Grade 10 Academic English Unit One: Interface Compiled by Mrs. D. Wittmann
The 21st Century Learner 1. Problem Solver: A good problem solver ... 2. Interpersonal: A person with good interpersonal skills ... 3. Lifelong Learning: A lifelong learner ... 4. Perspective Taking and Empathy: People with good perspective-taking and empathy skills ... 5. Advocacy and Argumentation: People with good advocacy and argumentaton skills ... 6. Leadership: A good leader ... 7. Media nd Technology Literacy: People with good media and technology literacy skills ... 8. Creativity: A creative person ...
Say "hello" to the text interface English 2.2 1. How does the text explain the 21st century skills? (inside flap) 2. Read the bullets that describe each skill. How do they compare to the characteristics you created? 3. Turn to the Table of Contents. Each skill is matched with an over-riding topic, an essential question, and a number of texts (both fiction and nonfiction). a. In your opinon, how well does the 21st Century skill fit the topic? b. In your opinon, how well does the topic fit the essential question? 4. Peruse the textbook. Are there any selections in which you are familar? Is there a particular unit that tweaks your interest more than the others? Explain.
THE "ESSENTIAL" Question Film: Do movies REFLECT or SHAPE our lives? TEXTS SUMMATIVES “A View From The Bridge” (poem) Unit Test “The Power of the Documentary Film" (interview) Persuasive Essay “The Cove’s Dangerous Dilemma” (news article) “Avatar: A Blissful Fantasy” (film review) “Deepa Mehta: A Filmmaker” (profile)
Reading Independently The five texts for this unit are short! Your job? U.S.S.R. U.S.S.R. = Uninterrupted, sustained, silent reading Read each text, at your own speed, without stopping. This task is to be completed as homework. All the texts are posted on D2L. Summarize each text in a maximum of two sentences. UPLOAD your five summaries in a word file to the D2L Assignments Dropbox and PRINT a copy for class. Be prepared to share your summaries with your peers. You will understand the texts more thoroughly on repeat readings - completed both in class and at home. NOTE: In reading independently first, you can self-assess your level of reading comprehension.
21st Century Focus: Creativity Creativity skills allow you to see the world in a new way - to go beyond the boundaries and establish your own ways of perceiving and interpreting. As you develop your creative skills, you consolidate your understanding of concepts, produce unique ides, and conceive innovative solutions to problems. A creative person: sees things in multiple points of view has a high degree of originality and risk-taking understands the interconnectedness of things develops unique responses to and interpretations of issues and ideas communicates beliefs and perspectives in traditional and technological ways
Genre 1: a kind of literary or artistic work 2: a style of expressing yourself in writing [syn: writing style, literary genre] 3: a class of artistic endeavor having a characteristic form or technique The Importance of Genre Readers and writers engage in different processes to different degrees when reading different kinds of text. The same student can be much better at comprehending or composing one type of text than another. Different genres have different features. Some effective approaches to reading and writing are tailored to specific genres.
What is genre? Simply put, a genre is a form of text that uses a particular format and structure (Duke & Purcell-Gates, 2003). There are different kinds of texts, each with its own features, purposes, and conventions. Narrative text tells a story, persuasive text is written to persuade a reader, and informational text is written to give the reader facts. Using the word "genre" gives students a way to organize and talk about their observations. Learning about the features of different genres helps readers recognize what they are reading and quickly adjust their reading styles. When students know that a text is created by a writer for a certain purpose and look for features that will help them understand that purpose, they can easily learn new information from the text.
The Audience Who they are = demographics (age, sex, education, economic status, political/social/religious beliefs); What level of information they have about the subject (novice, general reader, specialist or expert); The context in which they will be reading a piece of writing (in a newspaper, textbook, popular magazine, specialized journal, on the Internet, and so forth). Age Gender Geographical area Religion Race - Ethnicity Marital status Sexuality Education level Occupation Income - wage level Current and desired lifestyle Hobbies
TONE The ATTITUDE of the author. The spoken word can convey the speaker’s attitude, and, thus, help to impart meaning, through tone of voice. With the written work, it is tone that extends meaning beyond the literal. How would you read the passage aloud if you were the author? What tone would you take?
