ELECTIVE COURSE
| BACKGROUND | BASIC INSTRUCTIONS |
| COURSE REQUIREMENTS | PHASE ONE |
| FRAMEWORKS | PHASE TWO |
| OBJECTIVES | PHASE THREE |
| CREDIT | PHASE FOUR |
| ASSIGNMENTS DEFINED | OPTIONAL PROJECTS |
| LIST OF FILMS | REFERENCES |
|
ASSISTANCE |
ON-LINE ASSISTANCE |
| EMAIL ME | |
| CONTACT INFO, OFFICE HOURS, ETC. |
Over 100 years ago, Thomas Edison filmed a few seconds of his assistant Fred Ott sneezing. Now housed in The Library of Congress, this 1895 “Kinetoscope Record” launched an entire industry of cinematic storytelling that has inspired, informed, and entertained people around the world.
Many erroneously believe that watching a movie is an adequate substitute for reading a book. Movies cannot take the place of reading an author’s message that is conveyed through the pages of a novel. This said, movies are priceless for the glimpses of distant landscapes, the study of past or foreign cultures, and the varied perspectives of history they offer. Among other things, the images, costumes, make-up, music, location, artwork, style of acting, and even the ways in which the stories are told reflect the cultural and historical influences on the people who made these films. Further, films provide their viewers with a preserved witness from a frozen point in history.
This course is intended to expose students to a variety of important stories told via the silver screen. Students will collect and analyze information from films viewed in and out of class. Further, the students will move through four phases of activities on their journey through the world of film analysis.
| PHASE ONE | Students will complete activities on note-taking, Character, Plot, Organizational Conventions, Idea / Theme, Imagery, and Symbolism. |
| PHASE TWO | Students will complete activities on summarizing, Character, Plot, Theme, Imagery, and Symbolism. |
| PHASE THREE | Students will complete activities on Decoding, Comprehension, Context, Interpreting, Synthesizing Information, and Critiquing and Evaluation. |
| PHASE FOUR | Students will write essays to satisfy the district graduation portfolio requirement for FILM ANALYSIS. |
| OPTIONAL PROJECTS | These will vary, based on the individual interests of the student, but generally include the viewing of and writing about films. |
6
TraitsÔ
Reading Enlightening or Entertaining Information
Film
Analysis- Proficient, Proficient with Honors, High Honors
The six categories below outline the required
elements for a student’s GRADUATION PORTFOLIO essay for consideration in
the three levels of proficiency. |
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|
Decoding |
Comprehending |
Realizing Context |
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|
Proficient,
Honors, High Honors ·
Recognizes the genre of the film (comedy, tragedy, documentary, drama,
etc.) ·
Appropriately identifies the elements of story telling (foreshadowing,
symbolic imagery, plotting, pacing, etc.) ·
Consistently and accurately addresses all aspects of the prompt using
appropriate language |
Proficient
and Honors ·
Accurately discusses the content of the film (who, what, when, where,
why) ·
Summarizes and paraphrases information in order to begin making
inferences and interpretations ·
Selects well-chosen examples to illustrate in-depth comprehension of
the film using clear, specific language and terms High Honors ·
Responds beyond the question- evaluating the film as an experienced
viewer and reader |
Proficient ·
Questions who created the messages in the film and why send them, when
appropriate ·
Appropriately discusses the social context of the film (gender roles,
portrayals of race, ethnicity, etc.) Honors,
High Honors ·
Discusses external influences on the film
(political, economical, etc.) ·
Recognizes the film’s embedded values and points of view, when
appropriate ·
Views film from a multicultural perspective when necessary |
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|
Interpreting |
Synthesizing
Information |
Critiquing
and Evaluating |
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|
Proficient ·
Consistently supports analysis with well-chosen examples, quotes,
and/or events ·
Recognizes the intent of the film’s message Honors ·
Can comment on how different people might view the film differently ·
Examples, quotes, events are cited from the film and connect strongly
to the analysis ·
Responds beyond the question to engage the bigger picture by creating
a framework of historical significance, cultural importance, or universal
theme High
Honors ·
Reflects on the intent of the author’s strategies (i.e. speculates,
makes inferences about the writer’s intent, suggestions new approaches)
and also evaluates the author’s effectiveness for different audiences ·
Can assess alternative interpretations of text using different schools
of thought or criticism |
Proficient ·
Recognizes and analyzes significant cause/effect or compare/contrast
relationships where appropriate Honors ·
Integrates personal experience and background knowledge with the film
to create a synthesis of the film plus personal knowledge High
Honors ·
Integrates background knowledge of film criticism or media criticism
with the film to create a synthesis |
Proficient · Raises questions about the film when necessary · Addresses his/her own considered judgment about the film Honors · Evaluates the film to assert a strong voice in the film analysis ·
Challenges the ideas of the creator or source by noting
bias, distortion, and/or lack of coherence, when appropriate · Evaluates critical reviews on the film |
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Students will complete a variety of activities designed to meet the following state standards:
| HISTORY | EALR 1.3 Examine the influence of culture on U.S. and world history |
| EALR 2.3 Synthesize information and reflect on findings | |
| EALR 3.3 Understand how ideas and technological developments influence people, resources, and culture | |
| COMMUNICATION | EALR 1.2 Listen and observe to gain and interpret information |
| EALR 4.3 Analyze mass communications | |
| WRITING | EALR 1.2 Use style appropriate to the audience and purpose |
| EALR 1.3 Apply writing conventions | |
| EALR 2.1 Write for different audiences | |
| EALR 2.2 Write for different purposes | |
| EALR 2.3 Write in a variety of forms | |
| EALR 3.1 Prewrite their papers | |
| EALR 3.2 Draft their papers | |
| EALR 3.3 Revise their papers | |
| EALR 3.4 Edit their papers |
CREDIT
This
class offers credit activities for Elective or English Elective (Senior
English). Credits are based on
completion of the specified activities at a minimum of 80% accuracy.
