Setting the Scene

Unit: Engaging with Film Texts

Lesson 4 of 15

Duration: 60 minutes

Class: Year 11 English

Class Size: 30 students

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Lesson Title

Setting the Scene: Time and Place

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Lesson Description

Students will investigate the setting of The Hate U Give, focusing on how its time and place shape the narrative. Through examining specific film scenes, students will analyse how setting influences character development, plot progression, and themes. This session supports their evolving skills in critical analysis and multimodal text comprehension, aligned with the New Zealand Curriculum Refresh for Years 9-11 English (Phase 5: Years 11-13).

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Curriculum Alignment

New Zealand Curriculum Refresh

• Phase: 5 (Years 11-13)
• Strands:
  • Comprehending and Creating Texts | Te whakamahi rautaki ki te whai māramatanga
  • Critical Analysis | Te tātari arohaehae
• Key Competencies:
  • Thinking: Students analyse and critique the film’s setting and its narrative impact.
  • Using Language, Symbols, and Texts: Develop understanding of visual and verbal language in film texts.
  • Relating to Others: Engage respectfully in discussion, valuing diverse interpretations.
• Progress Outcome Highlights:
  • Discuss different interpretations of a text and justify positions using evidence and prior knowledge.
  • Explain how settings influence meaning, character actions, and plot development.
  • Analyse explicit and implicit perspectives presented through visual and language choices in texts , .

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Learning Objectives

By the end of the lesson, students will be able to:

1. Identify and describe the settings of The Hate U Give in terms of time and place.
2. Analyse how these settings influence characters' motivations and the narrative's development.
3. Discuss the social and cultural contexts depicted and their relevance to themes of the text.
4. Use film language terminology (e.g., mise-en-scène, lighting, colour, camera angles) to support their analysis.
5. Collaborate in groups to interpret and present insights about how setting shapes meaning.

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Resources Required

• Selected scenes from the film The Hate U Give (clips around 5-7 minutes total)
• Film analysis worksheet focusing on setting aspects
• Projector and sound system
• Whiteboard and markers
• Printed key vocabulary lists
• Reflection journals or exercise books

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Lesson Structure and Timing

Time	Activity	Description
0-10 min	Engagement & Context Setting	Brief introduction to the concept of setting in narratives, focusing on time and place. Recall prior knowledge of The Hate U Give plot and context. Discuss students’ initial impressions of the film’s setting.
10-25 min	Scene Viewing & Annotation	Watch selected key scenes showcasing different settings (e.g., school, home neighbourhood, protest scene). Students use worksheets to note visual and verbal clues about time and place and their impact on mood and characters.
25-40 min	Small Group Discussion & Analysis	In groups of 5-6, students discuss how setting influences the characters and plot based on their notes, using guided questions: How does the neighbourhood setting influence Starr’s identity? How does the time (current social climate) affect the narrative tension? Groups prepare brief points for sharing.
40-50 min	Whole Class Sharing & Critical Thinking	Groups share their insights. Teacher facilitates discussion drawing connections to broader themes such as social justice, identity, and community. Highlight film techniques that emphasise setting (lighting, sound, colour palettes). Teacher models language for critical analysis.
50-60 min	Reflection & Formative Assessment	Individual reflection: students write a paragraph responding to the prompt: “Explain how the film’s setting of time and place shapes the story and your understanding of the characters.” Collect reflections for formative assessment and feedback.

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Key Vocabulary

• Setting
• Mise-en-scène
• Time period
• Location/place
• Social context
• Mood/atmosphere
• Cultural identity
• Symbolism
• Perspective
• Narrative tension

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Differentiation Strategies

• Support: Provide sentence stems and scaffolded worksheet prompts for EAL or students needing more guidance. Use visual aids and vocabulary charts to reinforce learning.
• Challenge: Encourage advanced students to consider how changes in setting could alter the narrative’s message or character development. Invite them to compare with other film or literary texts they have studied.
• All learners: Mixed-ability groups promote peer learning and varied perspectives. Teacher circulates to provide targeted support or deepen questioning.

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Digital/Multimodal Learning Integration

• Use film clips to engage multiple senses and modalities: visual, verbal, auditory.
• Encourage students to annotate clips digitally if appropriate (e.g., shared via classroom digital platforms).
• Support analysis of multimodal language in film: how visuals and audio combine to create meaning about setting.

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Assessment and Feedback

• Formative written reflection paragraph assessed with an English rubric focusing on comprehension, critical analysis, and use of academic language (aligned to levels expected in years 9-11).
• Oral feedback during group discussion, encouraging deeper thinking and vocabulary use.
• Notes from the worksheet provide evidence of engagement and understanding.

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Teacher Reflection and Next Steps

• Review student reflections for misconceptions or gaps in understanding time/place impact.
• Plan for subsequent lessons to integrate character and theme analysis building on setting insights.
• Consider opportunities for students to create their own multimodal texts exploring setting.

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This lesson plan carefully embeds the New Zealand Curriculum Refresh priorities, focusing on critical understanding of texts, use of academic and film-specific language, and the key competencies of thinking and relating to others. It integrates multimodal learning approaches ideal for Year 11 students embarking on deeper film text engagement.