$55
for 7 classes含まれるもの
7 ライブミーティング
5 時間 50 分 授業時間宿題:
週あたり 2-4 時間. Students will watch the movie prior to class and complete the film analysis worksheet. In addition, students should be prepared to ask and answer questions and identify what they liked or didn’t like about the film. Week 1: The Princess Bride Week 2 : Casablanca Week 3: Dead Poet's Society Week 4: Tombstone Week 5 : Life Is Beautifulこの文章は自動翻訳されています
このクラスで学べること
英語レベル - 不明
米国の学年 9 - 12
I love movies as much as I love books. It seems like I have at least a hundred movies that I refer to as "one of my favorites." Coming up with a top ten list is nearly impossible. Somehow I made it down to six. In this literary analysis through film course, we will watch, analyze, and discuss my five favorite movies....well, six of my favorite. In this course students will… -determine theme; -analyze plot and its various phases; -examine how literary elements affect plot progression, assist in character development, and convey meaning, including: motif, symbol, foreshadowing, echoing, flashback, opposition, metaphor, irony, foil, choice of language; and -understand the monomyth (Hero’s Journey) and character archetypes A lot of teachers use movies in a traditional classroom as a way to fill time or take a much needed rest. Students always want movie days because they view them as “free days.” And if we are honest, spending time in the classroom watching movies does feel like a waste of time. But I feel the same way about spending time in the classroom reading books. Reading books and watching movies should be done at home, but discussing and analyzing books and films should be done in the classroom. As an English teacher I obviously love books, but movies can be just as powerful, and let’s face it, a lot faster. Analyzing literature in the classroom is about developing higher thinking skills, and movies can do that as well. We are a storytelling culture. And there are many ways that we tell stories. Movies just happen to be one of the ways that we do it. And good movies share many of the same qualities as good books do, and therefore, can be analyzed in the same manner. In this course, students will watch the designated movie prior to class, complete the film analysis worksheet, and be prepared to discuss the film. Discussion will include literary elements, character analysis, conversations about, and what the students liked or didn’t like about the film. As a multi-day course, meeting times will be a collaborative and analytic discussion while at the same time serving as a movie club. It is the role of the teacher to facilitate that discussion. MOVIES IN THIS COURSE Week 1 (11/14-11/20): Intro/Preview/Review -The first meeting of the course will serve as an introduction to the topical category and the movies that we will be watching. We will also discuss the film analysis worksheet, character archetypes, and hero’s journey to introduce or review the concepts as necessary. Students will also be asked anticipation and prior knowledge questions. Finally, we will address key literary devices that students should be able to see and identify in the upcoming films. MOVIES: Week 2: "The Princess Bride" Week 3: "Casablanca" Week 4: "Dead Poets Society" Week 5: "Tombstone" Week 6: "Life Is Beautiful" Week 7: "The Shawshank Redemption" ABOUT the courses in the “MR. J.’s FILM FAVES” collection: "Mr. J.’s Film Faves” is a collection of over 30 short courses that apply literary analysis to 20th century movies. Each course is centered on a specific topic, genre, actor, or director and focuses on five of my favorite films within that category. In an effort to expose youth to older movies that they might not otherwise see, all movies must have been released before the year 2000. There are two types of courses, each focusing on five films. Courses may be taken independently or together. Multi-day courses last 6 weeks, meet once a week, and use a discussion based, club-style format. At the conclusion of the course, a new section will begin featuring a new topic. There are typically 2-4 topical categories available at any given time. All multi-day courses will have a corresponding flex-course that can be taken as an optional supplemental course. Flex-courses are six weeks long, use a message board discussion format, and include additional assignments and enrichment. In addition to the weekly exercises and assignments, the flex-course will conclude with culminating project of the student’s choice (either an artistic project or essay). While multi-day courses always have a corresponding flex-course, flex-courses are often stand alone with new categories/courses starting every week. (Courses will not be listed in order) HOW MOVIES ARE SELECTED 1.All movies must be from the 20th Century. Movies released in 2000 or after will not be on the list but may receive an honorable mention. Part of the purpose is to expose students to films they might not otherwise watch and are probably unfamiliar with. 2.Animated and long time favorite family films are generally excluded. I do love a lot of these films, but students are usually familiar with most of these. 3.Films on the list must represent “my favorites.” This does not mean that I am saying that the are the best in a given category, just that they are the movies that I like the most. In rare cases, a movie makes the list because of its social impact combined with its respectability as a film; however, it is still a movie that I admire. 4.Narrowing it down to five can be hard, and sometimes two movies are overly similar in some manner, meaning that often one will be chosen and the other will be moved to the honorable mention list. 5.Some films could easily be placed on multiple lists. A conscious effort was made to not place any single movie on more than two lists with the exception of special collections (e.g: categories designated to a particular actor or director, or “The 5”). 6.An honorable mention list will be given to students enrolling in the course. Movies on the honorable mention list will include other favorites that didn’t make the cut based on the above selection criteria, including movies that appear on multiple lists, films of the 21st century, and popular films that just aren’t my favorites but are worth watching. OTHER COURSES IN THIS COLLECTION 1.Literary Analysis Through Film 2.“The 5” 3.Christmas 4.Dramas 5.80’s Comedies 6.90’s Comedies 7.Iconic 80’s Teen Angst 8.Other Teen Movies 9.Dramatic Comedies 10.Romantic Comedies 11.Adapted From Books 12.Coming of Age 13.Underdogs 14.Scary Movies 15.Mob Movies 16.Plot twists 17.Teacher Movies 18.Mentor Movies 19.College Movies 20.Law/Courtroom 21.Based on True Stories 22.Best Black and White 23.Action Movies 24.Cop Movies 25.Crime/Mystery 26.Best Heroes 27.Best Villains 28.Indie Style 29.Baseball Movies 30.Hitchcock 31.Robin Williams 32.Denzel Washington 33.Al Pacino 34.Tom Hanks
学習到達目標
Students will...
-determine theme;
-analyze plot and its various phases;
-examine how literary elements affect plot progression, assist in character development, and convey meaning, including: motif, symbol, foreshadowing, echoing, flashback, opposition, metaphor, irony, foil, choice of language;
-understand the hero's journey and character archetypes;
-organize their thoughts.
その他の情報
保護者へのお知らせ
This course is designed for mature teens. Parental discretion is always advised. Most films in most collections are rated PG or PG-13; however, some films are rated R. R-rated films are always noted. As with all movies, parents should be aware of a film’s content and encouraged to view the movie first or watch it with their children.
外部リソース
学習者は、Outschoolが提供する基本ツール以外のアプリやウェブサイトを使用する必要はありません。
使用する教材
Parents and students are responsible for finding their own movie viewing source. Links or downloads wil not be provided. Movie clips will not be shown or shared in class.
先生について
教師の専門知識と資格
カリフォルニア 教員免許 英語/国語で
学士号 University of California Santa Barbaraから 英語 へ
I have been a high school English teacher and speech and debate coach for 15 years.
レビュー
他のクラス by "Mr. J." (Jeremy Ballard)
他のクラス by "Mr. J." (Jeremy Ballard)
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