CLASS INFO
- Meets Red Days, periods A1, A2, and A4 in Room 124
- Class Files for Download
- Flip cam and iMovie project tutorial
We will analyze two themes through World Literature — Individual vs. Society and Choices and Consequences — while you explore and begin to answer: Where do you fit in the world today?
While exploring these themes, will follow Colorado’s Oral Expression and Listening, Reading for All Purposes, Writing and Composition, and Research and Reasoning standards.
Wednesday, 2/8
After going over intermediate project dates and talking about storyboards, students continued to work on screenplays and begin storyboards. A few groups finished these steps today and began filming. Everyone else should wrap up all planning activities and begin filming next class.
Monday, 2/6
Today was a big day for work on the screenplays. After discussing some formatting details for screenplays, students worked in groups on drafting the story of their film’s main character.
Thursday, 2/2
We introduced the Monster film project today. We talked about the project details and rubric and then walked through the various steps in making a film as well as some other details. At the end of class, students were put into groups, created Google docs for screenwriting, and began their screenplays using this handout. Homework: finish your scene pre-writing for next class.
Tuesday, 1/31
Our last big reading day for Monster, everyone read to p. 200 together while thinking and talking about minor characters in preparation for the video project. At the end of class, students completed a handout identifying two interesting minor characters, a quote for each that helped to tell who the character is, and then some prediction/speculation on who this character is beyond what is described in the novel.
Friday, 1/27
Class stared with a review of the small questions students submitted about Monster at the end of last class. The class then read together, and after a while switched to reading independently. Students had to read through p. 127 and then complete a graphic summary, much like the ones we did previously with graphic novels. These summaries are also a preparation for the storyboarding that will follow the Monster scripts students will write in groups starting next week. Homework: finish those graphic summaries for Tuesday.
Wednesday, 1/25
We started class by giving everyone a copy of a handout listing some legal vocabulary and other information as well as the film terms from last class and a subset of characters. Students used this handout while we read about 50 pages of Monster out loud, stopping periodically to clarify, discuss, and make notes on the handout. Students who volunteered to read in class received extra credit participation points. A list of small questions (or a brief summary of today’s reading) was the exit ticket today.
Monday, 1/23
Power Paragraphs over Yummy large questions were due at the start of class today. After collecting them, we jumped into Monster. Students wrote a journal entry, then watched the beginning of a film as an example of different shots and camera angles, and finally started reading the novel itself.
Thursday, 1/19
Having finished Yummy, students wrote, re-framed, and shared large questions about the graphic novel. We selected some of the best large questions and put them on the screen — students picked one of these, re-framed it, filled out a power paragraph outline, and then began writing the power paragraph answering their large question. The last 15 minutes of class were spent beginning our next text, Monster. Homework: complete the power paragraph on Yummy if you didn’t get it finished in class.
Tuesday, 1/17
Students finished reading Yummy in two segments today. In between, we reframed and discussed medium questions; at the end, students began preparing large questions for a power paragraph next class.
