Teaching With Movies by Teacher Superstore

For Ag es Ages r o e10+ st

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Teaching With Movies © ReadyEdPubl i cat i ons Thematic integrated • f orr evi ewand pur p osesonl y•

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learning through the use of two popular movies. o c . che e r o t r s super

Written by Leonie Westenberg. © Ready-Ed Publications - 2006

Published by Ready-Ed Publications P.O. Box 276 Greenwood WA 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for noncommercial educational purposes. However this permission is not transferable and applies only to the purchasing individual or institution. ISBN 1 86397 666 3

TEACHERS’ NOTES

The units of work contained in this book use a thematic, integrated approach. Much of the work is independent or may be completed in small groups or pairs, alongside or post viewing of the film as a class. Using movies in the classroom is often a motivating factor for students. It also allows the curriculum to meet the students in their current interests within modern technology.

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These units cover the curriculum areas of English, Mathematics, Science, Personal Development, Technology and Design, Society and Environment (SOSE / HSIE) and the Arts outcomes. The suggested age range is upper primary / lower secondary. A good movie, like a good book, can touch our lives. Film and media form a large part of a child’s experiences within today’s culture. Students turn to movies for entertainment, comfort and guidance. These units of work extend the students’ interest in films, using a multiple intelligences approach and thus catering for a variety of learners, at differing levels of ability.

The activities within each unit provide relevance and context for the students, encouraging them to construct meaning. The activities are planned to integrate knowledge and skills across the curriculum. Various tasks allow for team work and collaboration as well as flexibility and adaptability.

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ABOUT THE MOVIES: Star Wars: A New Hope (Episode IV) Released in 1977 by LucasFilm and 20th Century Fox. Written and directed by George Lucas. Available on Video and DVD at most DVD outlets.

The Incredibles Released in 2004 by Walt Disney Pictures. Written and directed by Brad Bird. Available on Video and DVD at most DVD outlets.

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A section of general activity pages has also been included, which can be used for any film of choice – either films in the classroom or films that students have viewed independently. These sheets are multi-use and the same activity sheet may be completed for several different films. The sheets may also be assigned for homework or independent study.

CONTENTS

Teachers’ Notes ........................................................................................................... 2 Curriculum Links .......................................................................................................... 4

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UNIT ONE: STAR WARS: A NEW HOPE Myths, Fairy Tales and Legends ................................................................................ 5 Myths, Fairy Tales and Legends – Charts ................................................................. 6 Myths Chart for Star Wars: A New Hope .................................................................. 7 Plot Development – 1 .................................................................................................. 8 Plot Development – 2 .................................................................................................. 9 A Storyboard ............................................................................................................. 10 Film Art ....................................................................................................................... 11 About the Director: George Lucas ........................................................................... 12 If I Were a Movie Director – 1 .................................................................................. 13 If I Were a Movie Director – 2 .................................................................................. 14 Music in Star Wars: A New Hope ............................................................................ 15 Characters in Star Wars: A New Hope ................................................................... 16 Famous Quotes from Star Wars: A New Hope ....................................................... 17 Cultures ...................................................................................................................... 18 More Film Art ............................................................................................................. 19 Star Wars and Science ............................................................................................. 20 “A Galaxy Far, Far Away” ........................................................................................ 21 UNIT TWO: THE INCREDIBLES Who Are the Heroes? ................................................................................................ What Are Heroes? ..................................................................................................... An Australian Hero .................................................................................................... The Incredible Family – Heroes? ............................................................................. Symbols of an Incredible Hero ................................................................................ Indigenous Australian Heroes ................................................................................. How Strong? .............................................................................................................. Values in The Incredibles ......................................................................................... Values – 2 ................................................................................................................... Values – 3 ................................................................................................................... Animation ................................................................................................................... Force ........................................................................................................................... Animation Again ....................................................................................................... Movie Ratings – 1 ...................................................................................................... Movie Ratings – 2 ...................................................................................................... Writing a Movie Review ............................................................................................ Stereotypes ............................................................................................................... “If everyone is special, no-one is special” .............................................................

22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39

GENERAL ACTIVITY PAGES Teachers’ Notes ......................................................................................................... Good and Evil – 1 ...................................................................................................... Good and Evil – 2 ...................................................................................................... Reviewing a Movie ................................................................................................... The Movie Vs The Book ............................................................................................ Movie Previews – 1 ................................................................................................... Movie Previews – 2 ................................................................................................... What Are Your Thoughts on Movies? ....................................................................... Write a Study Guide for a Movie ............................................................................. Alternate Endings ...................................................................................................... Reporting on Film – 1 ................................................................................................. Reporting on Film – 2 ................................................................................................. Reporting on Film – 3: Essays ................................................................................... Movie Response ........................................................................................................ Reviewing More Reviews ......................................................................................... Films and Society ...................................................................................................... Relevant Websites .....................................................................................................

40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56

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OUTCOMES

The activities in this book can be linked to the following student outcomes for each state / territory.

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NT, ACT and Tas. (National Curriculum) – The Arts

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Media, Drama Arts criticism and aesthetics: Band B Past and Present Contexts: Band B

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New South Wales – Creative Arts

Drama DRAS 2.1, 2.2, 2.3, 2..4, DRAS 3.1, 3.2, 3.3, 3.4

South Australia – Arts Arts Analysis and Response – 2.4, 3.4 Arts in Contexts – 2.6

Victoria – The Arts

Performing Arts Responding to the arts – criticism, aesthetics and contexts – 2.2, 3.2

Queensland – The Arts

Media Level 2 Core: ME 2.3, Discretionary: DME 2.6, DDR, ME & VA 2 Level 3 Core: ME 3.3

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Western Australia – The Arts

Communicating arts ideas CAI 2, CAI 3 Media and Drama outcomes

Using arts skills, techniques, technologies and processes STP 2, STP 3 Media and Drama outcomes Responding, reflecting on and evaluating the arts RRE 2, RRE 3, RRE 4 Media and Drama outcomes

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Drama Level 2 Core: DR 2.1, DR 2.3, Discretionary: DDR 2.4, DDR 2.4, DDR, ME & VA 2 Level 3 Core: DR 3.1, DR 3.2, DR 3.4

STAR WARS SHEET

Myths, Fairy Tales and Legends • A myth can be described as an old legend. It can also be the story of an imaginary belief.

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• A legend can be described as an old story that is often repeated. • A tale can be described as a story about imaginary people and events.

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1) Think of one tale, myth or legend that you know of. Or, find a book of tales, legends or fairy tales from the library. Write the title below.