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone
GRADE NINE REVIEW: TERMS YOU SHOULD KNOW Language of the Discipline 1. simile 2. metaphor 3. personification 4. hyperbole 5. symbols 6. alliteration 7. allusion 8. onomatopoeia 9. oxymoron 10. repetition 11. imagery
http://www.youtube.com/watch?v=ls00WrpTp88
1. In a timed writing exercise, answer the essential question: Film: Do movies REFLECT or SHAPE our lives? The ways in which movies can mirror culture. The ways that they can influence societal attitudes. 2. Describe ONE movie that has been important to you in your life.
“A View From The Bridge” (poem) Who is Alden Nowlan? LINK
A View From The Bridge by Alden Nowlan When the movie opens, a machine is lowering lumber into the hold of a ship. We see a great raft of boards swinging from a cable high overhead; And we know at once the cable will break, as it has broken in every movie we’ve ever seen, and the boards will fall like a bomb, as they always do, and a man will scream, and, almost before the screaming has stopped, we will hear the sirens, then the running footsteps, and the camera will zoom in and we will see the face of the longshoreman, and if it is a face we do not recognize, chances are he will be dead, but if it is the face of Kirk Douglas or Burt Lancaster or John Wayne he will open his eyes slowly because stars never die before the end of the last reel – knowing all this, knowing almost the exact moment when the cable will snap (a second after the last credit line flashes on the screen) it is curious we are all of us so tense and silent until it happens – it is almost as if we were afraid of being cheated. Perhaps this is a foreign film, a documentary, even Red propaganda – what if the cable holds? But, of course, it never does: in another moment we will hear the steel snap, see the boards fall – and almost everyone in the theatre will breathe a little sigh of relief as he settles back to enjoy the show.
ALLUSIONS A brief reference to some person, historical event, work of art, or Biblical or mythological situation or character. Most allusions are based on the assumption that there is a body of knowledge that is shared by the author and the reader and that therefore the reader will understand the author’s referent. A referent is a person or thing to which a linguistic expression or other symbol refers. Allusions to Kirk Douglas, Burt Lancaster, and John Wayne LINK
Alden Nowlan’s poem “A View From The Bridge” Find textual evidence to support BOTH positions of the essential question and explain how it supports the position Film: Do movies REFLECT or SHAPE our lives?
THE PARAGRAPH: TS +PEE + PEE +CS TOPIC SENTENCE: State the main idea of your paragraph POINT: Make your first point and introduce your evidence STATE YOUR EVIDENCE (textual): Include in-text reference following the quotation EXPLAIN the relationships among textual evidence, the line of reasoning, and the topic sentence. POINT: Make your second point and introduce your evidence (include a transitional word or phrase) STATE YOUR EVIDENCE (textual): Include in-text reference following the quotation EXPLAIN the relationships among textual evidence, the line of reasoning, and the topic sentence. CONCLUDING SENTENCE (Use a transitional word or phrase to introduce the conclusion)
Do Movies Reflect or Shape our Lives? Pick a Side The poem “A View From The Bridge” by Alden Nowlan supports the argument that movies reflect our lives. This reflection is first evident in the opening lines of the poem. It mirrors the viewers knowledge of what will happen next: “And we know at once the cable will break, / as it has broken in every movie we’ve ever seen, / and the boards will fall like a bomb, as they always do” (5-7). Clearly, this reflects our lives as the viewer recognizes how the events will transpire based on previous movies experienced at the theatre. This reflection is also unmistakable as viewers have preconceived ideas of how the film should end. The speaker in the poem says, “But, of course, it never does: / and almost everyone in the theatre / will breathe a little sigh of relief” (30, 34-35). The desire for a predictable ending is palpable with the relief experienced by the viewer made audible. Most often, past experiences at the movie theatre is replicated each time. It is evident from this poem that movies reflect what the audience already knows, and does not bring about change, shape, or promote a call to action in the viewer.
MINDS ON: THE INTERVIEW WHO am I? Answer either YES or NO (closed-ended questions)
The Art of Asking Questions (LINK) 1. Ask open -ended questions. Open questions leave your guest the freedom to find their own answers. Classic open questions are ‘W–questions’: 2. Why? Which? Where... from? Where... to? What? How? 3. Avoid too open questions 4. Avoid closed questions 5. Do not use Leading Questions 6. Use your prior knowledge to include in your questions 7. Confront with an opposing opinion 8. Ask about concrete events, experiences and examples 9. Listen carefully and ask further questions 10. It is best to think of an opening question and a final question already before the interview.
