Applying Propp s Narrative Theory to The Princess Bride
|
|
|
- Mitchell Allison
- 7 years ago
- Views:
Transcription
1 Write a paragraph on each of these: What The Princess Bride is about Explain how the narrative (story) of The Princess Bride follows Propp s narrative structure Westley what Propp says a hero should be like and what should happen to him in the story; what Wesley is like and what happens to him in the story; include film devices like costume, music, etc. Buttercup - what Propp says a Princess should be like and what should happen to her in the story; what Buttercup is like and what happens to her in the story: include film devices like costume, music, etc. Prince Humperdinck what roles from Propp could he be and why; what does he do in the film to make us change our mind about him; include film devices like costume, music, etc. Inigo and Fezzik what are their roles from Propp? How do they change from the start to the end of the film? How does this change happen? Include film devices like costume, music, etc. Other characters you may want to write about (Vizzini, Count Rugen, Miracle Max, etc.); remember to explain which character from Propp they are and how they change or develop; include film devices like costume, music, etc. Your opinion on the film Write a paragraph on each of these: What The Princess Bride is about Explain how the narrative (story) of The Princess Bride follows Propp s narrative structure Westley what Propp says a hero should be like and what should happen to him in the story; what Wesley is like and what happens to him in the story; include film devices like costume, music, etc. Buttercup - what Propp says a Princess should be like and what should happen to her in the story; what Buttercup is like and what happens to her in the story: include film devices like costume, music, etc. Prince Humperdinck what roles from Propp could he be and why; what does he do in the film to make us change our mind about him; include film devices like costume, music, etc. Inigo and Fezzik what are their roles from Propp? How do they change from the start to the end of the film? How does this change happen? Include film devices like costume, music, etc. Other characters you may want to write about (Vizzini, Count Rugen, Miracle Max, etc.); remember to explain which character from Propp they are and how they change or develop; include film devices like costume, music, etc. Your opinion on the film Page 1 of
2 We Are Learning To apply Propp s narrative theory to The Princess Bride understand the shape of stories the villain harms a member of the community, kingdom or family a member of the community, kingdom or family leaves home there is a struggle between the hero and the villain the hero attains (gets) the reward the hero is branded or hurt the hero is tested or attacked the villain is overcome the hero escapes Propp says Preparation In The Princess Bride Complication Transference Struggle Return Recognition Page 2 of
3 Looking at how the characters in The Princess Bride change Character At the start of the film... By the end of the film... Westley Buttercup Prince Humperdinck Inigo Montoya Fezzik Vizzini Count Rugen Page 3 of
4 Here are some sentence starters for you to use in your essay. Each box is a separate paragraph. The Princess Bride is about... Propp says that a film should begin with... Propp then says... At the end of a film, Propp says should happen. In The Princess Bride... Propp says there should be a... In The Princess Bride this is... We know this because Here are some sentence starters for you to use in your essay. Each box is a separate paragraph. The Princess Bride is about... Propp says that a film should begin with... Propp then says... At the end of a film, Propp says... should happen. In The Princess Bride... Propp says there should be a... In The Princess Bride this is... We know this because Page 4 of
5 Here are some difficult words you may wish to use: Westley Buttercup Inigo Montoya Fezzik King Count Rugen Miracle Max Humperdinck Vizzini Prince Princess wedding castle hero villain Prince helper King Florin Guilda In The Princess Bride we have just seen I think the next thing to happen will be This is because After that I think Here are some difficult words you may wish to use: Westley Buttercup Inigo Montoya Fezzik King Count Rugen Miracle Max Humperdinck Vizzini Prince Princess wedding castle hero villain Prince helper King Florin Guilda In The Princess Bride we have just seen I think the next thing to happen will be This is because After that I think Page 5 of
