Dangerous Minds_Sample of a Film Review
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The film review summarizes the 1995 film Dangerous Minds. It describes how Michelle Pfeiffer plays a former Marine who becomes a teacher at a poor inner-city high school. She works to gain the trust of her tough students and helps them find enjoyment in learning. The review highlights how the film portrays many real-life problems faced by young people and does so in a realistic way. It concludes by praising Pfeiffer's outstanding performance in the film and recommending it for those who like stories where good triumphs over evil.
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Evaluation activity 2
The document compares the similarities and differences between characters in two media products. Specifically, it discusses how the mother characters in both works are similar in that they are distressed when trying to protect their sons, though one fails and the other's son dies. However, it notes that a key difference is that one mother expresses her distress after her son's death, while the other does so as a threat is attacking both of them.
Evaluation question 2
The document discusses the representation of social groups in a media product. It describes how the female character in the film falls under the "damsel in distress" stereotype, as she is being tormented and cannot help herself. Similarly, the film "Taken" depicts a young girl being kidnapped and needing to be saved by her father. The film also portrays the character as a teenager to increase her vulnerability, as younger women are seen as more naive than older women in distressing situations.
Introducing character
The document introduces the most important character, the mother, who is portrayed as distraught and distressed. Her daily routine shows she is psychologically damaged and mentally unstable, creating a sense of realism. She struggles to accept reality and extreme emotion has overcome her. The other characters, including an unseen man and her son, are included to add tension and suspicion for the audience by contrasting her happier former self with her current unstable state.
Representation of social group
The document discusses how different social groups are represented in media. It describes how two teenage female characters, Abbey and Melissa, are portrayed in stereotypical but different ways - Abbey as vulnerable and youthful through costume, shots, and mise en scene, while Melissa represents emotional teenagers. It also notes that having a young female as the villain challenges stereotypes of psychopaths only being middle-aged men. Additionally, it states that the film subverts conventions by having a female rather than male antagonist, unlike many slashers where the villain is usually a male seeking to defeat the female protagonist.
Media evaluation question 2
The document discusses the representation of social groups in a thriller media product. It focuses on the two main characters: a teenage girl and a supernatural creature. The girl is portrayed as weak, vulnerable, and crying to establish her as the victim, reflecting common stereotypes of teenage girls in thriller genres. She wears a prom dress to suggest she has a problem and highlight her femininity. The creature is portrayed as creepy, scary, and the antagonist through its music, movements, and black clothing. Overall, the document examines how gender is represented in a somewhat stereotypical way through the characters and conventions of the thriller genre.
The film
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Evaluation activity 2
The document compares the similarities and differences between characters in two media products. Specifically, it discusses how the mother characters in both works are similar in that they are distressed when trying to protect their sons, though one fails and the other's son dies. However, it notes that a key difference is that one mother expresses her distress after her son's death, while the other does so as a threat is attacking both of them.
Evaluation question 2
The document discusses the representation of social groups in a media product. It describes how the female character in the film falls under the "damsel in distress" stereotype, as she is being tormented and cannot help herself. Similarly, the film "Taken" depicts a young girl being kidnapped and needing to be saved by her father. The film also portrays the character as a teenager to increase her vulnerability, as younger women are seen as more naive than older women in distressing situations.
Introducing character
The document introduces the most important character, the mother, who is portrayed as distraught and distressed. Her daily routine shows she is psychologically damaged and mentally unstable, creating a sense of realism. She struggles to accept reality and extreme emotion has overcome her. The other characters, including an unseen man and her son, are included to add tension and suspicion for the audience by contrasting her happier former self with her current unstable state.
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The document discusses how different social groups are represented in media. It describes how two teenage female characters, Abbey and Melissa, are portrayed in stereotypical but different ways - Abbey as vulnerable and youthful through costume, shots, and mise en scene, while Melissa represents emotional teenagers. It also notes that having a young female as the villain challenges stereotypes of psychopaths only being middle-aged men. Additionally, it states that the film subverts conventions by having a female rather than male antagonist, unlike many slashers where the villain is usually a male seeking to defeat the female protagonist.