Each
“Film viewing and writing assignment” is defined as follows:
| PHASE ONE | Students will complete the “PHASE ONE FILM PACKAGE” four times. Each “PHASE ONE FILM PACKAGE” is worth one week’s
credit (0.03). After
completion of four phase
one packages, students may move on to PHASE TWO. | |
|
"PHASE ONE FILM PACKAGE"
|
a.
The
viewing of a film from the list
of approved films. | |
| b. Completion of the "INFORMATION SHEET" | ||
| c.
Completion
of all six worksheets on Character,
Plot, Organizational Conventions, Idea
/ Theme, Imagery, and Symbolism. | ||
| PHASE TWO | Students will complete the “PHASE TWO FILM PACKAGE” two times. Each “PHASE TWO FILM PACKAGE” is worth two week’s
credit (0.06). After
completion of two phase
two packages, students may move on to PHASE THREE. | |
|
"PHASE TWO FILM PACKAGE" |
a. The viewing of a film from the list of approved films. | |
| b. A one-page typed summary of the film. | ||
| c. Completion of one of the two options given all five sections on Character, Plot, Theme, Imagery, and Symbolism. | ||
| PHASE THREE | Students will complete the “PHASE THREE FILM PACKAGE” two times. Each “PHASE THREE FILM PACKAGE” is worth two
week’s credit (0.06). After
completion of two phase
three packages, students may move on to PHASE FOUR. | |
|
“PHASE THREE FILM PACKAGE” |
a. The viewing of a film from the list of approved films. | |
| b. Taking of notes during the film. | ||
| c. Completion of one of the two options given in all six sections on Decoding, Comprehension, Context, Interpreting, Synthesizing Information, and Critiquing and Evaluation. | ||
| PHASE FOUR | Students will complete the “PHASE FOUR FILM PACKAGE” two times. Each “PHASE FOUR FILM PACKAGE” is worth two week’s
credit (0.06). After
completion of two phase
FOUR packages, students may move on to OPTIONAL PROJECTS. | |
|
“PHASE FOUR FILM PACKAGE” |
a. The viewing of a film from the list of approved films | |
| b. Taking of notes during the film. | ||
| c. Students will write essays to satisfy the district graduation portfolio requirement for FILM ANALYSIS. | ||
| OPTIONAL PROJECTS | These will vary, based on the individual interests of the student, but generally include the viewing of and writing about films. | |
Films on this list are already approved by the teacher, however – other titles may also be appropriate. Consult with the teacher and gain permission in advance to use a film that is not on this list. Also, information and summaries on the films listed can be found on the websites provided in the REFERENCE section.
Non-fiction |
Fiction
|
|
All Quiet on the
Western Front All the President's
Men Amadeus
Apollo 13
The Autobiography
of Miss Jane Pittman Born Free
Brian's Song
Casablanca
Chariots of Fire
Courage Under Fire
The Diary of Anne
Frank Dr. Strangelove
Fat Man and Little
Boy For Whom the Bell
Tolls Gandhi
Gallipoli Ghosts of
Mississippi Glory The Grapes of
Wrath Inherit the Wind
The Longest Day
Memphis Belle October Sky The Red Badge of
Courage The Right Stuff
Schindler's List
Sophie’s
Choice The Sound of Music
|
12 Angry Men 20,000 Leagues Under the Sea The Adventures of Huckleberry
Finn Anne of Green
Gables Around the World in
80 Days Breaking Away
Enemy Mine Fahrenheit 451 Field of Dreams
Invasion of the
Body Snatchers Lord of the
Flies Mask Moulin Rouge Outbreak
The Outsiders Planet of the Apes
(The original version) A Raisin in the Sun
Romeo and Juliet
Smoke Signals
Star Wars The Time Machine
To Kill A Mockingbird West Side Story The Wizard of
Oz |
First, read through the materials in this course. Then decide on a film to watch. Get the film and do not watch it yet. I recommend that you read the assignments for the phase you are in and prepare yourself to take notes during the film. If you know the questions before you see the answers in the film, then you will be able to recognize the answers. Next, complete all assignments for the film. Before submitting your work for grading, read your answers to make sure that they can be read by another person, that they make sense, and that they actually answer the questions. Also, ask yourself if the instructor would be able to look at the work and determine who did it, what film was used, and what assignment or question is being answered. Again, four films for phase one, two films for phase two, two films for phase three, and two films for phase four.