6 UNIT OF WORK: Moving Image The Princess Bride Study Pack CLASS: TEACHER: Starter Activity Learning Activities Skills Assessment Resources 1 Key vocabulary - introduction Media knowledge Informally Video of The Princess Bride 2 Key vocabulary - model its use 3 Key vocabulary spelling test 4 Key vocabulary putting it into use 5 Organising the structure of narratives cutups Look at still images and faces/characters and as a group evaluate what sort of roles they would be in a film/fairy tale Teacher-led on how stills differ to moving images As groups to add movement/sounds to the images to exaggerate the characterisation (e.g. spooky music or hunched shoulders for a villain) Show the start of The Princess Bride and ask groups to talk about/write about what sort of characters are on screen Brainstorm how they imagine/expect the narrative will go Introduce the narrative theory of Propp (focus on characters) Teacher to model the application of Propp to a fairy tale they all know Pairs to apply the theory to a different story (including movies as well as books if they like) Re-watch the start of The Princess Bride Discuss which roles Buttercup & Wesley take, both in terms of narrative and music/lighting, etc. Make suitable notes in their books (Why can Buttercup be seen as Princess?) Watch the next ten minutes of The Princess Bride Discuss/notes on: can story have two Princes; how is Buttercup more of a Princess now? Watch the rest of the film Apply Propp s narrative structure to The Princess Bride which parts fit, which don t write out the sentence from Propp s theory and add one of their own to show they understand the film (e.g. A member of the community/kingdom/family leaves home this is shown when Wesley leaves the farm to seek his fortune) Watch the opening 5 minutes of Star Wars (up to the boarding of the Rebel ship) Identification of genres from clues on screen (sci-fi and fairy tale from the opening A long time ago in a galaxy far far away to words like the Princess and evil Empire and being shown images of space, star ships, etc. ) Development of prior knowledge Group work and sharing ideas Knowledge, understanding and application of theory to narrative, structure and characters Knowledge, understanding and application Synthesis Development of media knowledge Oracy and discussion skills Informally Informal review of their notes Informal En2 - notes Informally Video of The Princess Bride Propp s theory Video of The Princess Bride Video of Star Wars Page 6 of
7 5 (contd) Show the next five minutes (up to Darth Vadar boarding the ship) Discuss how they know Darth Vadar is the villain before he has said or done anything (costume, music, breathing, how stormtroopers defer to him, mask, position of the camera to make him seem intimidating) As a group, decide who else will be involved, based on Propp s theory 6 Organising the structure of narratives Teachers could show the whole of Star Wars at this point if they wished, and apply Propp to it very easy! 7 Connectives ICT base use of Lord of the Rings CD-rom to storyboard a section of Tolkein s novel and application of Propp to the characters (all activities on the DC-rom) 8 Connectives In MA teams plan, draft and write in best a critical essay on either The Princess Bride, Star Wars or Lord of the Rings what clues they have from the moving images to link it to Propp 9 Writing speech In pairs, plan and storyboard a new film using Propp for guidance and fusing fairy tale with another genre, e.g. horror, vampires, sci-fi, western, etc. Review the opening sections of The Princess Bride, Star Wars (and Lord of the Rings) Write a short script for the opening section 10 Writing speech Using the digital cameras film some shots for an opening section (approx 30 seconds) and use a computer to edit it 11 Writing speech Write a review of their own movie, explaining choices in camera angle, music, costume, etc. The more able to compare their own work with one of the films they have studied Media knowledge ICT Critical essay writing Planning PQE Media language Group work/collaboration Structuring Developing characters & ideas ICT Media technical work Planning & drafting 12 End of unit assessment and review. Metacognition The Princess Bride Study Pack Best storyboards Formal En2/3 Informally Possibly the script, the video and/or the review Video of Star Wars ICT base and CD-rom ICT and video I have focused on The Princess Bride (Rob Reiner, 1987) and Star Wars (George Lucas, 1977) for this unit as they are very simple and also very easy to get hold of; they have the added bonus of having not been seen by many students. Any film will do, just change the angle. Feel free to emphasise the Lord of the Rings (Peter Jackson, 2001) aspect as the BFI CD-rom is excellent and comprehensive. Shrek (Andrew Adamson & Vicky Jenson, 2001) is also an excellent film for this unit but has possibly been watched to death by a lot of students Page 7 of
Activity 2. Activity 3
WORKSHEET 1 E.T. TURNS 20 E.T. is a story of a lost little visitor from another planet who makes friends with a young boy called Elliot. Together they find a way to return the young alien home. The film
What is your name? Do you think it reveals something about your identity and where you come from? If so, what does it reveal?