Wants and Needs If you WANT a Great Answer, you NEED a Great Question Nonfiction Interview: “The Power of Documentary Film” Q1. Wendy Melnick: What is your definition of a documentary? Q2. WM: What is the role of the documentary film in society? Q3. WM: What are the current trends in doc making – what will it look like in the future? Q4. WM: Briefly describe what it’s like to make a documentary film. How is it different from a regular film? Answer for EACH of the four questions: 1. In your opinion, is this a great question? Explain your answer. 2. Into which category does this question fall? (Bloom’s Taxonomy) Prove it :-) 3. Create TWO of your own great questions for Yvonne Drebert.
Defining Doc·u·men·ta·ry A documentary is a broad term to describe a non-fiction movie that in some way "documents" or captures reality. "Documentaries bring viewers into new worlds and experiences through the presentation of factual information about real people, places, and events, generally -- but not always -- portrayed through the use of actual images and artifacts. But factuality alone does not define documentary films; it's what the filmmaker does with those factual elements, weaving them into an overall narrative that strives to be as compelling as it is truthful and is often greater than the sum of its parts" - Sheila Curran Bernard, author of Documentary Storytelling
http://writingcenter.tamu.edu/Students/Writing-Speaking-Guides/Alphabetical-List-of-Guides/Academic-Writing/Ethos,-Pathos,-Logos
Posters Advertising Documentary Film (Page 110) TEXT: Visuals: What is the focal point? How does the focal point and use of colour heighten the impact of the poster? Words: What powerful words are used in the message? PURPOSE: Product: What "product" is being promoted? Context: Where might it appear? Audience: Who is the intended audience? MEANING: Intended Message: What do the producers want you to think? Is there an intended bias? Extended Message: What other messages might also be included? Is there a hidden bias?
FORMAT T.S. P.E.E P.E.E. C.S.
Paragraph Assignment 1. Select ONE of the two posters. 2. Use the following topic sentence and complete the paragraph. Topic Sentence: This poster effectively conveys its message through the creative use of design features. P1: message and first design feature E: evidence (textual - poster) E: explain how the evidence supports the point P2: message and second design feature E: evidence (textual - poster) E: explain how the evidence supports the point Concluding Sentence:
Wendy Melnick's "The Power of the Documentary Film" Find textual evidence to support BOTH positions of the essential question and explain how it supports the position Film: Do movies REFLECT or SHAPE our lives?
MINDS ON: THE NEWS ARTICLE What makes a good news story? What elements must be present in a news story?
"The Cove's dangerous dilemma" News Article from the original source (LINK) Fiona Morrow Vancouver — From Monday's Globe and Mail Published Monday, Aug. 10, 2009 12:00AM EDT Last updated Thursday, Aug. 23, 2012 11:15AM EDT
Exigence is the real-life dramatic situation that signals that something controversial has occurred and that people should try to make sense of it. Exigence is a problem to be solved, a situation that requires some modifying response from an audience. "The motivation for the argument" Lloyd Bitzer in "The Rhetorical Situation" (Philosophy and Rhetoric, 1968), calls this the exigence or the real-life spark that caused the writer to begin writing. What is the exigence that caused Fiona Marrow to write this article? http://www.englishcompandlit.com/102rhetoricalsituation.html
The Cove: Synopsis Academy Award® Winner for Best Documentary of 2009, THE COVE follows an elite team of activists, filmmakers and freedivers as they embark on a covert mission to penetrate a remote and hidden cove in Taiji, Japan, shining a light on a dark and deadly secret. Utilizing state-of-the-art techniques, including hidden microphones and cameras in fake rocks, the team uncovers how this small seaside village serves as a horrifying microcosm of massive ecological crimes happening worldwide. The result is a provocative mix of investigative journalism, eco-adventure and arresting imagery, adding up to an unforgettable story that has inspired audiences worldwide to action. THE COVE is directed by Louie Psihoyos and produced by Paula DuPré Pesmen and Fisher Stevens. The film is written by Mark Monroe. The executive producer is Jim Clark and the co-producer is Olivia Ahnemann.
Fiona Morrow's "The Cove's Dangerous Dilemma" Find textual evidence to support BOTH positions of the essential question and explain how it supports the position Film: Do movies REFLECT or SHAPE our lives?