Students will complete the “PHASE
ONE FILM PACKAGE” four times.
Each “PHASE ONE FILM
PACKAGE” is worth one week’s credit (0.03). After completion of four
phase one packages, students may
move on to PHASE TWO.
|
"PHASE ONE FILM PACKAGE"
|
a.
The
viewing of a film from the list
of approved films. |
| b.
Completion
of the “Info
Sheet.” | |
| c.
Completion
of all six sections on Character,
Plot, Organizational Conventions, Idea
/ Theme, Imagery, and Symbolism. |
In
phase one, while watching the film, complete this “Information
Sheet.” You may also just write down the required information on
another sheet of paper.
| Your name: | |
| Title of film:
| |
| Year released: | |
| Setting TIME:
|
Setting Place:
|
| Setting DESCRIPTION
| |
| Main Character(s)
| |
| Brief Description:
| |
| Other characters: | |
| PLOT: Main Conflict:
| |
| PLOT: Main Events
| |
| PLOT: Conclusion
| |
|
BACKGROUND INFO A character is a person or animal who takes part in the action of a literary work and in film. Characters can be described in many different ways, as follows: |
In terms of the importance of their roles- |
either "major" (much involvement in the story) |
| or "minor" (minimal or unnecessary involvement) | ||
| In terms of
their roles – |
a character who plays the central role in a story is called the protagonist. | |
|
A character who opposes the protagonist is called the antagonist | ||
| In terms of
their complexity – |
a complex character (one with many problems, conflicts, or actions in the story) is called "round" | |
| a very simple character is called "flat." | ||
| Characters, whether round or flat, must be believable. They may sometimes act in unexpected ways, but they should not act out of character. A flat, stock-character clown character should not suddenly and for no apparent reason become a dashing hero. A round, carefully developed character may change and grow, but must do so within the personality given by the writer. | ||
n
ASSIGNMENT #1 Fill in the boxes below with examples
from the film watched.
FILM TITLE:
|
|
Major |
Minor |
|
Importance |
Who? (may be more than
one) |
Who? (may be more than
one) |
|
|
Protagonist |
Antagonist |
|
|
Who? (may be more than
one) |
Who? (may be more than
one) |
|
|
Round |
Flat |
|
Complexity |
Who? (may be more than
one) |
Who? (may be more than
one) |
|
BACKGROUND INFO A plot is a series of events or occurrences, each of which is related in a cause and effect relationship. Thus, one event in a plot causes the next, and so on. Most plots involve a central conflict (or struggle,) that is introduced, developed, and then resolved. Typically, the plot of a story is divided into the following parts: |
Introduction – presents the setting, characters, and basic situation. |
| Inciting incident – introduces the central conflict. | |
| Development – events that occur because of the central conflict. | |
| Climax – high point of interest or suspense that culminates the development. | |
| Resolution – event that ends the central conflict. | |
| Denouement – any events that occur after the resolution. | |
| Some critics refer to the actions up to and including the climax as the rising action, and to the parts of the plot after the climax as the falling action. Some stories do not contain all these parts in exactly this order. An author may choose, for example, to begin a story in the middle of the overall plot (such as in the first Star Wars movie, which is actually the fourth part of a string of stories.) In some stories the climax and the resolution are the same event. | |
n
ASSIGNMENT #2. Complete the chart below for the film watched.
FILM TITLE:
|
PLOT PARTS: |
BEGINS |
ENDS |
|
Introduction |
|
|
|
Inciting Incident |
|
|
|
Development |
|
|
|
Climax |
|
|
|
Resolution |
|
|
|
BACKGROUND INFO Most plots are presented in chronological order, where events follow one another in time as they would in real life. However, an author may choose to vary this pattern by using special devices of plot which may include: |
Flashback – a section of a literary work that interrupts the normal sequence of events to present an event from an earlier time. This is usually done to introduce information or show character development. |
| Foreshadowing – hinting about events yet to occur. | |
| Subplot – a series of events outside but related to the main plot. | |
| Suspense – the creation of a feeling of anxious uncertainty about the outcome of events. | |
| Surprise ending – an unexpected event occurring at the end of the story. |
n
ASSIGNMENT
#3. Complete the chart below for the
film. For convention, list an
example from the film, describing the event. If the film does not include an example
of the convention, then indicate such.
FILM TITLE:
|
CONVENTION |
Example |
|
Flashback |
|
|
Foreshadowing |
|
|
Subplot |
|
|
Suspense |
|
|
Surprise Ending |
|
|
BACKGROUND INFO The central idea of a literary work or film is its theme. The theme is an insight about life or the human experience that is revealed through the details of the literary work. For example, the problems characters face and the way they resolve them may provide insight into the human condition. This insight is the theme of the work. |
Occasionally, the theme of a work is stated |
INSTRUCTOR 