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WHOD:Whodunit? Mystery and Suspense In Literature and Film WHOD:Whodunit? Mystery and Suspense In Literature and Film

WHOD:Whodunit? Mystery and Suspense In Literature and Film - PDF document

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WHOD:Whodunit? Mystery and Suspense In Literature and Film - PPT Presentation

DAY Objectives MORNING AFTERNOON EVENING 1 MON 630 Week 1 Objectives Students will be able to SWABAT identify literary conventions discuss a text146s medium of publication list basic ele ID: 455788

DAY Objectives MORNING AFTERNOON EVENING 1 MON 6/30 Week Objectives Students will

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WHOD: Mystery and Suspense in Literature and Film: Syllabus Outline DAY TOPIC / OBJECTIVES LESSON DETAILS / TIME 1 With all class READINGSstudents will discuss and explore: Genre Vocabulary Point of View Tone Plot Theme Emphasis on close reading for comprehension and marking and defining vocabulary words Through group ACTIVITIES, students collaborate and share as a class, encouraging each other in a common goal. The activities are to be generally creative and fun while still closely tied to the material and to encourag Morning: Student / Staff introductions. Favorite mystery/thriller story or film. Why do you like it? (20 mins) Overview of course and discussion of class goals and rules. Review JHU CTY honor code and sign CTY technology contracts (20 mins) ACTIVITY: Make name tag posters with student's detective or villain alter ego pictured, tape to the desk (30 mins) ITING: PreAssessment essay: What is a mystery? What elements, story Afternoon: ACTIVITY: Working in pairs, students create the front page of a newspaper Class VIEWINGS are designed to build on the principles introduced through lectures about film structure Brief discussion of the show’s style and tone choices: do they add to the story? (20 mins) Evening study: READING: Read in class Poe’s “The Masque of the Red Death” and discuss. What is happening here? How do the details of description in color, costume and word choice contribute to the story’s atmosphere and mood? What is the story’s themewhat is Poe saying? Discuss imagery and symbolism. 1 WHOD: Mystery and Suspense in Literature and Film: Syllabus Outline DAY TOPIC / OBJECTIVES LESSON DETAILS / TIME mins) ACTIVITY: Students finish their news story pages. 0 mins) 2 Morning: Students present their “TellTale Heart” news posters. (25 mins) physical “tells” to identify lies: body language, gestures, inflection, etc. (20 mins) ACTIVITY: Play "Two Truths and a Lie," brief discussion of presenting a lie. Did students notice “tells” of their peers? (20 mins) : “20 Rules of Detective Fiction,” by S.S. VanDine. Introduce the term Fair Play. (15 mins) READING: Jacques Futrelle's "The Problem of Cell 13." Begin reading as a class, then continue silent readinStop reading before the solution on p. 49; list all the clues on the board. 0 mins) WRITING: JOURNAL ENTRY: With the clues provided, what do you think the solution might be? Might there be more than one solution? Students share their speculations afteompleting the journal entry. (30 mins) Afternoon: Logic puzzle: The Marble Jars (10 mins) READING: Read aloud the solution to "The Problem of Cell 13." Compare the solution with students’ hypotheses. Is this fair play? How satisfying is the author’s resolution and why? (50 mins) LECTURE/DISCUSSION: Defining a mystery. Students define elements that make up a mystery: questions to be answered, clues, solution, etc. Illustrate narrative arc of a mystery and apply it to mystery stories and conventional fiction. (50 mins) Evening study: LISTEN: Play the adaptation of “The TellTale Heart” by Rocky Coast Radio Theater. Students make a list of differences (in plot, character, tone, setting, details) from Poe’s source story. How do these changes affect the audience’s experience? (40 mins) 2 WHOD: Mystery and Suspense in Literature and Film: Syllabus Outline DAY TOPIC / OBJECTIVES LESSON DETAILS / TIME LECTURE: descriptive names in fiction. Examine etymologies of names like Grimesby Roylott (“The Speckled Band”), Draco Malfoy (Harry Potter(10 mins) CREATIVE WRITING ESSAY #1 (Begin) On separate note cards, students provide a location, a weapon, a victim's name and profession, a clue and a detective's name. Collect cards according to type, shuffle, and redistribute one group of five to each person. Each student writes a mystery or suspense story using these elements as inspiration. Each student brainstorms, then creates an outline which the instructor approves or suggests areas of improvement. Once approved, students begin the first draft. (60 mins) 3 Morning: Continue working on note-card mysteries (30 mins) LECTURE/DISCUSSION: