Month: March 2016

Wednesday March 30/16

Another reminder about our test tomorrow. You will have some time to study today, but our main priority will be putting together our literature circle portfolios.

Tuesday March 29/16

Don’t forget we have a test on Thursday!

Today we will begin with some silent reading of your literature circle novels. Remember, if you decide you don’t like your novel, you need to let me know ASAP.

Now some of you got a copy of of the Robber Bridegroom a few weeks back while we were working down in the library, but most of you didn’t read the fairytale or complete the questions. They shouldn’t take you very long so I’ll be collecting them at the end of the period.

Robber bridegroom fairy tale handout feb 2002

Robber Bride Groom

Tomorrow we’ll get into more details about how we’ll be doing our literature circles and you’ll have some time to study.

Wednesday March 23

Today we’ll start working on our concept map for our horror unit and finish them tomorrow. The concept map will be very important for our unit test.

I will also hand out your literature circle novels on Thursday.

Monday March 21/16

We’re coming to an end in our horror unit. Our culminating task will be a test so we need to discuss a date for this. I have made comments on your film reviews so I will give those back to you either today or tomorrow. If you still have work to do on your review, you must have it resubmitted by the end of the week.

We will be creating a concept map for the horror unit and we’ll probably start that tomorrow.

For today, I want to introduce you to the concept of working effectively in groups:

First I want you to think about a negative group work experience you had.  What made it negative? How did it make you feel?

Then I want you to think about a positive group work experience. What made it positive? How did it make you feel?

The Basic Elements of Co-operative Learning

  • Positive Interdependence: all members of a group feel connected to each other in the accomplishment of a common goal
  • Individual Accountability: Every member is responsible for demonstrating their learning
  • Face to Face Interaction: Group members need to be close in proximity to each other and talk to each other in ways that promote progress
  • Social Skills: Treating each other in such a way that enables groups to function effectively (taking turns, encouraging, listening, clarifying, etc.)
  • Processing: Taking time to assess collaborative efforts.

Anything you want to add?

Now let’s put this into practice:

I’ll be putting your into groups and as a group you will be given a scenario and list of items.

Here’s the scenario: You and your business companions have just survived the crash of a small plane. Both the pilot and co-pilot were killed in the crash. It is mid-January and you are in Northern Canada. The daily temperature is 25 below zero. There is snow on the ground, and the country-side is wodded with several creeks criss-crossing the area. The nearest town is 50 km away. Your group of survivors managed to salvage the following items:

  • ball of steel wool
  • a small axe
  • a lodaded .45 caliber pistol
  • can of shortening
  • newspapers (1 per person)
  • lighter (without fluid)
  • extra shirt and pants for each survivor
  • 20x20ft piece of canvas
  • a sectional map made of plastic
  • a mickey of whisky
  • a compass
  • a family sized chocolate bar (one per person)

Your task is to list the 12 items in order of importance to survival. You must come to an agreement as a group.

Thursday and Friday March 10 and 11

Assignment 1: Writing a Film Analysis

Now that you’ve watched a horror movie, and taken notes, it’s time to write a film analysis. In the analysis, you draw a conclusion about how well the movie appeals to the psychological needs of the viewer while fulfilling the criteria of the genre. Use the following outline to plan your analysis:

 
Introduction
  • Provide some brief background information on your film: Who directed it? When was it made? How was it received by critics and audiences? You can usually find all this information on the Internet Movie Database.
  • End this paragraph with your evaluation of the movie by answering this question: How well did the movie appeal to the viewer’s psychological needs while fulfilling the criteria of the genre? Think back to what you learned from the “Stephen King on Fear” essay, the Psychology of Fear note, and the “Scared Witless” article, as well as your note on the three genres of horror.
Body paragraph 1
  • Briefly summarize the plot of the movie and identify which genre of horror it belongs to. Provide specific examples from the movie to support your claim.
Body paragraph 2
  • Discuss three specific examples from your graphic organizer that you think did a good job at helping to tell the story. Make sure you’re using the correct film terminology when discussing the elements of film.
Body paragraph 3
  • Discuss any examples from the film that you thought did not do a good job at helping to tell the story.
Body paragraph 4
  • Explain how this film would appeal to psychological needs of the viewer. Make specific reference to at least one of your readings from this unit.
Conclusion
  • Overall, how well did the movie appeal to the viewer’s psychological needs while fulfilling the criteria of the genre? Remind the reader of the key points you’ve made.

Your review should be approximately 800-1000 words.

Drop Box Complete the following assignment and submit your work to the dropbox.

Submit the rough draft of your film review to the dropbox so your teacher can give you feedback before you write your good copy. Don’t forget to check the rubric before submitting to make sure you’ve met the criteria for this assignment. Once you’ve received feedback and revised your rough draft, submit your good copy of your film review to the dropbox, as well. Make sure you carefully identify the rough and good copy in the file title.