Red Dog Identity Regardless of who we are, or where we come from, we all have our own identity. Your name, the school you go to, the suburb you live in, the country in which you were raised in are just
A Guide to Text Types:
SAMPLE A Guide to Text Types: Narrative, Non-fiction and poetry Overview of structure, language features and key knowledge Text Types Information on a range of text types for literacy is contained here.
Evaluation Essay Movie Review
Evaluation Essay Movie Review Everybody goes to the movie, it seems, to be entertained, but how many go to study movies as works of art. That is what movie reviewing involves: seeing a film as more than
Coraline Study Notes
Coraline Study Notes Directed by: Heny Selick Certificate: PG Running time: 100 mins Suitable for: KS2/3 English/Literacy This resource is designed to work across upper KS2 and lower KS3. It could form
BEFORE SEEING THE FILM
BEFORE SEEING THE FILM THE INGREDIENTS OF A POPULAR MOVIE Using your own knowledge of films and cinema going, make a list of the things which make a film popular. Pool all the ideas on the board. Make
EXAMS Leaving Certificate English
EXAMS Leaving Certificate English Theme Language focus Learning focus Learning Support Language Support Exams: English Key vocabulary for exam questions, type and structure of questions. Understanding
Sanitation superheroes lesson plan
Download lesson plans Book a speaker or a workshop Get your class talking about water Sanitation superheroes lesson plan Introduction In 2015, world leaders agreed a goal to get water and toilets to everyone
WORKSHOPS FOR PRIMARY SCHOOLS
WORKSHOPS FOR PRIMARY SCHOOLS Note: Times and prices will be amended where possible to suit school schedules. MEDIA ARTS MAKE-A-MOVIE WORKSHOP In this practical, hands-on course, students learn the step-by-step
Key Stage 3 ENGLISH Medium Term Plan: THE BOY IN THE STRIPED PYJAMAS
Key Stage 3 ENGLISH Medium Term Plan: THE BOY IN THE STRIPED PYJAMAS KEY ASSESSMENT OBJECTIVES: AO1: SPEAKING, LISTENING & AO2: STUDYING SPOKEN LANGUAGE 1 Communicating & Adapting Language DURATION: Week
Hugo. Suitable for: primary literacy; history (of cinema); art and design; modern foreign languages (French) www.filmeducation.org
Hugo Directed by: Martin Scorsese Certificate: U Country: USA Running time: 126 mins Year: 2011 Suitable for: primary literacy; history (of cinema); art and design; modern foreign languages (French) 1
MStM Reading/Language Arts Curriculum Lesson Plan Template
Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.
Published on www.standards.dcsf.gov.uk/nationalstrategies
Published on www.standards.dcsf.gov.uk/nationalstrategies 16-Dec-2010 Year 3 Narrative Unit 3 Adventure and mystery Adventure and mystery (4 weeks) This is the third in a block of four narrative units
GCSE Film Studies Guidance & Frequently Asked Questions
GCSE Film Studies Guidance & Frequently Asked Questions 1 Exploring genre (Paper 1) Encourage students to be as focused as possible in their examination answers particularly in answers with extended writing.
Scheme of work for Learning English through Short Stories
Scheme of work for Focus Part 1 MASTERING THE BASICS Suggested Time Allocation Periods 1-2 (2 periods) Knowledge, skills & attitudes to be developed Suggested activities Teaching resources Suggested assessment
YEAR 1: Kings, Queens and Leaders (6 lessons)
YEAR 1: Kings, Queens and Leaders (6 lessons) Contents Include: The United Kingdom and the Union Jack Kings and Queens The Magna Carta Charles I Parliament The Prime Minister Suggested Teacher Resources:
Mr. Fritzsche's Fourth & Fifth Grade Book Projects
Mr. Fritzsche's Fourth & Fifth Grade Book Projects It's time to put your reading comprehension skills to work. This year, you will be expected to read and do projects for six if you books in fourth grade
Gifted Middle School Summer Reading Animal Farm
Name Gifted Middle School Summer Reading Animal Farm This summer you will read the novel, Animal Farm, which is about farm animals that rebel against the farmer in order to create a better life. But what
Introduction to Comparative Study
Introduction to Comparative Study The comparative study question asks you to compare and contrast two texts under one of the three modes of comparison. The comparative modes for the exam in June 2014 are:
Movie Night: You Be the Critic!