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2) What is this tale, myth or legend about?

_________________________________________________________________________ _________________________________________________________________________

_________________________________________________________________________

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myths and tales. We see the good and bad characters and the triumph of good over evil. 3) Do you think Star Wars: A New Hope is a legend, myth or tale?

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Why or why not?_________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

4) Choose a myth, fairy tale or legend and fill in the chart on page 6. Compare your answers with the answers of others in your group. Are there similarities and differences between your fairy tales, myths and legends? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

STAR WARS SHEET

Myths, Fairy Tales & Legends Chart

1) Title of story: ____________________________________________________________

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2) Where did the story come from? (You may have to do some library or Internet research.)

_________________________________________________________________________

3) Hero or heroine/s (good characters):

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_________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________

4) Villain (bad character – the main character opposing the hero/heroine):

_________________________________________________________________________

© ReadyEdPubl i cat i ons _________________________________________________________________________ •f orr evi ew pur posesonl y• _________________________________________________________________________

5) Relationship between the good and bad characters:

6) What is the main goal or mission of the hero or heroine of the story?

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7) What has to be overcome in order to reach the solution?

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_________________________________________________________________________

8) What is the solution to the obstacle?

_________________________________________________________________________ _________________________________________________________________________ 9) Is there any kind of magic or higher force used in the story? Explain. _________________________________________________________________________ _________________________________________________________________________

STAR WARS

Myths Chart for

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STAR WARS: A NEW HOPE After you have shared your story findings from page 6 with your group, complete the chart below for Star Wars: A New Hope.

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Hero or Heroine/s

Other Villain

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Mission/ goal/quest

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Obstacles

Solutions

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Magic?

STAR WARS

Plot Development - 1

SHEET

All stories have a plot. A plot is a plan of events or happenings that move from one point to the next.

r o e t s Bo r e p o u k List ten main events from the film Star Wars: A New Hope. S

Star Wars: A New Hope is a story in the classic fairy tale and storytelling genre. We call this telling of a story in film a film narrative.

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Which event do you think is the high point or climax of the film? Give reasons for your choice.

___________________________________________ ___________________________________________

STAR WARS

Plot Development - 2

SHEET

Using the line graph below, arrange your plot events in order. Use your list of events from the previous activity on page 8.

r o e t s Bo r e p ok u CLIMAX S

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Show how each event builds up to the high point or climax. Note any events that occur after the climax. These help to tie up the story for the viewer.

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Main Events

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Wind Up 9

STAR WARS

A Storyboard

SHEET

A storyboard is a set of sketches that are arranged in a sequence, describing the scenes to be filmed.

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Choose one main event from Star Wars: A New Hope. You may choose an event from your list of main events on page 8.

Introduction

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Create a storyboard for this event, including an introductor introductoryy scene and a denouement denouement. The introductor introductoryy scene provides the basic facts for the viewers. The denouement is the final part, where everything is made clear.

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STAR WARS

Film Art - 1

SHEET

Star Wars: A New Hope can be defined as a science fiction (sci-fi) movie. It has been said that the Star Wars series of films created a new interest in the genre of science fiction.

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1) Use a dictionary and define science:

2) Define fiction:

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_________________________________________________________________________

3) What is science fiction? Write a definition below:

_________________________________________________________________________

Brainstorm with your group and come up with a list of science fiction movies, TV shows and books. Put an asterisk (*) near those you have seen or read. Use the library or a book like Halliwell’s Film Guide to help you, if necessary.

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TELEVISION

BOOKS

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FILMS

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EXTRA! The Star Wars films pioneered a new technique for filming models or miniatures. The director, George Lucas, and his company Industrial Light and Magic, also developed new special effects technology. Research special effects (fx) on the Internet. Write your research on another sheet or type out your findings using the computer. You might like to turn your work into a flyer.

STAR WARS

About the Director:

SHEET

GEORGE LUCAS

“Dreams are extremely important. You can’t do it unless you imagine it.”

r o e t s Bo r e p ok u S Write a paragraph or sketch a drawing, revealing the “The secret to film is that it’s an illusion.”

meaning of one of the two statements above.

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The above two quotes are attributed to the director of the Star Wars films – GEORGE LUCAS.

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online research Use the online encyclopedia, Wikipedia, to search for a biography of George Lucas. With your partner, prepare a short speech to give to your group on George Lucas, Star Wars, Indiana Jones or any of the related topics listed at the Wikipedia site. Website:

http://en.wikipedia.org/wiki/Main_Page

STAR WARS SHEET

If I Were a Movie Director - 1

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If you were a movie director, what sort of movie would you make?

Would you make your own story, or do a movie version of a book (like the Lord of the Rings movies)?

Would you do a re-make of an old movie or old television show (like the Starsky and Hutch or Bewitched movies)?

Would you prefer to use unknown or well-known actors?

If well-known, which actors would you choose for the major roles?

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What about special effects?

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Considering the questions above, write a synopsis (summary) of your film. Choose a title for your film.

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• Jot your notes here but type or write your synopsis for a group presentation.

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STAR WARS SHEET

If I Were a Movie Director - 2

Plan the opening scenes for your movie. The opening scenes are often described as the mis-en-scene. Mis-en-scene means putting into the scene. It applies to the director’s control over what appears in the film frame. The director stages the event for the camera – the setting, the lighting, the costume, the behaviour of the actors.

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Make notes overleaf of the opening scenes of your film. Remember the concept of misen-scene. Discuss your ideas with a partner. When you are ready, complete the storyboard below for the opening scenes of your film. You may use less frames for your scenes than those provided.

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STAR WARS SHEET

MUSIC in Star Wars: A New Hope The choice of sound and music for a film can create a mood and pattern for the film as a whole. Sometimes a filmmaker uses pre-existing musical pieces to accompany the movie’s images. Sometimes, a musical score or song will be created specially for the film.

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John Williams is the composer of the music used in Star Wars: A New Hope. He has said that composers for films are aware that they are competing with dialogue and special effects, for the viewer’s attention. John Williams worked closely with director George Lucas to produce the music for Star Wars. Both director and composer aimed at producing rich music, and a direct contrast to the popular disco music of the late seventies. If possible, listen to the soundtrack for Star Wars: A New Hope.

