Hn9 u5 sb 1 may 2013
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The document provides discussion topics and homework assignments related to the novel Lord of the Flies. It asks students to consider if there is a real beast on the island and to discuss the beast and character archetypes that embody Freudian concepts of the id, ego and superego. Students are instructed to identify archetypes in the novel so far with examples from the text and to complete readings and writing assignments for homework.
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The document discusses several narrative theories including those proposed by Tzvetan Todorov, Vladimir Propp, Claude Levi-Strauss, and Roland Barthes. Todorov's theory examines the stages of equilibrium, disequilibrium, and restored or new equilibrium in narratives. Propp identified character types like the hero and functions of narratives. Levi-Strauss explored binary oppositions in narratives, and Barthes studied narrative codes like enigmas that hook audiences. The document ends by discussing how aspects of these theories were applied to the authors' own film production.
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This document discusses several theories of narrative structure:
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This document summarizes several narrative theories proposed by different theorists. Vladimir Propp analyzed Russian folktales and identified 8 common character archetypes. Tzvetan Todorov suggested narratives follow a 5 stage structure of equilibrium, disruption, realization, restored order, and new equilibrium. Rolland Barthes identified 5 codes that make up a narrative: hermeneutic, proairetic, semantic, symbolic, and cultural.
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The document discusses several narrative theories and how they are portrayed in film openings. It explains Tzvetan Todorov's theory of narrative equilibrium, Vladimir Propp's 8 character types, Roland Barthes' 5 codes including enigma and action codes, Chris Vogler's 12 stages of the hero's journey, and Claude Levi-Strauss' concept of binary oppositions. Examples are given of how Terminator 2 and American Beauty use elements of Barthes' and Levi-Strauss' theories in their openings through enigma codes and binary oppositions.
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This document provides instructions for a final essay assignment for an ELIT 22 class. Students must write a 3 to 5 page essay analyzing an aspect of myth or folklore found in a book or film not covered in class. They can use the analysis methods discussed in class, and compare creation myths, flood myths, or hero's journeys. The essay should trace elements like hero's journeys or symbolism rather than just summarizing the plot. It must clearly explain what element is being analyzed and how the story fulfills that element. Several film and book options are provided, with a note that other media can also be used if they analyze the work as if describing it to someone unfamiliar with it.
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The document discusses themes that are common in psychological thriller films, including guilt, mystery, imagination, and suspense. It provides an example of how these themes will be used in the film being produced. Specifically, the film will portray the main character Richard discovering that the girl Eve he has been interacting with is actually a ghost, representing the themes of imagination and guilt. It then provides two example films, Shutter Island and Inception, that effectively combine themes of guilt and ambiguous realities.
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This document discusses common psychological themes in films, including guilt, mystery, imagination, and suspense. It provides examples and summaries of four films that effectively incorporate these themes:
1) Shutter Island explores guilt and ambiguity regarding reality through the story of a man investigating a disappearance at a mental institution who may actually be an incarcerated patient.
2) Inception uses themes of guilt over a wife's death and ambiguous reality through a character who implants an idea in his wife's mind that causes her suicide.
3) Black Swan portrays the psychological breakdown of a ballerina obsessed with perfection through the contrast of her "white swan" and "black swan" personas.
4) Z
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The document summarizes several theorists and their theories about narrative structure:
- Tzveten Todorov believed narratives follow five stages: equilibrium, disruption, recognition, attempt to repair, restoration of equilibrium.
- Vladimir Propp theorized narratives feature certain character roles like hero, villain, dispatcher, donor, and mentor.
- Claude Levi-Strauss looked at narratives in terms of binary opposites like good/evil, past/present that reveal deeper structural arrangements.
- Roland Barthes said narratives can be "unraveled" to find different meanings and potential interpretations. He described five codes that group signifiers: hermeneutic, symbolic, proairetic, cultural, and
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The document provides instructions for students for the day. It states that the class will finish reviewing for an exam and work on writing the introduction and conclusion for an upcoming paper. It reminds students that their draft needs to be complete as the paper will be typed the next day. It also lists the homework which includes finishing the body paragraphs of the essay, completing the introduction and conclusion, being ready to type tomorrow, and finishing questions 6-9 on a reading comprehension packet.
R 1.1 myth gallery walk
The Judeo-Christian Creation Myth describes God creating man in God's own image and giving them dominion over the earth. The Chinese Phan Ku Creation Myth tells of the world being formed from Phan Ku's body after death. The Yoruba Creation Myth describes the earth initially being a watery marsh with gods descending on spider webs before humans. The Aboriginal Creation Myth tells of ancestral spirits giving birth to all living things after being awakened by the sun's warmth.