FAMILY ACTIVITY Recommended for kids 6 and up Movie Night: You Be the Critic! Inspired by the popular TED Talk by Colin Stokes, How Movies Teach Manhood, this activity helps turn any family movie night
The new portfolio will not be assessed by examiners but will be used as a tool for students to develop their writing skills at each level.
A Teachers guide to the Trinity portfolio toolkit What is a portfolio? It s a file or folder that contains a collection of your students work. Each portfolio should include at least one example of each
Long, Long Ago, In a Galaxy Far, Far Away (Star Wars Part 1) A closer look at Star Wars: Episode Four A New Hope
Name Date Long, Long Ago, In a Galaxy Far, Far Away (Star Wars Part 1) A closer look at Star Wars: Episode Four A New Hope Over the next two days, we will be delving into George Lucas s 1977 film, Star
Match the types of films with the phrases that are most likely to describe them.
Match the types of films with the phrases that are most likely to describe them. a thriller a romantic comedy an animated film a sci-fi film a horror film a costume drama 1. An all-action movie with great
This document has been produced to support the development of effective questioning and dialogue between teacher and pupils.
QUESTIONING Assessing and Developing Children s Understanding and Thinking in Literacy through Effective Introduction This document has been produced to support the development of effective questioning
Children can write an extended adventure story with logically sequenced events and a resolution, using Talk for writing strategies throughout.
1 of 9 The National Strategies Primary Year 3 teaching plan Adventure and Mystery Stories Unit (Quests) (3 weeks) Final unit outcome Children can write an extended adventure story with logically sequenced
THE HISTORY OF FRANKENSTEIN
THE HISTORY OF FRANKENSTEIN Mary Shelley s novel, FRANKENSTEIN, first appeared in 1818. Since then the story has been retold and adapted for the stage, on film, on radio, on television and in comics. There
Sample Project: How to Write an Informational/ Explanatory Text An Informational Wiki
Sample Project: How to Write an Informational/ Explanatory Text An Informational Wiki Contents Selecting a Topic Aligning with Common Core State Standards Establishing Learning Objectives Teacher Preparation
What does compassion look like?
Lesson One: What does compassion look like? Learning Objectives: Students will: Demonstrate an understanding of the concept compassion. Identify elements of compassion shown in various images. Begin to
Romeo and Juliet What happened in the crypt?
CLASS: TEACHER: 1 2 3 Learning Activities Skills Assessment Resources Sentence level for Informally Evidence cards (r1) Shakespeare through oracy Crime-Scene OHT (r2) Group work/ oracy and their Teacher
CREATIVE S SKETCHBOOK
Session Plan for Creative Directors CREATIVE S SKETCHBOOK THIS SKETCHBOOK BELONGS TO: @OfficialSYP 1 WELCOME YOUNG CREATIVE If you re reading this, it means you ve accepted the We-CTV challenge and are
Virginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
Character Traits. Teacher Talk
Character Traits Teacher Talk What: (What are character traits, emotions and motives?): Characters are the people or animals in a story. When looking at characters, notice details about how they look,
KET for Schools Reading and Writing Part 9 teacher s notes
KET for Schools Reading and Writing Part 9 teacher s notes Description This is a guided discovery activity to find out what candidates need to do in KET for Schools Reading and Writing Part 9. Students
Teacher Guide. English Examining Film. Teacher Guide. Series overview. Curriculum links. Educational approach
3. Series overview Learners enjoy watching films, but are often intimidated by having to analyse them as a genre of literature. This series aims to introduce learners to films as texts. We cover basic
Heroes and Villains. Date Time Concept Activity. Establish rules and administrative details. Build a cohesive community and safe academic environment
Sample Syllabus - Day version Journal: What makes a hero? Week One: Monday Day 1 Establish rules and administrative details Review and sign the Honor Code and Acceptable Computer Use Policy Build a cohesive
PUSD High Frequency Word List
PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.
Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27
Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge
Language Arts Core, First Grade, Standard 8 Writing-Students write daily to communicate effectively for a variety of purposes and audiences.
Genre Unit Reading and Writing Fables by Amy Kinney Language Arts Core, First Grade, Standard 7 Comprehension-Students understand, interpret, and analyze narrative and informational grade level text. Objective
Film, Television and New Media work program
Film, Television and New Media (2005) Work program sample Film, Television and New Media work program Reproduced with the permission of a Queensland school December 2008 A work program is the school s
Making a Video Year Six
Making a Video Year Six Unit Overview This children introduces the idea of using photos and videos within a multimedia presentation. Children will cover: - Using a digital camera to take photographs and
TAKE 2. Teacher Notes
TAKE 2 Teacher Notes The Importance Of Drama In The Curriculum Drama is a dynamic and accessible means of exploring the world, emotions and human interaction. Drama develops imagination, thinking skills
TEACHERS NOTES INTRODUCING THE FILM
TEACHERS NOTES This guide is designed for use within English and Media Studies lessons at Key Stage 4 (14 16). The focus within the English curriculum on Speaking and Listening in a range of contexts,
Creating a Project for National History Day Overview
Creating a Successful Project for 2004 Houston Independent School District Overview Introduction: Using lessons centered on the following six steps, your students will learn to create a successful National
HOW TO WRITE A FILM ESSAY
HOW TO WRITE A FILM ESSAY Introduction Paragraph State the title and director of the film. Use words from the question to outline the topic of the essay. State the three points you will make in the main
Nancy Fetzer s Word Masters to Movie Scripts Free Download
Nancy Fetzer s Word Masters to Movie Scripts Free Download Nancy Fetzer s Literacy Connections Phone (951) 698-9556 FAX (951) 698-7616 www.nancyfetzer.com Language Development Across the Curriculum Word
FILMS AND BOOKS ADAPTATIONS
FILMS AND BOOKS Reading a book is very different to watching a film. The way that we understand both is also different. We firstly need to think of the ways in which films and books tell their stories.
Plan 1: The Politics of Revolution. Subject Areas: World History, Political Science, Current Events, and Social Studies
Plan 1: The Politics of Revolution Introduction: In this lesson, students will focus on learning about the political issues that ultimately led to the French Revolution. They will also learn about the
Writing Simple Stories Grade One
Ohio Standards Connections Writing Applications Benchmark A Compose writings that convey a clear message and include well-chosen details. Indicator 1 Write simple stories with a beginning, middle and end
Dragon Poster and Story (Literacy Time Number 2) Week 1 Day 1 setting adjective. Day 2 adjective Day 3 The Princess and the Dragon Week 2 Day 1
Dragon Poster and Story (Literacy Time Number 2) Week 1 Day 1 What do you know about dragons in stories? What other mythical creatures can you think of? Write ideas up Why is DRAGON! in capitals with exclamation
Hector s World Lesson Plan Episode: Cyberbullying You re Not Alone Upper primary
Hector s World Lesson Plan Episode: Cyberbullying You re Not Alone Upper primary BACKGROUND Cyberbullying is an increasing problem for children and schools. This lesson addresses the inappropriateness
