The English Teacher

Analyzing Films as Literature

This form is used to help students analyze films as literature. The form could be used as an
in-class assignment, or also as a test. *Sometimes students put more effort or attention into
an activity which they think is more important such as a test. It is in two parts, but could
be used or adapted in whatever way seems most useful to the teacher.
The first part is to be filled out as the students watch the 'current' film. This technique of
taking notes as the film progresses, helps them to focus and pay attention. Also, their
attention can be focused on aspects of the film which the teacher would like to stress. The
second part could be answered from notes on the current film, or from notes on a
previously watched film.
I have used this form for 'A Man for All Seasons,' the Paul Scofield version, and 'Stand
and Deliver.'

VIDEO TITLE:
1. As you watch the video, list as many beginning conflicts as you can.
_________________________vs__________________________
_________________________vs__________________________
_________________________vs__________________________
etc.
2. When the video is over, choose what you think is the main conflict and explain the
reason for your choice in a complete sentence.
Main Conflict:
________________________vs_______________________
Support for choice: _____________________________________
______________________________________________________
______________________________________________________

3. Write one theme of the video.

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
4. Give some examples of foreshadowing
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
5. Explain scenery symbols.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
6. What do you think of __________ as a character and as a person?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Part II
From either _________________ or __________________ write the following.
A. Theme: [not the same theme as in Part I]
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

B. Two symbols: [not those used in Part I]

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
C. Describe two characters using the terms given in class notes:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

Return to the: Teaching Media page

The English Teacher

Newspaper Analysis - Sections
This form is a way of teaching the content of the sections of newspapers. I used it as a
classroom assignment and supplied the newspapers. This form asks that students become
aware of newspaper construction in that different sections usually contain the same types
of information each day, or each specific day. For instance, there might be a weekend
section, or a Sunday feature section. The form could also be used as a homework
assignment, or as a test.
Form Type I (NwsprFm1.EN3)
Name of Paper: _______________________________________________
Date of Paper: _______________________________________________
Type of Contents

Section A :
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Section B:
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Section C:
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Section D:
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Section E:
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Section F:
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Section G:
___________________________________________________

___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

Return to the: Teaching Media page

The English Teacher

Analyzing Films as a Genre
This form is used to help students analyze film as a genre. The form could be used as an
in-class assignment, or also as a test. However, it asks for such a careful analysis of the
film that it may be necessary to do as homework, or as a group project. Watching the film
in slow motion would help in some areas. It could be adapted in whatever way seems most
useful to the teacher.
I have used this form or a similar form for students to analyze professional movies and
also to analyze their own film assignments. It is not intended to be used as the only or final
film analysis tool in a media class.

Beginning Conflicts:
1. _________________________vs__________________________
2. _________________________vs__________________________
3. _________________________vs__________________________
4. _________________________vs__________________________
5. _________________________vs__________________________

6. _________________________vs__________________________
etc.
Character Sketches: How did your opinion of a character change as you watched the
movie?
Character:___________________________
First Opinion:_______________________________________
___________________________________________________
___________________________________________________
Second Opinion_____________________________________
___________________________________________________
___________________________________________________
Character:___________________________
First Opinion:_______________________________________
___________________________________________________
___________________________________________________
Second Opinion_____________________________________
___________________________________________________
___________________________________________________
Character:___________________________
First Opinion:_______________________________________
___________________________________________________
___________________________________________________
Second Opinion_____________________________________
___________________________________________________
___________________________________________________
SYMBOLS: Write the symbols in the film and what they represent or 'stand for.'
_____________________stands for________________________
______________________________________________________
_____________________stands for________________________
______________________________________________________

