of the director,
and draw conclusions about the effects produced in the film. In particular, we will
look at how certain film-choices may have added or subtracted to cultural
stereotypes.
Lesson Assessment:
To assess objective 2, students will gather into groups after watching the film and
build meaning together. They will be asked to discuss (a) the various textual

choices made by the author, and then the (b) effect on the texts overall meaning
that was made as a result. Each group will record their ideas on a double journal
entry log, with (a) on the left, and the corresponding (b) to each idea on the left.
Students will be assessed by their shared ideas with the class, both orally and by
their written work (which would be passed in at the end of class). Students would
be given points based on how well they showed effort on engaging with the text and
answering the prompt. For day 2, student groups will be the directors for the day,
by looking using the ideas they discussed in their entry logs the day before to
rewrite certain parts of the film to produce a different intended effect. They will
collectively write a script that records the several changes they would make to the
film, and in the margins, the effect it would have on the meaning of the story.
Students would be assessed on how well they implemented their changes the
script, and whether or not they put in intellectual effort and worked together as a
team.
To assess objective 1, Id give them points for the work put into their
compare/contrast outline and the thesis they formulated. Id then have them write
a rough draft over the weekend, (give them points if they finished it on time) and
have them peer review each others papers on day 2, and make the necessary
revisions during class and overnight for a final draft on day 3. Students would be
assessed on their effort in peer reviewing each others papers, and on the final
draft: does it have a central argument about how the relationships between the two
main characters make meaning in the story, which is well supported by evidence
from the film? Not only their paper writing skills, but evidence that they engaged in
the process of characterization will be evaluated.
Standards: (2) CCSS.ELA-LITERACY.RL.9-10.5, (1) CCSS.ELA-LITERACY.RL.9-10.3 and CCSS.ELALITERACY.W.9-10.1

Materials Needed: The film, paper, pens, and computers (from lab)

Time
Day 1, first 5
minutes

Learning Task
Generate prior knowledge
on South Africa

D1, second 10
minutes

Watch the film, annotating

D1, third 15
minutes

Collaboratively construct
knowledge in groups

D1, fourth 15
minutes

Increase confidence/skill for

Day 2, 45 minutes

D3, first 5 minutes

Co-construct a working of
the definition and process
of characterization with a
text

D3, 10 minutes

Think about how the text

D3, 30 minutes

Students actively, by
themselves, engage in the
characterization process of
two characters, and
compare/contrast them to
form evidence-supported
thesis.
Practice Peer-reviewing
papers (while thinking
about prompt-criteria) and
giving feedback

D4, 25 minutes

D4, 20 minutes

Engage in the revision

Methods or procedures
class discussion of key
ideas/places/terms, using
chalk board to map out
Ask students to watch
critically with guiding
question what is the
directors intended
meaning? actively taking
notes as they watch
In groups of 4 students
discuss the film, write a
double entry journal of
authors choices and effects
Students present their ideas
to the class and engage in a
class dialogue
Students meet in their
groups and rewrite the script
of the film, having at least
five changes, with a short
reflection at the end
describing why they did this
and how it affected the films
overall meaning
use chalk-board to record
ideas from students, the
entomology source to define
the word, and present a
how to method of
characterizing a character in
text
Re-watch the film with a new
intended guiding question for
the students to consider,
how do the two main
characters develop and
change throughout the
story?
Students use a Venn-diagram
or a chronological boxsequence to write the
identities and developments
of both characters, then use
their ideas to form a thesis
(with supporting evidence)
Students read and revise
each others papers,
annotating with red pens and
write a note at the end on
the things that went well
and could be approved
While in the computer lab,
students apply the necessary
changes (from peer review)
to their rough drafts, which
would be turned in the next
day.

board
Synopsis of film
A white man looks/dressed with backpack and flannel, speaks awesome man
American lingo, kills the goat a black boy was supposed to watch over for his
coming of age ceremony. He must get another white goat for his uncle, for his
coming of age ceremony. (go into tow, and bring the white man with him, for a
lesson hell never forget)
The white man yelling and filming African pride. They walk through town, looking
for his uncle. He must pay for a goat, nothing is free here. White Character is
eccentric, humorous and almost unserious. Black gangsters surround them with
knife, clearly angry because a white man is associating with an African, racial
prejudice. Shows division between the people. They run away with African hip hop.
Ring tone is machine gun sound. White boys loud cell phone: a symbol, out of
place in wilderness.
Fatherhood theme, all that stuff he made me do was good for me, made me the
man I am today. Though stressful for black boy. Named white boy. Chiefs son.
They split, hes angry. Used gunshot music from phone as a solution to driving
away the attackershis irregularity worked for good.
Even though he lost the goats, his father saw that he had gained humility, he
approves of him for that, ceremony occurs. Fluffy is found at the end. But he is to
be slaughtered, what does this mean? Why?