Choose an alternative song for the opening sequences of Star Wars: A New Hope. Is there a song or tune or musical piece that you feel fits the themes of the movie? Describe your music choice here and give reasons for your choice. _________________________________________________________________________

_________________________________________________________________________

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o c . che e r o EXTRA! t r s super If possible, play a CD of your chosen music or songs for your group. Listen and compare everyone’s _________________________________________________________________________ _________________________________________________________________________

choices. If you would like to find the lyrics to a particular song, try the following: 1. Use GOOGLE as your search engine. 2. Find the SEARCH box and type in the name of the song and then type LYRICS to get just the words of the song. To hear just the music, type MIDI. HINT: Do not type in AND before lyrics or midi.

STAR WARS

Characters in Star Wars:

SHEET

A NEW HOPE

Think of the characters in the film Star Wars: A New Hope. Discuss the questions below with a partner or in a small group. Then write your answers in the table.

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1) Which character showed courage in this story? What fears did he/she overcome?

2) Which character looked for different ways in which to solve problems or refused to give up? Did hard work or effort play a part in the successful outcome of the movie?

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3) Was there any part in the film where a character coped better because they talked about his/her problem or his/her feelings? Give examples.

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4) Did a character in the film overcome a bad time and discover that bad times don’t last and things do get better? Describe this character and the scene.

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STAR WARS

FAMOUS QUOTES from

SHEET

Star Wars: A New Hope

r o e t s Byou.” r “May the Force be with e oo p u k Choose some other well-known quotes from the film. S Write them out below.

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The Star Wars films have been extremely popular and many quotes from the movies are easily recognised in our language use today.

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computer work! www .star wars.com Use Adobe Photo Shop, Google Image Search, the Star Wars website (www www.star .starwars.com wars.com) and other sites or software to create a mural of quotes and images from Star Wars: A New Hope. Mount these for display.

STAR WARS SHEET

CULTURES

Use an online dictionary such as following.

www.dictionary.com to help you with the

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Define culture culture: _______________________________________________________

_________________________________________________________________ Define pop culture culture: ____________________________________________________

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_________________________________________________________________

It has been said that there is a whole subculture attached to the Star Wars movies.

“STAR WARS MOVIES ENCOURAGE POP CULTURE.”

Write a persuasive argument, agreeing or disagreeing with the statement above.

A written persuasive argument is when you write to prove a point or to change someone else’s opinion. This requires careful planning and thinking. Plan below then write or type your argument. Consider holding a class debate on this topic. 1234567890123456789012345678901212345678901234567890123456789 1234567890123456789012345678901212345678901234567890123456789

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2) INVESTIGATE: Talk to other people about this issue. Comments?

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3) READ and gather figures, quotes, examples. 4) THINK: Rely on logic not emotion. Proposition? Argument? 5) ORGANISE your writing – topic or proposition, examples, appeal to the reader, have a strong example or reason at the close. 18

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STAR WARS

MORE FILM ART

SHEET

The making of Star Wars: A New Hope involved the construction of a number of models: MODEL PLANETS; MODEL STARSHIPS; ALIEN CREATURES.

r o e t s Bo r e p ok u SACTIVITY: Collect recyclable materials from home, the classroom or a recycling centre.

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If possible, watch the making of Star Wars on the Star Wars: A New Hope SPECIAL FEATURES DVD and pay special attention to the models on the set. (This DVD is available on special collectors’ DVDs or DVD outlets.)

Use the space below to plan a model of a creature, character, planet or starship from Star Wars: A New Hope. Construct your model, making modifications where necessary. You may plan your modifications, if and when necessary, overleaf.

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STAR WARS SHEET

STAR WARS and SCIENCE The Star Wars series of movies are set in a “galaxy far, far away.”

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Investigate one of the areas below and construct a display card or poster, power point display or model to help with the presentation of your investigation.

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• Galaxies • Space travel – practicalities • Stars • Space “junk” and meteorites

• The universe • Other planets (apart from Earth) • Quasars • Australia’s role in space exploration

Take notes while you research. Use the table below.

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1) SUMMARISE – Condense what you have read to a few points, and in your own words.

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• The solar system • Space travel – history • Space shuttles and satellites • Black holes • Sputnik and the “space race”

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2) PARAPHRASE – Re-write the information in your own words.

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3) QUOTE DIRECTLY – Use a source’s exact words – name your source and put the quote in quotation marks.

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STAR WARS SHEET

“A Galaxy Far, Far Away”

1) Find out how far the Voyager or other space craft can travel, without needing to refuel. (Hint: Look up the Voyager website voyager.jpl.nasa.gov)

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_________________________________________________________________________ 2) How long would it take to get from Earth to the nearest: PLANET

time __________

name __________

distance __________

time __________

SOLAR SYSTEM name __________

distance __________

time __________

GALAXY

distance __________

time __________

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distance __________

STAR

name __________

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name __________

3) Write a detailed description of what you might see as you travel through space on the Voyager.

© ReadyEdPubl i cat i ons ______________________________________________________________ •f orr evi ew pur posesonl y• ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

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______________________________________________________________

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4) If the jump to hyperspace means travel at the speed of light, how long would it take to get to the places above, travelling at light speed?

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A. ______________________________________________________________________

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B. _______________________________________________________________________ C. ______________________________________________________________________ D._______________________________________________________________________

EXTRA! Found out what is meant by the term light speed. ____________________________________________________________________________

____________________________________________________________________________

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THE INCREDIBLES SHEET

Who Are the Heroes? THE INCREDIBLES is an animated movie about super heroes for all ages.

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Use a thesaurus and find synonyms (words that mean the same) for “hero”: _______________________________________________________________________

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Discuss these words with others in your group. Can you agree on a definition of the word “hero”? Write a definition here. _______________________________________________________________________

Complete the mind map below, in pairs or in your group, listing heroes from the past, from the present, from fiction. You can do some research to help you choose heroes from a number of different fields.

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o •Science c . che e r o t r s super Heroes

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THE INCREDIBLES

What Are Heroes?

SHEET

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What do you think makes a hero?

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Brainstorm a list of criteria (measures or standards) for heroes.

Choose an AUSTRALIAN HERO. You can choose one from any field – medicine, science, sports, the arts, environment, politics – or from any time period – past or present. Do some library or Internet research about your hero and write your notes below:

w ww

m . u

. te

o c . che e r o t r s super

THE INCREDIBLES

An Australian Hero

SHEET

Use this chart to see how your hero from page 24 measures up!

Name of Hero: _____________________

r o e t s Bo r e p ok u S

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What did your hero accomplish?

Teac he r What was the motivation, inspiration or reason for the actions?

ew i ev Pr

Were his/her actions out of the ordinary?

w ww

What traits (characteristics) or merits (positive characteristics) did your hero display?