Peer Review. What’s most helpful when you give feedback? Also discuss the importance of rewriting and revising. HANDOUT: Peer Review checklist. Students use checklist page when editing others’ work (looking for grammar, spelling, clarity, persuasiveness, etc.) (25 mins) Computer lab: type and revise, then proofread Note Card Mysteries. When students complete their draft, they read and evaluate a peer’s work using the checklist. (120 mins) Afternoon: Logic Puzzle: The Flower Room (10 mins) CTURE: Arthur Conan Doyle and the history of the Sherlock Holmes stories (10 mins) READING: Conan Doyle's "The Adventure of the Speckled Band." Begin reading aloud, continue silent reading. (60 mins) WRITING: JOURNAL ENTRY: Is this story fair play? What clues provided by the story strengthen your perspective? (15 mins) Discuss Close Reading points of "Speckled Band:" vocabulary, plot and tone, etc. Cover: detective story in first person bystander p.o.v. (Dr. Watson) and its advantages. (25 mins) 3 WHOD: Mystery and Suspense in Literature and Film: Syllabus Outline DAY TOPIC / OBJECTIVES LESSON DETAILS / TIME Evenin g study: READING: Silent reading of And Then There Were None, Chapters 1-4. Check with students individually, see if any are having difficulty keeping up or understanding the material. (50 mins) JOURNAL ENTRY: while reading, students list each character and leave space to write adjectives to describe each one. Is a person strong or shaky or calm or angry, e.g.? Students can also list descriptions the author uses in the text. ACTIVITY: cast and read aloud Susan Glaspell’s short play “Trifles.” (60 mins) 4 Morning: Logic Puzzle: Abraham Lincoln word puzzle. (10 mins) Discuss “Trifles.” What is the story's theme? Is it a detective story? How do the men's actions and views differ from the women's? What images/objects/relationships are you tracking? Introduce term Inverted Mystery. (20 mins) READING: group reading of Susan Glaspell's “A Jury of Her Peers,” the short story version of “Trifles.” Discussion of differences between texts, plot and approach. (30 mins) LECTURE/DISCUSSION: The Five Paragraph Essay. scuss thesis statement, supporting evidence, text analysis and quotation guides. (30 mins) HANDOUTS: Essay outline worksheet; description page CRITICAL ESSAY #1: “Trifles” persuasive essay. Students choose one of four topics of exploration from a topic list (handout) and begin to outline their thesis statements and supporting paragraphs. Instructor and TA visit students and help them craft their outlines. (105 mins) Afternoon: EXERCISE: As a class, students construct a thesis and essay outline for “The TellTale Heart.” Instructor writes the outline on the board and offers advice as students suggest the thesis and supporting evidence. (30 mins) ACTIVITY: Detection walk outside. On a walk across campus, students write down five observable facts (the name of the chapel, how many benches are outside a building, etc.). Back in the classroom, students divide into three teams, and are asked 4 WHOD: Mystery and Suspense in Literature and Film: Syllabus Outline DAY TOPIC / OBJECTIVES LESSON DETAILS / TIME questions based on the gathered facts. An exercis e in heightened observation. (80 mins ) Evening study: READING: Continue silent reading of ATTWN, Chapters 5-7. (50 mins) VIEWING: Simpsons episodes “Who Shot Mr. Burns?” Stop before solution, ask students for theories. Discuss whether the mystery was fair play and provided necessary clues to solve it. (60 mins) 5 Morning : Continue working on “Trifles” persuasive essay outline. (45 mins) Computer Lab: students peer review each other’s note card creative mystery and work to revise the draft. Instructor and TA provide feedback and assistance. (120 mins) Afternoon: READING: class reads aloud “The Possibility of Evil” by Shirley Jackson. Discussion of characterization, theme, and genre. What type of story is this? What are Miss Strangeworth’s motivations, and are we supposed to sympathize with her? Define sympathy and empathy. (60 mins) HANDOUT: defining the terms “mystery,” “suspense,” and “thriller” (10 mins) VIEWING: Watch a clip from The Birds. Discuss how filmmakers tell stories and build suspense without dialogue. Begin introduction of film techniques. Cover visual storytelling basics: the psychology of close-up, medium, and wide shots, lighting, composition, sound, editing, etc. (40 mins) Evening study: (Sunday Night) READING: Silent reading of ATTWN, Chapters 8-10 (50 mins) ACTIVITY: play six pieces of music, students write down their vote for "mystery," “thriller” or "suspense" music with each. Discussion afterwards covers tempo, rhythm, dynamics, melody repetition, major/minor chords, percussive sounds, etc. (45 mins) ACTIVITY: One more piece of music is played