Film Analysis

 
Categories Level 4
(80 – 100%)		 Level 3
(70 – 79%)		 Level 2
(60 – 69%)		 Level 1
(50 – 59%)
Knowledge and Understanding:
demonstrate knowledge and understanding of elements of film by using specific terminology in analysis.
MS2.02C.		 Demonstrates excellent knowledge and understanding of elements of film by using specific terminology in analysis. Demonstrates considerable knowledge and understanding of elements of film by using specific terminology in analysis. Demonstrates satisfactory knowledge and understanding of elements of film by using specific terminology in analysis. Demonstrates limited knowledge and understanding of elements of film by using specific terminology in analysis.
Thinking:
evaluate how effectively the film appeals to the psychological needs of the viewer while fulfilling the criteria of the genre.
MS1.03C.		 Evaluates how effectively the film appeals to the psychological needs of the viewer while fulfilling the criteria of the genre with a high degree of effectiveness. Evaluates how effectively the film appeals to the psychological needs of the viewer while fulfilling the criteria of the genre with considerable effectiveness. Evaluates how effectively the film appeals to the psychological needs of the viewer while fulfilling the criteria of the genre with some effectiveness. Evaluates how effectively the film appeals to the psychological needs of the viewer while fulfilling the criteria of the genre with limited effectiveness.
Communication:
use knowledge of spelling rules and patterns.
WR3.01C.		 Uses knowledge of spelling rules and patterns with a high degree of accuracy. Uses knowledge of spelling rules and patterns with considerable accuracy. Uses knowledge of spelling rules and patterns with some accuracy. Uses knowledge of spelling rules and patterns with limited accuracy.
use punctuation to communicate intended meaning.
WR3.03C		 Uses punctuation to communicate intended meaning with a high degree of accuracy. Uses punctuation to communicate intended meaning with considerable accuracy. Uses punctuation to communicate intended meaning with some accuracy. Uses punctuation to communicate intended meaning with limited accuracy.
use grammar conventions tocommunicateintended meaning.
WR3.04C.		 Uses grammar conventions to communicate intended meaning with a high degree of clarity Uses grammar conventions to communicate intended meaning with considerable clarity. Uses grammar conventions to communicate intended meaning with some clarity. Uses grammar conventions to communicate intended meaning with limited clarity.
organize ideas to promote expression.
WR2.06C.		 Organizes ideas to promote clarity with a high degree of expression. Organizes ideas to promote clarity with considerable expression. Organizes ideas to promote clarity with some expression. Organizes ideas to promote clarity with limited expression.
Application:
make connections between readings on theories of horror, and genres of horror and film.
MS2.01C.		 Makes connections between readings on theories of horror and genres of horror and film with a high degree of effectiveness. Makes connections between readings on theories of horror and genres of horror and film with considerable effectiveness. Makes connections between readings on theories of horror and genres of horror and film with some effectiveness. Makes connections between readings on theories of horror and genres of horror and film with limited effectiveness.

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Tuesday March 8/16

Today we will learn about some of the elements of film and how they’re used to tell a story on camera.

Elements of Film
Camera Shots
Long Main objects are seen in the distance and appear small on screen; used to establish setting (often called an establishing shot) and show characters in relation to objects; similar to the third-person, omniscient point-of-view in literature.
Medium Shows a character from the waist up; often a natural or neutral shot.
Close-up Object or character takes up most of the frame; highlights emotion played out on a face or the detail of an object; encourages viewers to identify with characters or to focus their attention on a thematic element.
High Camera is positioned higher than the subject and tilted down; makes the subject appear less powerful.
Low Camera is positioned lower than the subject and titled up; makes the subject appear powerful.
Lighting
Low-key Lighting with lots of shadows. Many parts of the scene are difficult to see which can make the subject seem isolated.
High-key Even lighting with few shadows; suggests that everything is normal or a lack of threat.
Sound
Sound Effects Artificially created or enhanced sounds used to emphasize artistic or other content of films.
Soundtrack Background music used to create atmosphere and emphasize specific elements of films.

Then we will watch a “scary” movie and fill out the following chart for the movie Film_analysis_organizer

Monday March 7/16

Today we’re going to ruin your happy childhood memories by exploring how fairy tales are actually horror stories for children. First we’ll look at the fairy tale pattern:

Robber bridegroom fairy tale handout feb 2002

Then, in small groups, you’ll get a copy of a fairy tale. Your job is to read the fairy tale, classify the fairy tale using the fairy tale pattern, and identify the fears the fairy tale addresses.

Then you can read this fairy tale: The Robber Bridegroom do the same thing independently.