_____________________stands for________________________
______________________________________________________
_____________________stands for________________________
______________________________________________________
THEME: This movie is trying to say that people should:
___________________________________________________
___________________________________________________
___________________________________________________
because of what happens in the movie, such as
___________________________________________________
___________________________________________________
___________________________________________________
MOOD:
What mood[s] does this movie cause viewers to have? How does it do that?
Beginning of film:
----------------------MOOD------------------------------CAUSE
_____________________________-______________________
_____________________________-______________________
_____________________________-______________________
_____________________________-______________________
Middle of film:
----------------------MOOD------------------------------CAUSE
_____________________________-______________________
_____________________________-______________________
_____________________________-______________________
_____________________________-______________________
End of film:
----------------------MOOD------------------------------CAUSE
_____________________________-______________________
_____________________________-______________________

_____________________________-______________________
_____________________________-______________________
DIALOGUE:
Does the dialogue fit the characters and the situation they are in? Give an example.
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
CAMERA VIEWS: 5 Minute Analysis
From scene _________________to scene ____________________
How many times does the camera change angles in 5 minutes?_______________
How many distant shots in 5 minutes?____________________
How many close-ups in 5 minutes?_______________________
Angle Analysis:
Does the camera "aim up" at some characters and "aim down" at others? _______
Which characters:_____________________________________
Explain the possible effect and significance of these camera angles:
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
CLIMAX:
Who wins the main conflict?___________________________
How is this shown?

___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Would you recommend that anyone else watch this film or video?
___________________________________________________
Why do you have this opinion?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

Return to the: Teaching Media page

The English Teacher

Newspaper Article Content
This form is designed to teach basic newspaper article content using the newspaper as a
textbook. In basic newspaper article construction, each article contains the 5 W's and an H.
In other words it contains information regarding, the who, what, when, where, why, and
how of the article. These elements are usually found in the first paragraph and then
expanded upon in later paragraphs.
Instead of lecturing a class continually on basic article content, the students can discover
for themselves this fact. And they can usually retain the concept longer if they confirm it
for themselves. Then when students write their own newspaper articles, the teacher or
editor, has less concern whether or not the basic story elements are there.

Form Type II (NwsPrFm2.En3)

Name of Paper: ___________________________________________________
Date of Paper: ____________________________________________________
Section_____ Page____
Outstanding Feature Or Story
Title:_______________________________________________
Who: ______________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
What: ______________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
When: ______________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Where: ______________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Why: ______________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
How: ______________________________________________

___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
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The English Teacher

Writing Dialogue Form
The following dialogue sheet can be used to teach students to include the basic
characteristics of good dialogue in their own writing. The form may be modified to
include whatever characteristics the instructor desires.
The teacher may want to use the dialogue analysis form found on the Teaching Literature
page before using the one below as a dialogue writing tool.
Writing Dialogue Sheet
(WrtDialg.Eng)
*NOTE: Dialogue is a conversation between 2 or more characters.
A. Write some dialogue that gives clues to a character's occupation,
___________________________________________________
___________________________________________________
___________________________________________________
Explain your choice. ___________________________________________________
___________________________________________________
___________________________________________________
B. Write some dialogue that gives clues to a character's nationality?
___________________________________________________
___________________________________________________

___________________________________________________
Explain your choice. ___________________________________________________
___________________________________________________
___________________________________________________
C. Write some dialogue that gives clues to a character's social position or social class?
___________________________________________________
___________________________________________________
___________________________________________________
Explain your choice. ___________________________________________________
___________________________________________________
___________________________________________________
D. Write some dialogue which advances the action by relating to a conflict? (Include ____
vs ____ in the explanation.) Write two examples.
Example one: ___________________________________________________
___________________________________________________
___________________________________________________
Explain your choice. ___________________________________________________
___________________________________________________
___________________________________________________
Example two: ___________________________________________________
___________________________________________________
___________________________________________________
Explain your choice. ___________________________________________________
___________________________________________________
___________________________________________________
E. Write some dialogue which contains conversational give and take? (Where the speakers
talk back and forth.)
Write three examples:
Example one: ___________________________________________________
___________________________________________________
___________________________________________________
Explain your choice. ___________________________________________________
___________________________________________________