Media evaluation question 2
The document discusses the representation of social groups in a thriller media product. It focuses on the two main characters: a teenage girl and a supernatural creature. The girl is portrayed as weak, vulnerable, and crying to establish her as the victim, reflecting common stereotypes of teenage girls in thriller genres. She wears a prom dress to suggest she has a problem and highlight her femininity. The creature is portrayed as creepy, scary, and the antagonist through its music, movements, and black clothing. Overall, the document examines how gender is represented in a somewhat stereotypical way through the characters and conventions of the thriller genre.
The film
The film "13 Going On 30" is a comedy that follows a teenager named Jenna who wishes to be 30 years old and wakes up finding her wish has come true. As a 30-year-old, Jenna rediscovers her childhood best friend and realizes he is the perfect man for her, so when she returns to the past she kisses him and they begin a relationship. The film is entertaining through its focus on fashion, love, and realistic special effects like Jenna waking up aged 30 years.
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The movie poster features James Franco in a provocative role different from his usual films. It shows Disney stars dressed unusually, with girls in bikinis holding guns to appeal to young males. The bright pink hair and colors suggest an extravagant, exciting yet possibly violent film with a twist on holidays. The unique poster aims to attract a teenage audience by portraying "cool" characters they might want to emulate, fulfilling their needs for social relationships and diversion from everyday life.
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The document discusses the representation of social groups in the film "The Catch". It portrays school children, with the protagonist Gemma being a student, and caretakers, with the loner caretaker character seeking comfort in young girls. It represents typical thriller social groups - the male pedophile caretaker and the helpless school girl victim. Paranoia is a theme, with Gemma sensing someone watching her to create tension. Media typically portrays pedophiles negatively as the most hated people to elicit empathy, and moral panics can be inspired by violating standards, like the Ian Huntley case of school girls, similar to the caretaker's sexually motivated killings in a school setting.
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The rubric evaluates short stories based on their inclusion of literary techniques, descriptive details in each paragraph, and description of characters and senses; it also considers creativity, inclusion of literary elements, appropriate tense, and resolution.
Rubric for mind map
The document outlines a rubric for evaluating mind maps with criteria rated on a scale of 1 to 4 or 1 to 7. It evaluates aspects such as the use of key images and metaphors, the prominence and relation of the central image to the key idea, the depth of understanding shown through key words, the grasp and organization of content from most to least complex, and the clarity and meaningfulness of connections between ideas and the central image through uses of color, codes, or links.
Chronogram lina
The document provides a chronogram or schedule for the first three weeks of a project on writing short stories. The schedule outlines the daily activities, homework, evaluations, and deadlines for students. It includes activities like watching introductory videos, studying grammar, participating in chats, reading example stories, drafting a story plan in a group, individually writing parts of a shared story, and designing a multimedia presentation of the completed story. Students will be evaluated on mind maps, quizzes, participation, peer reviews, and drafts/versions of their collaborative story. The project involves both individual and group work across multiple weeks.
C:\Users\Toshiba\Desktop\Chronogram Lina
The document outlines a 3-week chronogram for a writing project on short stories. In the first week, students will analyze examples, participate in online discussions, and complete quizzes and mind maps. The second week involves analyzing more examples in groups and drafting a story plan. In the third week, students will write their story, design a power point, and decide who will record the voice part. Evaluation includes quizzes, participation, drafts, and a final submission.
Drusilla And The Magic Ring_lina
A dragon named Drusilla was a collector who hoarded everything in her messy cave, annoying her neat neighbor Harvey the unicorn. Harvey gave Drusilla a magic ring to help clean her cave. When Drusilla couldn't find the ring, she frantically cleaned out her cave and discovered the ring had magically cleaned her cave. Drusilla realized the magic was in keeping her cave tidy and continued to do so.