2. What is the place of this film within the culture?
Questions to consider when watching a film These questions are from Appendix 1 of Focus: The Art and Soul of Cinema (Damaris, 2007). They are intended to help you organise your thinking as you watch a
Episode 1: Literacy Resource Pack
Episode 1: Literacy Resource Pack These resources have been written to provide teachers with starter activities and ideas relating to Episode One of Inanimate Alice. They do not constitute a complete course,
Elementary School Lesson Plan: Understanding Main Idea and Details
Elementary School Lesson Plan: Understanding Main Idea and Details From the classroom of Angela Szakasits, 5 th grade Reading and Social Studies teacher at North Topsail Elementary School in Hampstead,
Year 8 KS3 Computer Science Homework Booklet
Year 8 KS3 Computer Science Homework Booklet Information for students and parents: Throughout the year your ICT/Computer Science Teacher will set a number of pieces of homework from this booklet. If you
Year 5 Poetry based on Unit 2 Classic/narrative poems
Narrative Poems (based on the Primary framework for literacy, Poetry Unit 2 Classic/narrative poems) Key aspects of learning Enquiry Children will investigate an older narrative poem, seeking the answers
King Midas & the Golden Touch
TM Celebration Press Reading DRA2 Level 30 Guided Reading Level N Genre: Fiction Traditional Tale Reading Skill: Analyze Theme King Midas & the Golden Touch Retold by Alan Trussell-Cullen Illustrated by
Fun Learning Activities for Mentors and Tutors
Fun Learning Activities for Mentors and Tutors Mentors can best support children s academic development by having fun learning activities prepared to engage in if the child needs a change in academic/tutoring
Filmmaking. How to... use a camera, lighting and audio (sound)
Filmmaking How to... use a camera, lighting and audio (sound) 2 Lesson Objective For students to be able to use and fully understand the purpose of lighting, the importance of clear audio and the role
Using sentence fragments
Lesson 8 Descriptive Essays Description is not a distinct mode of writing, like expository, narrative, and persuasive, but the ability to write descriptively is essential to a host of writing genres. Many
Course Planner for NorthStar, Second Edition, Reading and Writing, Advanced: Student Book and Writing Activity Book Six Classroom Hours
Advanced: Student Book and Unit 1 1 Predicting (page 1) Sharing Information (page ) Background (pages -) Reading for Details (pages -7) Reacting to the Reading, Exercises 1- (pages -) Linking Readings
Compare characteristic features in traditional stories that meet their purpose and audience?
Year 4 Unit 1 Planning - Examining traditional stories from Asia In this unit students read and analyse traditional stories from Asia. They demonstrate understanding by identifying structural and language
Independence Day Study Guide
Independence Day Study Guide All material in this study guide Film Education INDEPENDENCE DAY Please note: This study guide was produced for the run up to the release of Independence Day. It is therefore
Ancient Greece: Teacher s Guide
Ancient Greece: Teacher s Guide Grade Level: 6-8 Curriculum Focus: Ancient History Lesson Duration: 2 or 3 class periods Program Description Warring city-states flourished into centers of culture 2,500
BBC LEARNING ENGLISH 6 Minute English What s in a fairy tale?
BBC LEARNING ENGLISH 6 Minute English What s in a fairy tale? This is not a word-for-word transcript Hello and welcome to 6 Minute English. I'm And I'm. So, I watched Snow White and the Huntsman on TV
xxx Lesson 11 1. Comprehend the writing process 2. Respond positively to the writing process
xxx Lesson 11 The Writing Process Overview: This lesson will focus on the writing process and how it relates to communication. Learners will be taught what the writing process is, its parts, and how they
I Wanna Rock Music VIdeo Workshop
I Wanna Rock Music VIdeo Workshop Thank you for choosing The Director s Cut Workshops. We are thrilled to be a part of your classroom this year! We promise to work hard to make this the most engaging and
Into Film CPD Programme
Into Film CPD Programme CPD V5-15.12.04-01 Literacy CPD Film is an incredibly powerful tool to engage young people and capture their imaginations. Our literacy training places film at the heart of education
Lesson Plan Template + ++ +++++
Lesson Plan Template + ++ +++++ Title : Goldilocks and the Three Bears: A Fairy Tale Author : Linda New Levine Proficiency level X Beginning X Intermediate X Advanced Grade level K-2 Skills _X Reading
October 16, 2013. Journal: What do you remember about Romeo and Juliet and the prologue from last quarter?