___________________________________________________
Example two: ___________________________________________________
___________________________________________________
___________________________________________________
Explain your choice. ___________________________________________________
___________________________________________________
___________________________________________________
Example three: ___________________________________________________
___________________________________________________
___________________________________________________
Explain your choice. ___________________________________________________
___________________________________________________
___________________________________________________
F. Write some dialogue which reveals something about the character and personality of the
speaker? Write two examples.
Example one: ___________________________________________________
___________________________________________________
___________________________________________________
Explain your choice. ___________________________________________________
___________________________________________________
___________________________________________________
Example two: ___________________________________________________
___________________________________________________
___________________________________________________
Explain your choice. ___________________________________________________
___________________________________________________
___________________________________________________
Return to: Teaching Creative Writing

The English Teacher

Teaching Description and Visualization
UNIT: FOUR VISITORS [Focus: Description, "Visualization" with the 5 senses]
The idea for this unit came from a humorous story that I heard on the radio. Two young
men living in the South dare each other to spend until midnight in a large old deserted
haunted house. One decides to do it and as he waits in an upstairs room with shrimp
cooking in a pot of oil in the fireplace, he has four visitors. They come at 9, 10, 11pm and
midnight respectively. Each one is scarier, larger, and more awesome than the preceding
one, with the description of each using the five senses.
From this story I gained the idea for the following assignment: The students should set up
the story with the barest of plots... generally one paragraph explaining why they are
having visitors. The description should comprise 85%-90% of the paper. The visitors can
range from good to best, or, bad to worst. The writing should be controlled so that the
gradations are evident. This gradation requires much more control in writing than a simple
writing of four descriptions. The class should be told that this is Not a fashion commentary
and also should be done with awareness not to bring a focus on anyone in the class. The
assignment is generally 2+ typewritten pages.
-Points for students: they can highlight their printed out descriptions with a highlighting
pen- yellow or orange on their rough draft. That way they can see how much actual
description went into the paper. Also the teacher can highlight the description when
grading the final draft so that the students can see what was focused on, and perhaps the
reason for the grade.
Some students may find this a challenging assignment. To help them begin, the instructor
might suggest that the students use 1 sheet for each of the 4 visitors. On 1 side of the paper
draw circles to list the character's qualities in, remembering the 5 senses. The students
should look for degrees of change and arrange the characters appropriately. *They can use
metaphors and similes to express the 'inexpressible' (but not to the extreme.)
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The English Teacher

Narrative Writing
UNIT: BLIND/DEAF EXPERIENCE [Focus: Narrative Writing]
The students spend one hour either "blind" or "deaf" in a safe situation of their choosing
and then they write 2 pages, typewritten, first part, narrative and second part expositorywhat they learned from the experiment. They read the paper in class and then hand it in.
This is a good first assignment for students to read orally before the class. It doesn't
require much new writing skill but it does require involvement with the topic which is one
of the elements I look for when grading. The class gets involved in listening and begins to
learn proper listening skills.
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The English Teacher

Oral Quiz
Oral quizzes serve a number of purposes. When students are not reading their reading
assignments, the teacher may give them written quizzes to motivate the class to do their
homework. Depending on the class, the students may not be motivated by low grades to
do their reading. If that is the case, sometimes an oral quiz will create the motivation.
The quiz consists of three parts. In part one, the instructor calls upon students in some predetermined fashion such as alphabetically, reverse order, or working from the middle of
the class list to the beginning and the end, etc. Each student who is called upon tells part of
the narrative, in chronological order. That is, they have to know the story sufficiently well
to state what event comes next in the story. The teacher allows each student only enough
answer time to determine their familiarity with the story. [In this way, each has a 'first'
chance.] If the order of students is changed each time, the class will not read just the first
part of the story, or that section they may be called upon to know.
When they have all been called upon the 'first time,' then anyone who knew enough to
answer in the first round can volunteer a detail from the story not mentioned in the first
round. [NOTE: If anyone can participate in the second round whether they knew the story
well or not, students will only scan the story for a few specific details.] In the 'second'
round these details do not need to be in chronological order. The first who answer may not
be too challenged but eventually as details are 'used,' the oral quiz becomes more
challenging. No one should be allowed a third turn until all have had a chance to answer in

the second round.

