Learning Target – Students will create an example of a humorous text using wordplay or punning for comic effect.
Today, after finishing up our reviewing of the mockumentary genre, we’re going to tackle our last rhetorical category for humor: Wordplay! Take a look at our document here: Wordplay and Puns
Then, using the list of common homophones and homographs, create and illustrate your own bit of wordplay. Due tomorrow!
Learning Target – Students will utilize academic discussion and personal reflection to deepen their thoughtful interpretation of a text’s overall message.
First: Class discussion. What did you think of the film? How did the process of closely observing change your experience of viewership? What kinds of things did you find yourself noticing?
Next: Reflection notes time!
Here are some things to ask yourself as you develop the reflection side of your notes…
How did aspects of the actor’s performances contribute to the feel or message of the film?
How did the camerawork, set, special effects, or other production elements reinforce big ideas related to the story?
How did the way the story was structured influence the way the viewer sees the story?
What lasting themes or symbols were present?
Which moments were particularly poignant? What made them that way?
What was particularly effective and/or well done? How did that element enhance the text as a whole?
Learning Target – Students will identify rhetorical choices in text that result in a humorous effect.
Today, (after we finish up absurdity and slapstick), we’re going to talk about a special kind of humor called “mockumentary.” This is a type of humor that utilizes a mock-serious tone, as well as other features we’ve looked at like incongruity, irony, satire and parody. What contributes to the humor in these mockumentaries?
Pacific Northwest Tree Octopus
Practice: Create your own mockumentary headline!
Learning Target – Students will identify elements of rhetoric with a humorous purpose in two examples of short films.
We’ll start today by sharing our parody skits. We’ll debrief shortly afterwards: What did we laugh at? What didn’t we? What contributed to something seeming funny or unfunny?
Next, we’ll be checking out two short films, Presto and This Way Up. We’ll be using these texts to examine the use of slapstick and absurdity in making something funny. Here’s the accompanying handout: Absurdity and Slapstick
Here is the speech rubric. You have the day to develop your speech outline and confer with Ms. H!
Here’s a copy of the rubric: SPEECH RUBRIC
Learning Target – Students will create a parody skit with a specific purpose (tasteful humor!) and audience (classmates and teacher!) in mind.
Today, we’re going to be talking about parody. Remember the Titanic bunnies? That’s parody. Here’s another example of parody:
To demonstrate your understanding, you’ll be working with a partner or two to create your own parody. The materials are here: Parody_Skit
We present tomorrow!
Learning Target – Students will analyze a feature film as a piece of literature in an intelligent way, conscientious of associated terminology and conventions.
Big Fish, Tim Burton (2003)
Over the next few days, we’re going to be checking out a feature film called Big Fish. This movie is non-traditional in the sense that it is a form of blended fantasy and realism, where the boundaries of truth and story are blurred. This thought-provoking film explores a relationship between a father and son, and between our own memories and the meaning that we ascribe to our lives… and our deaths.
As you watch, log observations in your film notes. You don’t have to be typing constantly as in our practice clips, since this is a longer text, but you should make note of important things that you notice. You can use any focus we’ve worked on so far–character, symbolism, camerawork, score, acting… it’s completely up to you. The goal is to “read” the film… to gain the message that you believe the director was attempting to communicate with this work of art.
Pay attention and enjoy.
Learning Target – Students will build strategies for audience involvement and rehearse them in a public speaking scenario.
Welcome, students! Today, we’ll take a look at some different ways that you can build audience involvement in a speech. Once we read through them, you’ll practice them in a group speech on one of the recommended topics. This way, you can get a taste for how a real class will respond to your techniques! (Get handout from Ms. H if you miss.)
Learning Target – Students will analyze ways in which the camerawork and production of a film influence the audience’s perception of the story.
Opening warm up. Make a movie frame with your palm and thumbs. Use it to scan the room and find a single “shot” that you could use to show a viewer where we are. How much of the picture would you include? From what angle would you approach it? How close up would it be? What message would that shot send to the viewer? Let’s share/compare?
Today, we’re going to learn about camerawork. Let’s check out the first five minutes of this video to get educated!
How many camerawork techniques… and corresponding influences on meaning… can you find?
Long shot (from far away), Close Up, Medium shot, Soft focus (slightly softened/blurred), Rack Focus (brings one item in or out of focus), Deep Focus (all things in scene are in focus), Low angle (camera below character), High angle (camera above character), Eye level, Dutch angle (tilted), Pan (sweep to left or right), Tilt (moving vertically), zoom, tracking shots.
Harry Potter and the Deathly Hallows: Part 2 , David Yates (2011)
Learning Target – Students will effectively employ dynamic vocal inflection and confident body language in a public speaking scenario.
First: Notes on vocal inflection - vocal quality
Second: You will be giving an impromptu speech today. Nothing to hold. Nothing to prepare. Just you. It should just be three sentences in length, about absolutely anything. I’ll be live grading you to help you understand what you need to work on in terms of body language, exiting/entering strategies, and vocal inflection. It will also afford you an invaluable opportunity to practice speaking in front of class!