Utilizing Motion pictures for Education.

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Prologue to utilizing Movies as a part of the Balanced Literacy English Classroom
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Utilizing Movies for Literacy Agenda : Presenters Introduction: Joshua Stager Section 1: Lewis Michelson Section 2: Jenny Keller Section 3: Harold Watson Closing: Josh Stager

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Using Movies for Literacy Agenda : Presenters Introduction: Joshua Stager

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Introduction to utilizing Movies as a part of the Balanced Literacy English Classroom "We\'re not in Kansas any longer, Toto." "Life resemble a container of chocolates… " "I\'ll be back." "To be perfectly honest, my dear, I don\'t care the slightest bit." "Here\'s Johnny!" "Keep in mind the force of the dim side."

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Scary Statistics! Quite SCARY! As per www.hollywood.com , Scary Movie 3 earned $49,704,624 this weekend. Texas Chainsaw Massacre earned $14,725,000. Unnerving Movie is evaluated PG-13. Texas Chainsaw Massacre is evaluated R. Think about who\'s watching what…

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Positive Negative How to Merge Film with Text Engages understudies Breaks up repetitiveness Can be utilized to show key artistic terms/gadgets, for example, plot, topic, characters, theme, and so forth. Goes about as visual-treat for understudies Stimulates class examination Can be utilized as an out-line for in-class content assignments … The world is still content based Doesn\'t show sentence structure Threat of over-incitement Does not show understudies great written work strategies and, hence, is not a satisfactory mirror …

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Using Movies for Literacy Agenda : Presenters Introduction: Joshua Stager Section 1: Lewis Michelson

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A Pairing of Text and Film Oedipus Tyrannus and The Matrix Destiny versus self-determination In both stories we think about whether the fundamental character is in control of his predetermination. Both principle characters set off on their adventures because of outer impacts.

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Oedipus may never have ended up executing his dad and wedding his mom if the prophet had addressed his inquiry in a frank way. Rather, the prophet let him know he would execute his dad and wed his mom. Thusly, Oedipus fled from his new parents and came back to his natural guardians, inadvertently satisfying the prescience. Objective: Students will comprehend the term parallelism.

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Students will comprehend the expression, "parallelism". Section 2 Neo may never have broken the vase if the Oracle had not educated him not to stress regarding it. The prophet then tells Neo that he is not "The One", and that he will need to yield his life to spare Morpheus. Without expecting this was valid, Neo could never have done a reversal to spare Morpheus, which thus is the means by which he finds his actual powers and spares everybody. This recommends the prophet misled him. She let him know what he expected to listen. Consequently, we might trick ourselves when we think we are acting autonomously, in control of our own predeterminations.

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Why Use Film in the Classroom? Film can be and ought to be an approach to draw out the philosophical sides of our understudies, by making the "profound considerations" in our writings more open. At the point when instructors use film for this reason, understudies who were exhausted with the essential content already may not be, not that they see it\'s importance and why it is known as a work of art.

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Using Movies for Literacy Agenda : Presenters Introduction: Joshua Stager Section 1: Lewis Michelson Section 2: Jenny Keller

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Gun Control: A Multigenre Study

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Bowling For Columbine A Film by How does the media impact our feelings about brutality? Do you surmise that teenagers today are more rough or less fierce as an aftereffect of motion pictures, kid\'s shows, and news?

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7 Myths About Gun Control An Article by Jack Perrine (9/20/00) http://www.sas-aim.org/instruction/ninemyths.htm Myth #1 Guns are utilized for killing    Myth #2 Guns are perilous when utilized for security Myth #3 There is a pandemic of firearm viciousness

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Myth #4 Guns cause brutality Myth #5 The "Loved ones" error Myth #6 A mortgage holder is 43 times as prone to be killed or kill a relative as an intruder   Myth #7 The expenses of weapon savagery are high

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Tova C. Mixing In Silkscreen and pastel on paper, 24 x 36

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The Alternative Program Violence in the Media Collage and Paint on Paper, 24 x 42 THE ALTERNATIVE PROGRAM VIOLENCE IN THE MEDIA Story Behind the Mural In January and February of 2000, a few schools took an interest in a hostile to savagery instruction program at Harvard University Art Museums. The venture, titled, " Violence: Pain, Healing, and Understanding, " was shaped in conjunction with the Ben Shahn show, The Photography of Modern Times . Amid the instructive project, a gathering of tenth through twelfth graders from an option program at a Massachusetts secondary school made the arrangement wall painting, Violence in the Media . It affects the viewer not just with its bustling design and differentiating hues, yet too with its serious topic. The painting stands up to the portrayals of viciousness in the distinctive types of media we devour every day.

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PICTURE Tommy Dolby 9/2/70 – 2/19/90 by TAMMY L. TOBAC A LA Raiders top, turned in reverse Long cocoa hair, styled to flawlessness. Stunningly long eyelashes... the jealousy of the considerable number of young ladies. I.O.U. sweatshirts and dark T-shirts of substantial metal groups. Tight Levis, tore up knees, just the best sneakers. A major cocoa tape case with the greater part of the tapes Placed Meticulously in sequential order request. Earings and chains and wrist trinkets of silver Embellished with blades and weapons and crosses. The scent of Drakkar when he went into the room. Intense and cool all things considered. Touchy and delicate within… Picture Tommy.

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Using Movies for Literacy Agenda : Presenters Introduction: Joshua Stager Section 1: Lewis Michelson Section 2: Jenny Keller Section 3: Harold Watson

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Teaching Romeo & Juliet with Movies "Two family units, both alike in respect, In reasonable Verona (where we lay our scene) From antiquated resentment break to new uprising, Where common blood makes common hands unclean From forward the deadly loins of these two adversaries A couple of star-crossed sweethearts take their lives"

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The Mise-en-scene of Shakespeare Romeo and Juliet was a radical flight for the dramatist. Effective organizing of the play has depended on contemporary elucidations He was remarking on his contemporary world as much as the chronicled universe of Verona. Romeo and Juliet

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CLASSIC Romeo & Juliet of 1968 Director Franco Zeffirelli Influenced by 60\'s Idealism of Youth Movement Innocent sexuality

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MODERN Romeo & Juliet of 1996 Director Baz Luhrman Crafts a cutting edge life on the shoreline of a multi-social "West Coast" Relies vigorously on Hollywood iconography-including swimming pool love scene.

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Character Study-Juliet\'s Nurse 1996 Nurse A free yet insightful lady 1968 Nurse A sheltered jazzed sister

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The universe of Verona, Italy The universe of Verona Beach, California Compare and Contrast

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… as Romeo and Juliet. - the end Connect with Themes Relevant to Adolescents Such as the Effects of Impulsive Decisions All Images : http://www.romeoandjuliet.com/players And/http://www.laguna.k12.nm.us/r&j/

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Using Movies for Literacy Agenda : Presenters Introduction: Josh Stager Section 1: Lewis Michelson Section 2: Jenny Keller Section 3: Harold Watson Closing: Joshua Stager

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Finis Classical Themes Violence in Media Understanding the Mise-en-Scene Final Thoughts

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Using Movies for Literacy Group Presenters: Joshua Stager, Lewis Michelson, Jenny Keller, & Harold Watson October 28, 2003 Teaching English with Technology EDUC 1303N, Fall03 Doris Grasserbauer, City College of New York

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