Hn9 u5 sb 8 may 2013
The document provides the daily lesson plan for an English class. It includes instructions for students to prepare their desks and complete a MLA heading. The class will discuss the chapter "The Shell and the Glasses" from their novel and compare its themes to a piece of poetry. Students will analyze symbols from the novel in small groups and how their meaning may have changed over time. Homework includes reading a short story, continuing dialogue journals, and working on a creative project.
William golding, wwii and the cold war
William Golding was a British author born in 1911 who is best known for his novel Lord of the Flies. He studied science at Oxford but later switched to literature. During World War II, Golding served in the Royal Navy and was present at the sinking of the German battleship Bismarck and the Normandy invasion. After the war, he began writing fiction, publishing Lord of the Flies in 1954. The document then provides historical context about World War II and the Cold War that followed, focusing on the ideological divide between the U.S. and Soviet Union that defined the Cold War era.
Hn9 s13 4.10 movie poster project
The document provides instructions for students for the day. It informs students that they will have 35 minutes to complete an open response question after finishing their midterm exam the previous day. It then tells students to clear their desk except for a pen/pencil and spend 5 minutes clearing out unnecessary materials from their binder, keeping only course materials and research while recycling older readings and handouts. Students are assigned to develop paragraph topics for an essay, work on their Upstander presentation, and read independently for homework.
Hn9 u6 sb 17 may 2013
Clear your desks except for a writing utensil. A quiz on the prologue of Romeo and Juliet will start immediately after the bell. Following the quiz, the class will begin reading Act 1, Scene 1 of the play. Homework due on Monday is an essay on Lord of the Flies in Google Docs.
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Hn9 u5 sb 23 april 2013
The document provides instructions for an English class, asking students to complete anticipation guides, discuss themes in Lord of the Flies, begin reading the novel, review grammar units, and do homework including reading chapters of Lord of the Flies and completing character analysis worksheets. Students are also reminded that it is World Book Day and given music files to listen to.
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Hn9 u5 sb 26 april 2013
The document provides instructions for a literature circle discussion of the novel Lord of the Flies. Students are asked to identify a symbolic object in the novel and discuss its importance, purpose, and potential representation. They will then participate in their first literature circle to discuss symbolism in the book and share their journal entries. Homework includes reviewing pronouns, reading the next chapter, and continuing their dialogue journal.
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Slang language الدكتور كرار رأفت علوش < Dr. karrar raafat alwash
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Hn9 u5 sb 30 april 2013
The document provides an overview of the day's class activities and assignments. It will include an examination of internal conflicts in Lord of the Flies using Freudian theory to analyze characters. Students will take a reading quiz, discuss reactions to being dismissed in the film Battle Royale, and review Freudian concepts of the id, ego and superego. Homework includes reviewing pronouns, reading a short story, and completing a dialogue journal.
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Cp9 u5 sb 30 may 2013
Students were instructed to write a fill-in-the-blank question using a vocabulary word for an upcoming quiz. They were reminded of the procedure and requirements for their literature circles the next day, including having post-it passages and discussion questions completed. The homework assigned was to read a chapter and complete a study guide, with questions and post-it passages.
Hn9 u6 sb 30 may 2013
The document provides instructions for an in-class activity analyzing William Shakespeare's play Romeo and Juliet. Students are asked to do a close reading of Friar Lawrence's speech at the beginning of Act 3, Scene 1, identifying the imagery used and how it relates to the play's themes. They will then discuss their annotations with a partner before joining groups to summarize their assigned passages, identify examples of imagery, and select the most important line from their passage. The homework is to read Act 3, Scene 1 in preparation for the next class.
Cp9 u5 sb 23 may 2013
Students were instructed to take out chapter questions to be stamped, complete a grammar exercise on adverbs, and continue reading To Kill a Mockingbird for class. The class had previously reviewed chapter 17 and started chapter 18. Today's lesson would review adverbs before beginning chapter 19, which students were assigned to post passages from chapters 17-19 as homework.
Hn9 u6 sb 16 may 2013
The document provides instructions for students to rewrite sentences changing nouns to adjectives. It then summarizes the previous class where students began examining the prologue to Romeo and Juliet. The current class will finish analyzing the prologue and watch a cartoon version of the play. Students have homework assignments due including an essay, memorizing the prologue, and preparing for a quiz.
Hn9 u6 sb 15 may 2013
The document provides instructions for students about their upcoming unit on Shakespeare's "Romeo and Juliet". It asks students to write in their journals about any prior knowledge of Shakespeare or the play. It notes that their assignment on "Lord of the Flies" is due and introduces the new unit focused on "Romeo and Juliet". Students are assigned homework including finishing their "Lord of the Flies" essay, memorizing the prologue to "Romeo and Juliet", and preparing for a quiz on Friday.