October 16, 2013 1. Bring any props or costumes and review your script. Presentations of the scene will be tomorrow/friday!! 2. Analyze how complex characters develop over the course of a text, interact
CHECK IT OUT CHECK IT OUT! Spring 2001. Contents. Age 9 11 Key Stage 2. Series Producer: Henry Laverty. Spring 2001
Age 9 11 Key Stage 2! BULLYING Series Producer: Henry Laverty Spring 2001 Friday 12.10-12.30 p.m. from 19 January to 2 March Transmission: Friday 16 & 23 January Summer Term: Tuesday 22 May Summer 2001
Compassion: The Heartbeat of God
Life Reference: Jude 22-23 Focus Verse: And of some have compassion, making a difference (Jude 22). From the time we were little, bedtime stories filled our heads with handsome princes who searched until
Genre Definitions. Albemarle County Public Schools, August 1996 Appendix F
Genre Definitions I. Fiction A. Realistic Fiction Imaginative writing that accurately reflects life as it could be lived today. Everything is a realistic fiction story could conceivably happen to real
Summarizing and Paraphrasing
CHAPTER 4 Summarizing and Paraphrasing Summarizing and paraphrasing are skills that require students to reprocess information and express it in their own words. These skills enhance student comprehension
Class set of Stolen girl by Trina Saffioti. Comparison table on interactive white board With headings before/after
Activities and teaching strategies Resources Formative Assessment Differentiation strategies 1 Build Knowledge - Read Stolen Girl as a class to introduce the topic of the stolen generation of Australia.
Thank you for downloading these samples from the Teacher to Parent Workbooks for Fourth Grade.
Thank you for downloading these samples from the Teacher to Parent Workbooks for Fourth Grade. We offer a variety of workbooks such as Reading, Math, Science and Social Studies, Grammar, Vocabulary and
D24. Core Analysis Frame: Fiction. Examine Setting. Analyze Characters. Examine Plot. (continued on page D25)
Core Analysis Frame: Fiction D24 These questions will help you understand any story you read. For more advanced, in-depth analysis of each element, use the following frames: Setting Plot Author s Craft
ARBETSBLAD POPREEL 5: HOLLYWOOD AND BOLLYWOOD
ARBETSBLAD PRODUCENT: PAMELA TAIVASSALO WIKHOLM PEDAGOG: TERESA ROMANO PROJEKTLEDARE: TOVE JONSTOIJ BESTÄLLNINGSNUMMER: 103836/TV5 POPREEL 5: HOLLYWOOD AND BOLLYWOOD We visit Universal Studios and learn
101 IELTS Speaking Part Two Topic cards about sports, hobbies and free time A- Z
101 IELTS Speaking Part Two Topic cards about sports, hobbies and free time A- Z As the topics of sports, hobbies and free time are easy ones that tie in with IELTS Speaking Part One and students like
Devotion NT347 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: The Hall of Faith. THEME: God wants us to trust Him. SCRIPTURE: Hebrews 11:1-40
Devotion NT347 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: The Hall of Faith THEME: God wants us to trust Him. SCRIPTURE: Hebrews 11:1-40 Dear Parents Welcome to Bible Time for Kids! This is a
Unit 4.3: Making Predictions, Inferences and Connections about Characters English as a Second Language 5 weeks of instruction
STAGE 1 (Desired Results) Unit Summary: Transversal Themes: Integration Ideas: In this unit, the student will analyze characters from stories and pictures using effective strategies of good readers: making
Lesson 3: Behind the Scenes with Production
Lesson 3: Behind the Scenes with Production Overview: Being in production is the second phase of the production process and involves everything that happens from the first shot to the final wrap. In this
3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1)
3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) based on the Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
WRITING ABOUT FICTION. by Anne Garrett
WRITING ABOUT FICTION by Anne Garrett THINK CRITICALLY AND ANALYZE Your job in writing about literature is to uncover the author s message (theme(s) of the work) and analyze how that message was produced
Scheme of Work Unit Four Section C Shakespeare
Scheme of Work Unit Four Section C Shakespeare Unit OBJECTIVES: Also: AO2: Demonstrate knowledge & understanding of practical & theoretical aspects of Drama & Theatre, using appropriate terminology AO3:
Cambridge English: First (FCE) Writing Part 1
Cambridge English: First (FCE) Writing Part 1 Teacher s notes Aims of the lesson to familiarise students with Part 1 of the Writing paper and give them practice at planning an essay Time needed 50 minutes
A. What is a play? B. What are basic elements of a play script? 1. 2. 3. 4. 5. C. What kind of character does your group wish to write about?
