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LAUREN HOLT
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        • Senior Seminar: Best Books >
          • Best Books Syllabus and Grading Agreement
        • Senior Seminar: Revenge >
          • Revenge Syllabus and Grading Agreement
        • Senior Seminar: Political Theater >
          • Political Theater Syllabus and Grading Agreement
      • Brit Lit Fall 2015: The Bard >
        • Commonplacing Beowulf
        • Chaucer Vocabulary Wiki
        • Digital Tapestry: Chaucer's Pilgrims and their Tales >
          • 21-st Century Tapestry Winner & Notes >
            • The Miller
            • The Shipman
            • Chaucer the Pilgrim
            • The Parson
            • The Clerk
            • The Host
            • The Ploughman
            • The Manciple
            • The Yeoman
            • The Pardoner
            • The Wife of Bath
            • The Sergeant of Law
            • The Knight
            • The Friar
            • The Doctor
            • The Summoner
            • The Prioress
      • Maymester 2015 | ENG 221 RW Advanced Writing Workshop: Space | Place | Self
      • Spring 2015 | ENG 221 Advanced Writing Workshop | "Place, Space, & Self" >
        • Blog Post of the Week
        • Student Sites
      • Fall 2014 | ENG 221 Advanced Writing Workshop | "Place" >
        • Assignment Sequence
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      • Spring 2014 | ENG 101 | "You Are What You Eat" >
        • Assignment Sequence
        • Assignments
        • Blog Roll
        • Vocabulary Wiki
      • multimodal lyric
      • women writing love
    • Representative Projects >
      • Mock Presidential Debate
      • Adapting Hamlet
      • Visualizing Donne
    • place-based learning >
      • writing the resistance | london, belfast, dublin
      • Athens, Rome, Florence: The Geography of Genius Excursion 2019
      • Living Literary London 2018
      • Galloway Goes West 2017
  • writing
  • Frankenstein + Creations Unit
    • Frankenstein One-Pager + Analysis
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CONTEXT
PROCESS
product
REFLECTION

PROCESS

Step 1:
​Each class was randomly assigned an act, and then students from each 
class choose how to adapt their source material.
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Step 2:
​Students within each class used reverse logic to determine the roles and responsibilities required. to produce the adaptation they have in mind.  Then, they formed primary and secondary responsibility teams based on their areas of expertise and interests.
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Step 3:
Next, team leaders met to set the class schedules and benchmarks, and directors, cinematographers, and writers met to strategize in advance of scriptwriters' meetings.
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Step 4:
​As scriptwriters completed the class's screenplay, the website team constructed the class website.
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Step 5:
​​Once the scriptwriters completed a script, students completed read-throughs together in class, using Google Docs to provide feedback to both actors and writers.   Then, scriptwriters revised the screenplays, actors familiarized themselves with their lines, and directors and tech crew prepared to begin filming.

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Step 6:
During filming, 
the web team photographed progress, drafted written content, interviewed classmates about their responsibilities and began to build out the content of their site.

Once filming was complete, classes watched the rough footage, listening to directors' and editors' plans for cutting the footage together, and 
provided feedback on the filmed scenes and editing plans.
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​Step 7: 
Based on the class-wide feedback sessions, classes completed necessary reshoots and obtained any necessary additional B roll footage.

Step 8:
Editors, in conversation with the directorial teams, cut the footage together and hosted it on youtube.
​
Step 9:
Classes screened the finished products and explored one another's sites, providing feedback to the web teams, at which point the web teams put the final touches on their sites, adding video footage, and published their sites.

Additionally, one class's planning documents can be found here.