. te

Do you consider your hero to be brave or strong? Why or why not? Should a hero have to be brave or strong?

m . u

Should this set the individual above other people? Did it?

o c . che e r o t r s super

Does your hero inspire you to actions, thoughts or feelings? If yes, talk about what you find inspiring. If no, discuss why not.

EXTRA!

Put together a collage, on paper or card, of pictures, words and drawings, to represent your hero. Have a class display and compare each Australian hero.

THE INCREDIBLES SHEET

The Incredible Family – Heroes ? Choose one member from the Incredible family. Choose some actions of r o e t s this character and describe B r e o here why you think these p o _____________________ u k actions may be heroic. S

Teac he r

My character is:

Do you consider this character to be a hero?

ew i ev Pr

. te

m . u

w ww

Design symbols in the diagram on the next page to illustrate the heroic actions of your chosen character. Think about what symbols you could use to represent your character by taking the following into account: • examining his/her physical and personal characteristics; • use of colour; • use of shape (e.g. a rounded character or one in a cube); • use of texture (rough, smooth, metallic). Discuss your ideas with your partner or group before you begin. Use a variety of materials (paint, pencils, charcoal, material, paper).

o c . chbelow You may use the space for a rough sketch or notes. e r er o t s super

THE INCREDIBLES SHEET

Symbols of an Incredible Hero

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

In the space below, draw some symbols that represent your hero.

w ww

. te

m . u

o c . che e r o t r s super

THE INCREDIBLES SHEET

Indigenous Australian Heroes

We have looked at heroes and Australian heroes. How many people in your group chose an indigenous Australian for their hero research? What do we mean by the term “indigenous Australian”? Who are some prominent indigenous Australians? What roles have been played by them?

r o e t s Bo r e p NAME: _____________________________ ok u S

DISCUSS THESE QUESTIONS WITH YOUR GROUP.

Where and when was this person born? Where did this person grow up?

ew i ev Pr

Teac he r

Choose a famous indigenous Australian and do research. Complete the biographical chart below.

w ww

In what ways was this person’s life remarkable or admirable?

. te

m . u

had an impact on others’ lives?

o c . che e r o t r s super

What qualities were most influential in shaping the way this person lived and influenced his or her times?

Did this person make any major mistakes or bad decisions? What are the adjectives you would most use to describe the person?

THE INCREDIBLES

How Strong?

SHEET

Two-time Olympian, weight lifter Wes Barnett, has a 220kg clean and jerk to his credit. The clean and jerk lift is one of the lifts in Olympic 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890 weight lifting. When in training, Wes Barnett weighs 105kg. 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890

r o e t s Bo r e p ok u S

Write the ratio of weight to the weight lifted by Mr. Barnett.

___________

ew i ev Pr

Teac he r

In the movie The Incredibles, Mr. Incredible lifts a rail freight car.

Investigation: What is the weight of a rail freight car?

___________

Using the ratio above, estimate the weight of Mr. Incredible.

___________

Australia’s Patrick Johnson crushed the 10-second barrier for the 100 metres. He pushed himself to a time of 9.93 seconds. Johnson’s time was the 17th fastest in history at that time. Patrick Johnson weighed 72 kg at the time of this run.

. te

m . u

w ww

Dash, Mr. Incredible’s son, is named Dash because he runs (or dashes) very fast.

Measure 10-20 metres on the school playground or oval. Run this distance. Time yourself and four friends in your runs. Weigh yourselves. Record your weights here.

o c . Name: ________________ __________ chetime: ___________ weight: e r o Name: ________________ r time: ___________ weight: __________ t s s r u e p Name: ________________ time: ___________ weight: __________ Name: ________________

time: ___________

weight: __________

Name: ________________

time: ___________

weight: __________

What is the average time taken to run the distance?_______________ What is the average weight of your group? _______________________

THE INCREDIBLES SHEET

VALUES in The Incredibles The Incredibles has been described as a film portraying family values values.

Compare your answer with the r o e t s Bof others in your group. r e answerso p oto come up with a Work together k u S list of family values.

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Teac he r

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ew i ev Pr

123456789012345678901234567890121234567890123456789012345 123456789012345678901234567890121234567890123456789012345 What do you think is meant by 123456789012345678901234567890121234567890123456789012345 123456789012345678901234567890121234567890123456789012345 123456789012345678901234567890121234567890123456789012345 123456789012345678901234567890121234567890123456789012345 123456789012345678901234567890121234567890123456789012345 “family values”? You may 123456789012345678901234567890121234567890123456789012345 123456789012345678901234567890121234567890123456789012345 123456789012345678901234567890121234567890123456789012345 123456789012345678901234567890121234567890123456789012345 123456789012345678901234567890121234567890123456789012345 discuss the answer with a 123456789012345678901234567890121234567890123456789012345 123456789012345678901234567890121234567890123456789012345 123456789012345678901234567890121234567890123456789012345 123456789012345678901234567890121234567890123456789012345 partner and reach a 123456789012345678901234567890121234567890123456789012345 123456789012345678901234567890121234567890123456789012345 123456789012345678901234567890121234567890123456789012345 123456789012345678901234567890121234567890123456789012345 123456789012345678901234567890121234567890123456789012345 collaborative definition. 123456789012345678901234567890121234567890123456789012345 123456789012345678901234567890121234567890123456789012345

Family Values

1) ___________________

___________________ ___________________

2) l ___________________ © ReadyEdPub i cat i ons ___________________ •f orr evi ew pur pos esonl y•

w ww

. te

___________________

3) ___________________

m . u

Find the title of two other films that are described as portraying family values. For each title, write a brief synopsis of the plot.

___________________ ___________________

o c . ___________________ che e r o t r ___________________ s super 4) ___________________

5) ___________________

___________________ ___________________

THE INCREDIBLES

VALUES 2

SHEET

ew i ev Pr

r o e t s Bo r e p ok u Work in pairs or small groups. Each pair or small group selects one S central value from the above list. Write a short play or “skit”

Teac he r

M M M M

SOME VALUES COMMONLY HELD IN OUR SOCIETY ARE: Respect – for self and for others; Support and compassion for others; Acting with integrity – being fair, responsible and honest; Co-operating with others.

demonstrating that value – or demonstrating the LACK of that value.