Writing a News Report - Complete the checklist: ______ Read the instructions and highlight the following instructional words: headline, picture, make up facts and information, Who? What? Where? When? Why? How?, relate, readers, space provided ______ Read the headline and circle important words ______ Write the important words under Rough Notes ______ Look at the picture and circle important features ______ Write descriptions of the features under Rough Notes ______ Under Rough Notes make a chart (see next slide)
When did it happen? ___________________________________ What happened? _______________________________________ Who was involved? _____________________________________ Where did it happen? ___________________________________ Why did it happen? ____________________________________ How did it happen? ____________________________________ ______ Create a lead sentence using the answers from your chart (20 – 25 words, max. 35) ______ INDENT and write your lead on the lines provided on the following page (one sentence paragraph) ______ INDENT and continue writing your news report – include words written in your rough work from the headline and picture – make up facts and information appropriate for the report REMINDERS: • Paragraphs are 1 -2 sentences in length - indent throughout your report • Describe a single event, logically, with transitions • 2-3 quotations: “The election was a complete success,” said Mr. Jones. • Fill ALL the lines • Print neatly – watch spelling, grammar, punctuation, capitalization, sentence structure
News Report 10 Point Checklist _____ My news report has a clear and consistent focus that is organized and coherent demonstrating a thoughtful progression of ideas – one full page in length. _____ My news report reflects the headline and the picture. _____ My lead is the first sentence/paragraph of my news report answering who, what, where, when, why, and how in 20 – 25 words (max. 35) _____ My lead begins with “When” (Yesterday, Last night) _____ My news report consists of many indented, short paragraphs (1 – 2 sentences), rather than a few long ones - adding sufficient details. _____ My news report includes a minimum of three quotations. _____ My news report is written using the third-person point of view (POV). _____ My news report is written without including opinions (unbiased) _____ I use full sentences, using correct grammar, spelling, capitalization, and punctuation. _____ I use transitional words and phrases to create coherence.
Headlines from previous OSSLT Booklets School team qualifies for finals Students participate in important election Talent show enjoyed by huge crowd Rocket Club sets new launch record Students create homework help website Car wash a success Students earn class trip for volunteering What do you see in common?
Yesterday, in the parking lot of St. Benedict High School, students took part in a car wash as part of a fundraiser for Free the Children. When: Yesterday Where: St. Benedict parking lot Who: students What: fundraiser How: car wash Why: raise money for Free the Children Use what is familiar to you - names of schools, teachers, friends ...
MINDS ON: THE REVIEW What is a review? Why do we review things? What types of reviews do we commonly see?
"Avatar: A Blissful Fantasy" Film Review from the Original Source (Link) The New Yorker: January 4, 2010 Issue Going Native “Avatar” and “Sherlock Holmes.”
REVIEW The purpose of a review (film, book, etc.) is to provide readers with a basic idea of what the film or book is about, as well as to offer the reviewer's critical evaluation. In a review, readers should be given enough information to judge whether or not they would enjoy the film or book, but a review is not a plot summary - and the ending should never be disclosed. (Interface text, page 114)
Purpose: All reviews share a number of different purposes. For example, a film review needs: to inform - the review needs to tell people who is in the film, who it is by and where or when readers can see it to describe - the review should describe the story, characters and some of the action - without spoiling the plot or giving too much away to entertain - to provide the reader with their opinion in a way that readers will enjoy, eg with a lively or witty tone to analyze - a good review weighs up whether the film is good or not, giving opinions backed up with reasons and evidence to advise - the review should recommend to the reader whether or not they should go to see the film
The Film Review LINK The film review is a popular way for critics to assess a film’s overall quality and determine whether or not they think the film is worth recommending. Film reviews differ from scholarly film articles in that they encompass personal and idiosyncratic reactions to and evaluations of a film as well as objective analyses of the film’s formal techniques and thematic content. One of the best ways to learn how to write a film review is simply by reading good film reviews. You can find examples in most major newspapers and magazines. Check out the arts and entertainment sections of The New York Times, The Washington Post, The Guardian, The New Yorker, The Atlantic, or Rolling Stone.
David Denby's "Avatar: A Blissful Fantasy" Find textual evidence to support BOTH positions of the essential question and explain how it supports the position Film: Do movies REFLECT or SHAPE our lives?
MINDS ON: THE PROFILE pro·file, ˈprōˌfīl/ noun 1. an outline of something, especially a person's face, as seen from one side 2. a short article giving a description of a person or organization. Brainstorm characteristics of the second type of profile.