Menu de comida típica en grecia
El documento presenta una lista de platillos, bebidas y postres típicos de Grecia, incluyendo dolmades, fasolada y gemista como platillos principales; ouzo, retsina y metoza como bebidas; y baklavas y loukoumades como postres tradicionales.
Menu de comida típica en grecia
El documento presenta una lista de platillos, bebidas y postres típicos de Grecia, incluyendo platillos a base de hojas de parra, tomate y berenjena rellenos, sopas de alubias y ensaladas con queso feta, así como bebidas anisadas y vinos con aroma a resina de pino, y postres hechos con hojaldre, miel y almendras.
English practice_Profa Lina
The document provides exercises for a story about a clever monkey and Mr. Crocodile. The first exercise defines words like "throat", "pregnant", "craving", "island", and "forest". The second exercise presents sentences about the story and asks the reader to identify whether they are true or false, correcting any false statements. It focuses on a monkey living near a river, Mrs. Crocodile's craving for fruit on an island, and Mr. Crocodile tricking the monkey to get the fruit for his pregnant wife.
Clever monkey and sir crocodile profa lina
The document provides exercises for a story about a clever monkey and Mr. Crocodile. The first exercise defines words like "throat", "pregnant", "craving", "island", and "forest". The second exercise presents sentences about the story and asks the reader to identify whether they are true or false, correcting any false statements. It focuses on a monkey living near a river, Mrs. Crocodile's craving for fruit on an island, and Mr. Crocodile tricking the monkey to get the fruit for his pregnant wife.
English Prac. 2 Profa. Lina
The document provides exercises about a fable called "The Lazy Donkey". It asks the reader if they have heard the fable before watching a video adaptation. While watching, the reader must determine if sentences about the plot are true or false, such as that the farmer hides and overhears his animals talking. After, the reader is asked to summarize the moral lesson of the fable, which is about a lazy donkey who tricks his ox friend into doing all the work but ultimately learns his lesson.
English Prac. Profa. Lina
Valentine's Day has origins in both Christian and ancient Roman traditions. The pagan Lupercalia festival celebrated on February 15th was dedicated to Faunus, the Roman god of fertility and agriculture. Pope Gelasius later changed the date of the Christian feast of St. Valentine to February 14th in an effort to Christianize the Lupercalia festival. According to the video, one Valentine was a priest who secretly married young lovers despite the Roman emperor Claudius II banning marriage. Claudius II punished Valentine by imprisoning him, where Valentine fell in love with his jailor's daughter. Modern Valentine's Day is celebrated with gifts of roses, candy, cards, dinners and diamonds.
# De Silla, Primeros Profa Lina
Este documento presenta las calificaciones de la primera evaluación de varios grupos de estudiantes en la materia de Inglés. Enlista los nombres de los estudiantes y sus calificaciones en las tres semanas de evaluación en las áreas de cómputo, video y lectura. El documento fue emitido por la Profesora Alma Guadalupe Tamariz Méndez del Laboratorio de Inglés de la Preparatoria "Gral. Lázaro Cárdenas del Río" de la Benemérita Universidad Autónoma de Puebla.
# de Silla, Turno Vespertino Profa Lina
Este documento presenta las calificaciones de la primera evaluación de cuatro grupos (2AV, 2BV, 2CV, 2DV) en el laboratorio de inglés de la Preparatoria "Gral. Lázaro Cárdenas del Río" de la BUAP. Enlista los nombres de los alumnos y sus calificaciones en cómputo, video, lectura y actividad especial durante las primeras tres semanas del periodo de agosto a diciembre de 2009.
Horarios de grupos y asesorías_profa Lina
El horario muestra las clases de Laboratorio de Lengua Extranjera impartidas por la profesora Lina Cruz Ortega en la Preparatoria "Gral. Lázaro Cárdenas del Río" durante el ciclo escolar 2009-2010. El horario detalla los grupos y las horas de clase asignadas a cada grupo de lunes a viernes en el turno vespertino, incluyendo las horas de prácticas, asesorías y horas de investigación.
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