_____________________________________ _____________________________________ For example, for the value respect you could _____________________________________ act out someone eating _____________________________________ with good manners and _____________________________________ courtesy. Or you could _____________________________________ show disrespect by roleplaying a “put-down” or _____________________________________ critical remark. _____________________________________ Use the space here for _____________________________________ notes or pictures to help _____________________________________ you with your skit. _____________________________________ Perform the skits for the _____________________________________ rest of the class, group _____________________________________ or school. _____________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

w ww

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m . u

o c . che e r o t r s super

THE INCREDIBLES

VALUES - 3

SHEET

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Using the central values list (from Values 1 or 2), choose one value for each pair of students. With your partner, look for newspaper or magazine articles that illustrate that value (use the newspapers/magazines or use the Internet). Cut headlines, pictures, photographs or captions and paste them in a collage below.

w ww

. te

m . u

o c . che e r o t r s super

EXTRA! Choose a song that illustrates this value. Play the song for your group and/or search for the lyrics on the Internet.

THE INCREDIBLES

Animation!

SHEET

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_________________________ _________________________ _________________________ _________________________ _________________________

r o e t s Bo r e p ok u S

Animation is the corresponding film to live-action films. Any film that can be filmed live can be made using animation. There can be animated fiction films (like The Incredibles) or non fiction films.

ew i ev Pr

Teac he r

12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 The Incredibles is an animated film or 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 animation. Animated films are 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 different from live-action films 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 because of the type of work that is 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 done at the production stage. Instead 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 of continuously filming an on-going 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 action in real life and real time, 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 animators create a sequence of 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 images by shooting one frame at a 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 time. Between each shot, the 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 animator changes the subject being 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890 photographed. 12345678901234567890123456789012123456789012345678901234567890 12345678901234567890123456789012123456789012345678901234567890

_________________________ _________________________ _________________________ _________________________

EXTRA!

. te

_________________________ _________________________ _________________________ _________________________

m . u

w ww

Find out about the other types of animation and list and describe them in the spaces on the right.

o c . c e hande r You can gather cartooning drawing o t r s supe r details from many books and websites. _________________________ Draw and design your own “animated” super hero. You can use the space overleaf.

One interesting book is “No Rules Cartooning” by Cartoon Dave. (Puffin Books 2004, Dave Hackett)

_________________________ _________________________ _________________________ _________________________

THE INCREDIBLES

FORCE

SHEET

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MR. INCREDIBLE USES HIS STRENGTH AS A FORCE AGAINST HIS FOES.

r o e t s Bo r e p ok u S

Teac he r

Force is a push or pull upon an object that results from the object’s interaction with another object. Whenever there is an interaction between two objects, there is a force upon each of the objects. When the interaction ceases, the two objects no longer experience the force. Forces only exist as a result of an interaction.

ew i ev Pr

Strength is the physical or mental power that makes somebody or something strong and able to withstand pressure or force.

Let’s test your ability to build strength. Work alone or in pairs.

Materials:

20 large plastic drinking straws, reusable adhesive, e.g. Blu-tack®

1) Experiment with making a cube out of the drinking straws and the reusable adhesive. Make sure that your cube is even, with each face the same size. 2)

the same size as the base of your cube. Make the base first. Then fix four more straws to the base to make your pyramid.

m . u

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3) Apply force to your cube – push down gently with your hand, over the centre of your cube. Can you feel your cube begin to collapse? 4) Apply force to your pyramid – push down gently with your hand, over the centre of your pyramid. Can you feel how much more rigid your pyramid is – it does not collapse as easily.

. tethe o Why do you think c . pyramid shape has c e her r more strength than o t s super the cube? 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567 123456789012345678901234567890121234567

Do some research to check your answer and reasoning. What did you find?

THE INCREDIBLES

ANIMATION AGAIN

SHEET

CHINESE SILHOUETTES: Artists in ancient China often used silhouettes as a form of puppetry. These figures may be moved by hand or propped on sticks and moved. This can also be a form of animation.

r o e t s Bo r e p ok u S

Make your characters out of coloured paper. You will also need a pencil, a ruler and a pair of small, sharp scissors.

ew i ev Pr

Teac he r

1) Lay your piece of paper flat on the table. Fold it in half lengthwise and make a firm crease along the fold line. 2) With your pencil and ruler make a solid border around the non-folded edge.

3) Draw a character onto the paper, making sure that all the shapes in your drawing touch either the border or the fold. You can try Chinese characters or a simple character of your own design. 4) Keeping your paper folded, cut out the shapes you have drawn. Do not cut along the edges of the shape that touch the fold. 5) Cut away any areas you would like to discard, that may be between your character or shapes. This will give an open look to your silhouette.

6) Open up the paper, taking care not to tear it. You can now add details to your character or shapes. 7)

match.

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Plan your design here.

. te

m . u

8) You can attach pop sticks to each character for a moving silhouette. Or display your design by sticking it to a window and light will shine through.

o c . che e r o t r s super

THE INCREDIBLES

Movie Ratings - 1

SHEET

r o e t s Bo r e p ok u S

These films are for general viewing. However, G does not conclusively mean a children’s film because many of these productions contain content that would be of no interest to children. The content is very mild.

ew i ev Pr

Teac he r

The Films, Videos and Publications Act requires all films for public exhibition to be classified. There are five standard classifications which may sometimes have a cautionary note attached.

These films contain material that a parent might need to explain to younger children. The content is mild. These films contain material that requires a mature perspective. The content is moderate.

Children under 15 must be accompanied by a parent or adult guardian for the duration of the film in the cinema. Parental permission to see an MA 15+ film is not sufficient. People under 15 are not permitted to hire or buy films classified MA 15+. The content is strong.

w ww

m . u

Children under 18 cannot see these films in the cinema or buy or hire them. High impact content.

Find movies from the newspaper that fit the ratings below. Cut and paste their titles. Describe

. te

why you think each rating may have been granted.

o c . che e r o t r s super

THE INCREDIBLES

Movie Ratings - 2

SHEET

You have been asked by the the Office of Film and Literature Classification to re-design Australia’s rating system for movies or films.

r o e t s Bo r e p ok u S Current Rating Your New Rating Description

1) Research the rating system of another country and complete the table below. 2) Using your knowledge of ratings and rating differences between countries, design and describe a new rating system for movies in Australia. 3) On the back of this sheet, discuss why have you chosen this system and why you think it will work.

Teac he r

ew i ev Pr

w ww

. te

m . u

o c . che e r o t r s super

THE INCREDIBLES SHEET

Writing a Movie Review Have you ever read a review of a movie? Some places to look for reviews are the Saturday newspaper, magazines for children and adults, movie review www .imdb.com websites such as the Internet Movie Database (www www.imdb.com .imdb.com) and online .amazon.com stores that have reviews (e.g. www www.amazon.com .amazon.com).

r o e t s Bo r e p ok u UsingS the proforma below, write your own review of The Incredibles.