Cp9 u5 sb 16 may 2013
The document provides homework assignments for students which includes rewriting sentences by changing underlined nouns to adjectives, reading one more chapter of a book, and completing study guide questions in preparation for a quiz on Friday. Students are asked to rewrite sentences such as "When she disobeys her Aunt Alexandra and Cal, Scout is a rebel" by changing the underlined noun "rebel" to the adjective "rebellious". The document also notes that the last class looked at racial and social differences in the town of Maycomb through the eyes of Aunt Alexandra as described in the book.
Cp9 u5 sb 15 may 2013
This document provides instructions for students to read a nonfiction article at their desk and respond to questions. It also outlines the plan to examine the motifs of race and prejudice as the class discusses the next two chapters from their reading. Students are assigned to finish reading chapter 13, complete study guide questions, and study for an upcoming quiz.
Cp9 u5 sb 13 may 2013
The document provides instructions for students on their reading of To Kill a Mockingbird over the weekend. It asks students to note how the character of Ms. Dubose is described in Chapter 11 and how the children's perspective of her changes. Students are also asked to reflect on what lesson the children learn from their interaction with Ms. Dubose and if they have learned a similar lesson. The document outlines that the class will review and discuss the chapter students read over the weekend and homework is to read Chapter 12 and complete study guide questions.
Hn9 u5 sb 13 may 2013
Students were asked to take out their completed Lord of the Flies creative projects to share with the class and provide peer feedback using sticky notes. The class would then have time to work on revising their Lord of the Flies essays using the feedback received. For homework, students were asked to complete a revised draft of their LOTF essay to turn in.
Cp9 u5 sb 10 may 2013
Students are asked to take out their writing prompt and prewriting from the previous class to complete an in-class writing response. They will then read Chapter 11 and answer study guide questions. For homework, students should read Chapter 11 and finish the study guide questions.
Hn9 u5 sb 10 may 2013
Students were asked to take out their LOTF dialogue journals to be stamped and develop one additional discussion question for their literature circles. The class would then gather in literature circles to discuss the conclusion of Lord of the Flies. Afterwards, students were to draft a rough copy of their LOTF composition. For homework, students' LOTF Creative Projects were due on Monday. Two song attachments were also included in the document.
Hn9 u5 sb 9 may 2013
This document provides instructions and assignments for students. It includes directions to read and annotate an article, discusses analyzing a chapter from a novel called "Castle Rock", and lists homework assignments such as preparing for literature circles, continuing dialogue journals, and doing prewriting for an essay on Lord of the Flies to be drafted the next day.
Hn9 u5 sb 7 may 2013
Ralph and Piggy play important roles in the events described in the chapter "View to a Death" from Lord of the Flies. Students will discuss this chapter and compare its themes to those in a piece of poetry. For homework, they are asked to read "The Shell and the Glasses", continue working on dialogue journals due on Friday, make progress on their LOTF creative project, and study adjectives. Audio files of two songs are also attached.
Cp9 u5 sb 9 may 2013
This document provides instructions for students to take out their study guide for an upcoming chapter, write a discussion question on their notecard, and review study guide questions from the previous class. It also notes that the class will watch a documentary on the Scottsboro trial and lists homework of reviewing a writing prompt for a writing task the next day.
Cp9 u5 sb 7 may 2013
This document provides instructions for classroom activities and homework assignments. Students are asked to review vocabulary sentences from the previous night and write a story using at least five vocabulary words. They will begin a grammar unit on adjectives and start reading the next chapter, finishing it for homework along with an adjective handout and chapter questions.
Cp9 u5 sb 8 may 2013
Students are instructed to review their adjective homework from the previous night and answer questions about an article on their desk. They will then review their homework on chapter 9 from the book and begin reading chapter 10, answering related questions for homework.
Cp9 u5 sb 6 may 2013
The document provides instructions for students returning to class after the weekend. It directs students to complete a vocabulary pretest and announces they will learn 10 new words for an upcoming quiz. Students are also assigned to finish reading the next chapter in their novel and answer accompanying study questions, as well as write sentences using vocabulary words for homework.
Hn9 u5 sb 6 may 2013
The document provides instructions for an English class lesson on Lord of the Flies. Students will analyze passages from the chapter "Gift for the Darkness" by annotating in groups at different stations around the room. They will then review annotations made by other groups and select talking points to share with the class. Homework includes reading the next chapter, continuing dialogue journals, and working on a creative project for the novel.
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Hn9 u5 sb 1 may 2013
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