Then when all students have had a second turn, a third round is started. Students who
successfully answered the second round, can volunteer an answer for the third round. The
third round usually tests everyone's memory and the students who can answer those
'questions' feel satisfied with their work.
They receive a 'C' for a successful first round question, a 'B' for the second round, and an
'A' for the third round. After you give the first quiz of this type some students may feel
that it was unfair since they didn't know what to study for, etc. Tell them the first quiz was
mainly practice, but you will be doing it again and now they know how the procedure
works.
There are two factors to consider when giving this type of quiz. First, it does work better
than written ones because the whole class knows who has studied and those students who
haven't, and many don't want everyone to know that they haven't studied day after day.
Also those who complain about the teachers' unfairness or bias for their low grades don't
have that excuse because everyone can see for themselves how prepared the 'complainer'
is. The second factor is that the teacher has to know the story very well to conduct this
type of quiz. The teacher can not go to the book or notes to check details that students are
expected to know without them.
In summary then, this oral quiz works quite well in motivating a class to read their daily
homework assignments.
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The English Teacher

Working with Groups
Groups have to have adequate time to prepare to succeed. This time includes time for all
to study the material and time for a modeling activity by the teacher. Then the teacher
should give a grade to the group and to the individual. Otherwise the A' students carry the
work load to keep their semester grades up and everyone gets an equal grade.
Groups are chosen by a variety of methods. The most common methods are to either let
students choose their own groups or to group them according to ability. Allowing students

to choose their own groups may result in some people being left out and those who don't
relate well to any group being left to work together. Grouping by ability so that there are
some capable students in each group usually works well. If you choose the groups, you
may unknowing place those students with past relationship problems together. You may
then expect them to learn to work together, but be aware that you may not be able to leave
the room with such groupings, or even put your attention somewhere else. You may also
select the groups by drawing names, numbers, etc. Most students accept the fairness of a
random selection, especially if a student draws the choices, but dysfunctional groups may
result. In my experience, I wait until I know the class and the individual students before I
begin group work and then I select the groups. And I keep a record of the groups and
which groupings were most successful. However groups are chosen, don't allow members
of one group to talk to members of another group or your group dynamics will be
considerably less effective.
Groups where students each do work in their established skill areas may accomplish a
good project, may demonstrate good collaborative skills, may gain recognition for the
students, but may not accomplish much growth in students' abilities. A class which is
totally project oriented may result in a student spending a semester without broadening
academic or other desirable skills. An art student may only draw, a music student may
only supply the sound, etc.
If the entire class can not work profitably doing group work, then cease that activity. If
only one or two groups are not working profitably, then decide whether the other groups
are benefitting enough to have the two unproductive groups continue in their actions.
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The English Teacher

Ending Class Strategy
When I began allowing five minutes at end of class for the students to put their supplies
away and talk, some benefits resulted. The class paid attention to what I was saying and
teaching up until I finished. They knew that they would get the chance to let their friends
know some important news, etc. The stress of my watching students watching the clock
stopped. They even forgot to look, trusting that I would give them the time that they
needed. I seldom have to remind students that they don't need to get ready to get ready to
end class. That is they don't need to put away their books etc., to get ready to sit there for

five minutes.
The students should remain in their seats until the bell rings. If they are allowed to stand
and visit, soon they will be waiting at the door, then the door will be open, then they will
be standing in the hall, then they will be leaving early, then you will be stressed. Also if
they are not allowed to wear their hats in class, they should not put them on until the bell
rings, and they should not be allowed to hold them just above their heads until the bell
rings or you will be stressed waiting to see if the hat goes on before the bell.
After I instituted this ending class policy, [and after I realized that I didn't have to be in
-total- control of the class from 'bell to bell'] my discipline referrals cut down by 50% and
my stress at the end of class by much more than that,.
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