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Title of the movie:

Director/producer:

Title of your review:

In your opinion, should someone watch this movie? Why?

ew i ev Pr

Teac he r

.decentfilms.com and read a movie review of The Incredibles or Visit www www.decentfilms.com another G-rated movie.

w ww

What did you think of the animation and of the use of voice and music?

m . u

Give a summary of the plot:

. te o Finally, write a conclusion c . e and your general c feeling her r o t s and opinion of the movie. s uper

EXTRA! You may be able to publish your reviews on your school’s website.

THE INCREDIBLES

STEREOTYPES

SHEET

1) What is a stereotype? Use discussion and dictionary tools to define.

r o e t s Bo r e p ok u S

_________________________________________________________________________ _________________________________________________________________________

Teac he r M M M M

ew i ev Pr

2) Give examples of stereotypes that you find in books, stories, movies and television. For example, in the story Cinderella, the stereotype is that Cinderella (the female character) needs Prince Charming (a male character) to “rescue” her.

3) Give an example of a stereotype in the film The Incredibles. Give your reasons for selecting this action or character as “stereotypical”.

_________________________________________________________________________

m . u

_________________________________________________________________________

w ww

_________________________________________________________________________

4) Cartoon Tune-in

. te

o c . che e r o t r s super

Watch a cartoon on television. Cartoons are animations and are shorter in length than full-length animation films such as The Incredibles. Do you note any stereotypes? Jot down your ideas and then discuss with your classmates.

THE INCREDIBLES

“If everyone is special, no-one is special”

SHEET

Dash, a character in the film The Incredibles, states that “If everyone is special, no-one is.”

Teac he r

1) What do you think Dash means by that statement?

ew i ev Pr

r o e t s B r e ofollowing Interview two otherp people on this topic. Ask them the questions as o well as u other questions that you have added to the k list below. S

Person 1: ________________________________________________________________

Person 2: ________________________________________________________________

Person 3: ________________________________________________________________

2) Do you agree or disagree? Why or why not?

Person 1: ________________________________________________________________

Person 2: ________________________________________________________________

© ReadyEdPubl i cat i ons Question: _______________________________________________________________ •f orr evi ew pur posesonl y• Person 1: ________________________________________________________________ Person 3: ________________________________________________________________

Person 2: ________________________________________________________________ Person 3: ________________________________________________________________

m . u

w ww

4) Question: _______________________________________________________________

Person 1: ________________________________________________________________ Person 2: ________________________________________________________________

. te

Person 3: ________________________________________________________________

o c . che e r o t r s super

Present the findings of your interviews to your group. MDid the majority of people agree or disagree with the statement? MWere you surprised by the response? MListen to the findings of others in your group. You may also like to hold a class poll. FInd out if students in your class agree or disagree with the statement. Show your poll results on a class graph.

TEACHERS’ NOTES

r o e t s Bo r e p ok u S

GENERAL ACTIVITIES: Learning Through Movies

Teac he r

The sheets explore the following aspects of movies: character development character analysis

ew i ev Pr

Pages 41-55 contain general activities that can be used as follow-up activities for any film that your class may be studying. Many of the sheets can also be used as individual homework activities for movies that the students may have seen at home or at the movies.

plot development movie reviews

movies based on books

w ww

movie previews movie genres

. te

o c . che e r o t r s super

special features on DVDs, e.g. alternate endings movie study guides

m . u

movies based on real-life events

ACTIVITIES

Good and Evil - 1 1) Many films have a focus on good and bad characters; on heroes and villains; on troublesome situations or on a crisis or disaster. Name some movies that fit this model.

r o e t s Bo r e p ok u S

_________________________________________________________________________ _________________________________________________________________________

ew i ev Pr

Teac he r

_________________________________________________________________________

2) Are movies a good source of accurate information about history, society, and current events? Why or why not? In your response, use examples, if possible, of movies you have viewed.

My BASED ON A TRUE STORY © Read Ed P ub l i cat i ons What are some films in recent years that were based on real events? •Titanic) f orr evi ew pur posesonl y• (E.g.

_________________________________________________________________________

m . u

_________________________________________________________________________

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4) How did these films succeed or fail in presenting the facts accurately and in a realistic way? Use examples in your response.

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_________________________________________________________________________

o c . che e r o t r s super

5) How can movie viewers distinguish fact from fiction in movies?

ACTIVITIES

Good and Evil - 2 MTHIS SHEET CAN BE REPEATED FOR REVIEWING ANY NEW FILMS.

First, keep a log over the next week, of the movies and television shows that you view. Use the points below as a guide.

r o e t s Bo r e p ok Guidelines u S

Teac he r

For each movie or television show viewed, record the following. You may use a chart or write in paragraphs. Record your work on a separate piece of paper or in a notebook or journal. You may prefer to keep your log on the computer.

M M

Name of the show or film;

Description of the hero or heroes’ actions that cause them to be viewed as heroic;

1) What trends did you see? Is there a pattern to the hero/es or villain/s or crisis?

_________________________________ _________________________________ _________________________________

2) Were there more heroes of a certain race, ethnic group, gender, or age? Give examples.

. te

Description of character/s that would be considered the villain/s of the show or film. Make a note of race, ethnic group, gender, age, physical qualities;

_________________________________ 3) Were there more villains of a certain race, ethnic group, gender, or age? Give examples.

m . u

Description of character/s that would be considered as the hero/es of the show or film. Make a note of race, ethnic group, gender, age, physical qualities;

w ww M

At the close of the week, review your log.

ew i ev Pr

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_________________________________

o c . che e r o t r s super

If the show appears to have no heroes or villains, give an explanation of why you think this is – is it that it is not relevant to this particular show or film? Why?

_________________________________ _________________________________

4) How has television and movies had an impact on your views of different groups of people? _________________________________ _________________________________ _________________________________

ACTIVITIES

Reviewing a Movie MTHIS SHEET CAN BE REPEATED FOR REVIEWING ANY NEW FILMS. Have you ever read a review of a movie? Some places to look for reviews are the Saturday newspaper, magazines for children and adults, movie review websites, e.g. www.imdb.com, and online stores that have reviews, e.g. www.amazon.com.

Teac he r

Title of the movie:

Director/producer:

Title of your review:

In your opinion, should someone watch this movie? Why?

ew i ev Pr

r o e t s Bo r e p o u Using the proforma below, write your own review of a moviek you have viewed. S

w ww

What did you think of the animation or of the use of voice and music or sets and clothing?