WRITE A ONE ACT PLAY I. PREWRITE A. What is a play? B. What are basic elements of a play script? 1. 2. 3. 4. 5. C. What kind of character does your group wish to write about? D. As a result of reading/seeing
Percy Jackson and the Olympians: The Lightning Thief by Rick Riordan
Name: Reading: English: Percy Jackson and the Olympians: The Lightning Thief by Rick Riordan Literary Analysis Unit Thesis Claim: The way Percy changes in the book is emphasized by theme and figurative
HarperOne Reading and Discussion Guide for The Weight of Glory. Reading and Discussion Guide for. The Weight of Glory. C. S. Lewis.
Reading and Discussion Guide for The Weight of Glory by C. S. Lewis The Weight of Glory is a series of essays and talks that Lewis wrote over a long period (roughly between 1939 and 1956). We have organized
Australia (Victoria) Mount Waverley Primary School. Anim8tors@MWPS
Australia (Victoria) Mount Waverley Primary School. Anim8tors@MWPS This program for Year 6 (age 10 to 12) primary school students brings together team teaching, flexible student groupings across classes,
Can using free online video tutorials through lynda.com enhance my teaching?
Can using free online video tutorials through lynda.com enhance my teaching? 10 July 2015 According to Lasse Johansson (Course Tutor, Open City Docs School within UCL Anthropology) the answer is definitely.
The Tempest six week teaching pack. Route through Week 1. 1. Suggested starter activities. 2. Suggested main activities
Route through Week 1 Act 1 Scene 1; Act 1 Scene 2 ll 1 86 1. Suggested starter activities Front covers. Use a selection of front covers (or images from them) to infer and predict characters, relationships,
Writing Prompts for High School
Writing Prompts for High School NEW High School Cause and Effect Prompt 1. At a recent conference at the University of Chicago, David Walsh of the National Institute on Media and the Family presented a
Language Development and Learning: Strategies for supporting pupils learning through English as an additional language (Secondary)
12 CHECKLIST FOR PLANNING 1. Do the bilingual pupils understand the learning intention? 2. Do I know their prior knowledge of this topic? 3. Do I know what English language skills they have and need to
English reading answer booklet: Wolf pack
En KEY STAGE 2 LEVELS 3 5 English tests English reading answer booklet: Wolf pack First name Middle name 2013 Last name Date of birth Day Month Year School name DfE number For marker s use only Page 5
Language Arts Literacy Areas of Focus: Grade 6
Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
How-to-Guide for Writing Personal Statements. What is a personal statement? How should I begin? What should I write about?
How-to-Guide for Writing Personal Statements What is a personal statement? A personal statement is an essay about you! A successful essay reflects on your achievements, opportunities, and obstacles in
Taree Christian College English
Year 7 English Drama unit: Short Plays based on Asian Folklore Tricking the Tiger Introductory Statement The focus of this unit is on reading aloud confidently and with expression, through the medium of
Passive Voice 11.1 PASSIVE VOICE 11.2 PARTICIPIAL ADJECTIVES. At the Movies Busy Pictures Match Storytime. Reviews Pictures
11 Passive Voice 11.1 PASSIVE VOICE At the Movies Busy Pictures Match Storytime 11.2 PARTICIPIAL ADJECTIVES Reviews Pictures 11.1 PASSIVE VOICE 1. AT THE MOVIES Materials: Short excerpt from video Worksheet
Assessing children s writing at the end of Key Stage 2. 6 th December 2013
Assessing children s writing at the end of Key Stage 2 6 th December 2013 Aims of this morning: To outline the statutory requirements of KS2 writing assessment in 2014. To summarise Gloucestershire s KS2