Deepa Mehta and Her Films (LINK) Deepa Mehta, filmmaker (born at Amritsar, India). Deepa Mehta, whose father was a movie distributor, grew up watching films and began her career as a screenwriter for children's cinema. After receiving a master of arts degree in philosophy from the University of New Delhi, she immigrated to Canada in 1973. Deepa Mehta has received accolades on an international scale for her provocative films about universally personal subjects. Beginning with her first feature film, Sam and Me (1991), about an Indian immigrant who befriends an elderly Jewish man in Toronto, Mehta developed an oeuvre that represents emotion through lush imagery. Sam and Me had an $11-million budget, the highest Canadian budget a woman director had been afforded at that time. The film went on to win an honourable mention at the Cannes Film Festival and was followed by Camilla (1994), starring Bridget Fonda and Jessica Tandy. Mehta also produced and directed a string of television specials, including The Young Indiana Jones Chronicles (1992) for George Lucas Productions. Deepa Mehta, Filmmaker Deepa Mehta on the set of Midnight's Children (photo by Stephanie Nolan, courtesy of Deepa Mehta)
"Deepa Mehta: A Filmmaker" Characteristics of a Profile (LINK) A profile is not a biography or autobiography. The profile is a biography sketch, providing details of the person’s character, an overview of the person’s life story, and highlights of the person’s achievements and accomplishments. When the writer crafts a profile, the writer makes “some person” the focus of the story. The writer can profile a stranger or someone he/she knows well. The writer can also profile someone ordinary, such as a teacher, or priest, or police officer, or someone extraordinary, like Margaret Atwood, David Hockney, or Steve Jobs. For instance, in the November 11, 2011 edition of The New Yorker magazine, writer Malcolm Gladwell wrote a profile on Steve Jobs called “The Tweaker: the real genius of Steve Jobs.”
Types of Profiles In “Telling True Stories,” writer Jacqui Banaszynski, in her essay “Profile,” identifies three types of profiles: Cradle-to-Current Profile. It is a profile about the person’s entire life, up to the present. The writer invests a great deal of time in researching, writing, and fact checking. Niche Profile. It is a profile that is 1,000 words or less, and can be written in a short period of time. The writer composes a profile about someone in the news. This type of profile includes relevant background information. For instance, if the writer is crafting a profile about a person who won a Pulitzer for Literature, the writer would include education and previously published works. But biography details about place of birth and early education would not be relevant. Instead the writer focuses on “telling details.” Paragraph Profile. This type of profile is brief, providing essential details about accomplishments or achievements, and the person’s significance to the story. It is a paragraph or two, and part of a larger story.
STRUCTURE Many of the best profiles are written as narratives. The writer crafts true story involving a central character. For instance, Charles Simic, In “Dinner at Uncle Boris,” profiles his uncle, writing a story about a dinner conversation. Annie Dillard, in “The Stunt Pilot,” profiles a pilot flying a stunt plane. The profile is generally structured using the narrative arc: Inciting incident Conflict, such as setbacks or obstacles Turning point and climax Resolution or end of the story Abundance of quotations IDENTIFY these elements in "Deepa Mehta: A Filmmaker"
The good profile of a public person answer several questions: Why is the writer profiling the person? What is unique about the person? What is significant about the person? What are the person’s achievements or accomplishments? What obstacles or setbacks did the person have to overcome? Why is the person in the news or public consciousness? Does the writer likes the person? Dislike the person? Why? A profile story is a portrait of a person in words. Like the best painted portraits, the best profiles capture the character, spirit and style of their subjects. They delve beneath the surface to look at what motivates people, what excites them, what makes them interesting. Good profiles get into the heart of the person and find out what makes them tick.
"Deepha Mehta: Filmmaker" Find textual evidence to support BOTH positions of the essential question and explain how it supports the position Film: Do movies REFLECT or SHAPE our lives?
Can you Answer the Essential Question? The poem “A View From The Bridge” by Alden Nowlan supports the argument that movies reflect our lives (EXEMPLAR). 1. The interview "The Power of Documentary Film" supports the argument that movies _____________ our lives. 2. The newspaper article "The Cove's Dangerous Dilemma" supports the argument that movies _____________ our lives. 3. The film review "Avatar: A Blissful Fantasy" supports the argument that movies _____________ our lives. 4. The profile “Deepa Mehta: A Filmmaker” supports the argument that movies _____________ our lives.
SUM IT UP Do films reflect or shape our lives? Discuss The most interesting thing I learned was ... I want to learn more about ... As a result of this cluster, I will now... Brainstorm title of "films that changed the world." Share your list with your peers to generate more titles. Choose the best 10 and discuss why these films have been so influential (impact on society, culture, language, health, the environment, etc.)