. te Finally, write a

m . u

plot:

o c . c e r conclusion and yourh e o t r s super feeling and opinion of the movie.

EXTRA! On another sheet, choose a character from the film. Compare that character’s life/actions/ideals with your own. What do you think happens to some of the characters after the movie is over? 43

ACTIVITIES

The Movie Vs The Book MTHIS SHEET CAN BE REPEATED FOR ANY FILMS THAT ARE BASED ON BOOKS.

r o e t s Bo r e p o u k List some movies and the books on which they are based here: S

Teac he r

Many movies are based on books. Some examples are the Harry Potter movies, The Lord of the Rings trilogy and The Lion the Witch and the Wardrobe films.

______________________________________________________________________

ew i ev Pr

M M M

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1) Choose one of these movies to view. This may be done as a class or independently at home. Borrow the corresponding book from the library.

Complete the following:

Are there some obvious differences? Make some notes using the headings below.

w ww

_____________________________

2) Select one or two short segments of the film. Find the corresponding reading passages in the novel. The segment I have selected is:

. te

Characters (age, sex, appearance, number)

Dialogue (sequence, forms of expression)

m . u

_____________________________

o c . che e r o t r s super M

Actions and events (sequence, consequence to plot)

_____________________________

What possible explanation can you give for the changes made from book to movie?

_____________________________

______________________________

_____________________________

EXTRA! On the back of this sheet, list the effects of the changes on the understanding and enjoyment of the story.

ACTIVITIES

Movie Previews - 1 MTHIS SHEET CAN BE REPEATED FOR REVIEWING ANY NEW FILMS AND FILM PREVIEWS. Rent a video or DVD, and you usually find three or four previews – either before the feature film or in segments titled “special features” or “trailers” or “previews”. As you watch each preview, complete the boxes below: 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890

r o e t s Bo r e p okPreview 1 Title: _______________________________ u S Genre: ___________________________________________________

Teac he r

ew i ev Pr

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Characters: ________________________________________________ Setting: ___________________________________________________ Plot: _____________________________________________________

_________________________________________________________

© ReadyEdPubl i cat i ons Preview 2 Title: _______________________________ •f o rr evi ew pur posesonl y• Genre: ___________________________________________________ Characters: ________________________________________________

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Setting: ___________________________________________________

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Plot: _____________________________________________________

_________________________________________________________

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o c . Preview 3 Title: _______________________________ che e r o Genre: ___________________________________________________ t r s super Characters: ________________________________________________ Setting: ___________________________________________________ Plot: _____________________________________________________

_________________________________________________________

ACTIVITIES

Movie Previews - 2 MTHINK BACK TO THE PREVIEWS THAT YOU SAW. Write a short summary of one of these films, based on the information gathered from the previews. In your summary include everything you picked up from watching the preview. Discuss the sort of film you expect it would be.

r o e t s Bo r e p ok u S

_________________________________________________________________________

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Based on the previews, which Based on the previews, which © R e a d y E d P u bl i cat i o ns least movie would you most like to movie would you like to watch? Why? watch? Why? •f orr evi ew pur pose so nl y• ___________________ __________________ ___________________ __________________ ___________________ __________________ ___________________ __________________ ___________________ __________________ ___________________ __________________ ___________________ __________________ ___________________ __________________ ___________________ __________________ ___________________ __________________ ___________________ __________________

o c . che e r o t r s super

ACTIVITIES

What Are Your Thoughts on Movies? Have you ever completed a questionnaire in a magazine or online? Completing a questionnaire or survey often makes us think and gives us a picture of our beliefs and likes and dislikes. Complete the questions below and bring them to class to share in group or class discussion.

r o e t s Bo r e p Movie Survey ok u S

Teac he r

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1) What kind of movies do you generally prefer? (You can pick more than one.)

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Classics (1920s-1950s) Action/Adventure

Comedy Drama Romance Horror/Terror Mystery/Suspense Other

2) Name three movies that you really enjoyed. Give one reason, for each movie, stating why you enjoyed this movie.

______________________________________________________________________

© ReadyEdPubl i cat i ons M ______________________________________________________________________ •f orr evi ew pur posesonl y• Reason: ________________________________________________________________

Reason: ________________________________________________________________

______________________________________________________________________

3) What encourages you to see certain movies?

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Reason: ________________________________________________________________

actor/actress the director story reviews from movie critics tefamily friends acquaintances other o advice. from

c . che e r o t r s super

4) Name an actor or actress that you really like. Why do you like this person? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

EXTRA! You can photocopy this questionnaire and use it as a survey for a group of people – friends, family, neighbours. Compare responses.

ACTIVITIES

Write a Study Guide for a Movie MTHIS SHEET CAN BE REPEATED FOR ANY FILM.

Title of the movie:

r o e t s Bo r e p ok Year of production:u S Main actors: Type of movie:

ew i ev Pr

Teac he r

Director/producer:

(e.g. genre: animation, musical, etc.)

Rating:

Summary of movie:

(Has the film/actors/directors won any awards?)

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m . u

Awards:

MBACKGROUND INFORMATION (Is there any background information that would be helpful to know before watching the film? Research the information and write brief notes here):

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o c . che e r o t r s super

_________________________________________________________________________ _________________________________________________________________________

MDISCUSSION QUESTIONS (What questions could be discussed after

viewing the film?) Think about the content, the story line, comments on people or society or history: _________________________________________________________________________ _________________________________________________________________________

EXTRA! Share and swap your learning guide with others. 48

ACTIVITIES

Alternate Endings MTHIS SHEET CAN BE REPEATED FOR ANY FILM.

r o e t s Bo r e p oprovided? Have youu viewed a DVD that has an alternate endingk Sone and watch the alternate ending. List the title here. Try to find

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Many DVDs have alternate endings listed for a film, in the Special Features segment. One DVD that has an alternate ending provided is Spy Game, starring Brad Pitt and Robert Redford.

______________________________________

Choose a film you have watched recently – either in class or independently.

Think about the ending. MHow could the film end differently? MWhat would you change? MWould the ending be more or less dramatic? MWould it contain different characters or a different setting? MWould you include more or less humour?

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Description of the ending of the film:

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m . u

Summary of film:

o c . Write your che e r o alternate ending t r s s r u e p for the film: What do you think would happen next?

ACTIVITIES

Reporting on Film - 1 MTHIS SHEET CAN BE REPEATED FOR ANY FILM.

MSelect a film to watch. Have

Title of movie: ________________

r o t s Year ofe production: Bo ____________ r e p Director/producer:o _____________ u k S Main actors: __________________

the film approved by your parents and teacher.

MRent and watch the movie.

Teac he r

MFile your report using the headings below and on the following page:

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What is the conflict in this film?

ew i ev Pr

Even if you have seen the movie before, you should rent it and watch it again.

Movie genre: _________________

Rating: ______________________

How is the conflict resolved?

w ww

What was the filmmaker trying to tell us in this film? Is there a message or theme? Describe.

. te

m . u

o c . c e r Did you learn anything h e o t r s super from this movie? Discuss. What did you like best about the movie? Why?

What did you like least about the movie? Why? 50

ACTIVITIES

Reporting on Film - 2 Who was your favourite character in the movie? Why?

r o e t s Bo r e p ok u S

Who was your least favourite character in the movie? Why?

Teac he r

Which scenes did not seem to match reality? Why?

ew i ev Pr

Did all of the events portrayed in the film seem true? Describe the scenes that you found especially accurate.

Describe an action performed by one of the characters in the film. Explain why the character took that action. What motivated the character? What did this motivation have to do with the theme of the film?

w ww

m . u

Describe the use of colour in the film. How did it make you feel? Did it affect your viewing of the film? How would you have used colour in the movie? Would you have used it differently?

. te o Describe the sets used in the film. Was it filmed on location – if so, where? c What role did the sets . play in making the filmc flow? e her r o t s super Think about the use of music in the movie. Did it help the storytelling? Describe and discuss. In your response include how you would have used music in this movie.

ACTIVITIES

Reporting on Film - 3: Essays MTHIS SHEET CAN BE REPEATED FOR ANY FILM. 1234567890123456789012345678901212345678901234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012 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r o e t s Bo r e p ok u M S

Teac he r

While viewing the movie, identify any themes that are depicted in the movie. You can take notes. Use the space below. ___________________

Write a review of the movie. Here are some guidelines:

HEADING:

Include the title, year, genre, and the theme/s you identified in the movie. Identify as many major themes as you can. PLOT OUTLINE:

ew i ev Pr

Select a film to watch. Have the film approved by your parents and teacher. Rent and watch the movie. Even if you have seen the movie before, you should rent it and watch it again.

Give a brief description of the major characters and the storyline. This section should be one or two paragraphs.

___________________

RATING:

___________________

w ww

___________________

m . u

___________________

Discuss one or two of the themes that you identified in the heading. You can use quotes from the movie to illustrate points. You may also use other sources (research studies, magazine articles, etc.) to support your discussion.

M . t e o ___________________ c . che e ___________________ r o t r s uper ___________________s ___________________ ___________________ ___________________

End with a rating of the movie from 1 (terrible) to 5 (great). Give reasons for your choice.

Type up your review on the computer and display.

ACTIVITIES

Movie Response MTHIS SHEET CAN BE REPEATED FOR ANY FILM.

Think about the movie. What emotions or thoughts has it evoked for you? What was the theme/plot or message? ___________________

M M M M M M M M

a poem or book of poems journal responses and movie comparisons a short story an essay a piece of music or dance a model a quilt a piece of clothing some kind of artwork

ew i ev Pr

Teac he r

Create a piece of work in response to the film. This may be in the form of:

r o e t s Bo r e p ok u S M

Select a film to watch. Have the film approved by your parents and teacher. Rent and watch the movie. Even if you have seen the movie before, you should rent it and watch it again. This movie may be viewed in the classroom or at home.

w ww

___________________ ___________________

. te

___________________

experiences connected with the movie. Plan or sketch your response below.

m . u

___________________

o c . ___________________ che e r o t ___________________ r s super ___________________

___________________ ___________________ ___________________

ACTIVITIES

Reviewing Movie Reviews! MTHIS SHEET CAN BE REPEATED FOR ANY FILM. Read some recent movie reviews using either magazines or checking out some movie websites such as the Internet Movie Database (www.imdb.com)

r o e t s Bo r e p ok u S

Title of film:

ew i ev Pr

Teac he r

Visit www.decentfilms.com and read a movie review of a G or PG-rated movie. Complete the following.

What is the plot of this film, and what are the reviewer’s views of the plot? How did the reviewer feel about the actors’ and actresses’ performances?

Had you heard of this movie before reading this review? If so, did this review change your opinions of the movie, and why?

w ww

If not, does this review encourage you to see the movie, and why?

m . u

What specific descriptive words are used in the review to illustrate the writer’s opinions of the plot, acting, or other elements of the film?

. te o How do descriptive words illustrate a writer’s opinions of the plot, acting,c or other elements . che e of a movie in a movie review? r o t r s super How do movie reviews influence people to see or not see a movie? How do movie reviews differ from other types of newspaper articles?

ACTIVITIES

Films and Society MTHIS SHEET CAN BE REPEATED FOR ANY NEW FILMS. Complete the following:

r o e t s Bo r e p ok u S

What makes certain movies popular, and why?

What makes a movie “good,” in your opinion?

ew i ev Pr

Teac he r

How do films reflect the society in which they are created?

. te

m . u

w ww

Choose a current new release movie from the video store. Have the movie approved by your parents and teacher. Think about the questions above and write a response to the film. On the next page, or in Photoshop or another computer design program, create a new cover for the DVD or a new poster advertising this film. Plan your design here.

o c . che e r o t r s super

WEBSITES

M The Incredibles -

www.theincredibles.com (Official Disney Site)

r o e t s Bo r e p ok u S

www.pixar.com/featurefilms/incredibles/

M The Incredibles Trailers -

www.starwars.com/episode-iv/

M Star Wars: A New Hope -

www.starwars.com/

Teac he r

ew i ev Pr

M Star Wars Official Site -

www.decentfilms.com

M Decent Films Guide -

M Internet Movie Database –

www.imdb.com

www.amazon.com

M Amazon –

www.kidzworld.com (type “Movie © ReadyE dPubl i cat i ons f or ev e w pur posesonl y• M Movie• Reviews (byr kids) –i www.pbskids.org/zoom/fromyou/reviews/

M Movie Reviews at Kids World Reviews” into search bar)

w ww

M The Movie Mom – M Screen It! -

movies.go.com/parentpreviews/ www.movies.yahoo.com/mv/moviemom/

www.screenit.com/

. te

M Movie Rating Info -

o c . che e r o t r s super www.kids-in-mind.com

M Office of Film and Literature classification (Australia) www.oflc.gov.au/special.html

M Office of Film and Literature classification (New Zealand) www.censorship.govt.nz/

M Info on Movie Ratings -

m . u

M Parent Previews -