and students write down a paragraph of a short movie scene–with character names and plotthey think it would accompany. The class shares these story ideas. (20 mins) 5 WHOD: Mystery and Suspense in Literature and Film: Syllabus Outline DAY TOPIC / OBJECTIVES LESSON DETAILS / TIME 6 Morning: Burning the rope logic puzzle (10 mins) Continue working on note card stories; students finished with a draft exchange for peer review. (60 mins) Review elements of mystery as a group (30 mins) LECTURE: The British Cosy Mystery (to contrast with upcoming hard-boiled genre): attributes, authors, and genealogy—how did the work of Conan Doyle and Poe contribute? Brief bio of Agatha Christie (10 mins) Discussion of student character descriptions and whether ATTWN qualifies as a locked room mystery. How is it like and not like that genre? (15 mins) VIEWING: Identify the elements of a film scene (story, acting, costume, and the elements listed above) and list them on the board. Film clip from North by NorthwestStudents continue to discuss and examine film techniques to tell a story visually. (40 mins) Afternoon: WRITING: Work on “Trifles” persuasive essay thesis statement and outline. Once the outline is approved, students start their draft. (60 mins) VIEWING: Students are paired and watch scene from Vertigo, each pair responsible for examining one of the listed elements. Discuss how the elements work together to achieve a specific tone or style. (50 mins) Evening study: READING: continue silent reading of ATTWN Ch. 11-14 (50 mins) VIEWING: watch the first half of 1945 film And Then There Were None (60 mins) 7 Morning: ACTIVITY: American Haiku writing exercise. (Led by TA) (20 mins) READING: Finish ATTWN Chapters 15-16 and read epilogue as a class. Instructor meets with students individually during this time to hand back papers and discuss Essay #1. (40 mins) Students finish ed early with the reading are asked to choose a Poe or Doyle story and 6 WHOD: Mystery and Suspense in Literature and Film: Syllabus Outline DAY TOPIC / OBJECTIVES LESSON DETAILS / TIME read it or complete a journal entry on their thoughts of the novel’s ending. Class discussion of ATTWN for comprehension of ending and to ensure everyone finished. (15 mins) VIEWING: Finish watching film ATTWN. Discuss change of ending to “happy/romantic” one. Why would Christie choose to change her ending to the novel? 0 mins) CRITICAL ESSAY : students choose one of three topics about ATTWN: justice and ethics; compare and contrast of endings; class/race/gender disparities among characters. Instructor and TA help students develop their outline and fiparagraph content. (60 mins) Afternoon: Logic Puzzle: The Four Women word puzzle 0 mins) LECTURE: Hardboiled Detective Fiction. History of pulps, American v. British viewpoints, how did the genre come about? List attributes on the board and define terms: anti-hero, femme fatale, morality, action more than detection, Hammett and Chandler's output, etc. (20 mins) READING: Group re ading of “The Gutting of Couffignal” by Dashiell Hammett. After 10 pages, review terms of Hard-boiled genre, discuss style, voice, and characterization. Continue reading silently. (65 mins) Quick quiz on “Gutting of Couffignal” to gauge comprehension and close reading. (15 mins) Evening study: Discussion of “Gutting of Couffignal” and review of hard-boiled elements. (30 mins) LECTURE: film noir. Discuss noir philosophy, elements: emphasis on what isn't shown. How does it differ from hardboiled? Usually detective is not main character, more emphasis on psychology, desperate characters, etc. Where do the genres overlap? (25 mins) ACTIVITY: Students create title captions for 12 noir photos and then share them with the class. They choose one photo to write a one paragraph descriptive scene. (45 mins) 8 Morning: Continue working on Critical Essay #2 from outline. (50 mins) 7 WHOD: Mystery and Suspense in Literature and Film: Syllabus Outline DAY TOPIC / OBJECTIVES LESSON DETAILS / TIME Overview of James M. Cain and the post - war fatalism in American film and literature (15 mins) READING: Group reading of “The Baby in the Icebox” by James M. Cain. Discussion of plot and narrator’s relationship to characters and involvement in the story. (50 mins) Afternoon: (Off to attend 4 th of July Festivities ) Evening study: JOURNAL ENTRY: “Baby in the Icebox:” explore the animal imagery in this story and how Cain relates this imagery to the characters. What narrative impact does such a relation have on the characters? Do we see them as weak or strong depending on the animals that they’re paired with? (20 mins) READING: “The Case of Four and Twenty Blackbirds” by Neil Gaiman. Discuss where hard-boiled elements are found within the story (30 mins) CREATIVE WRITING ESSAY #2: after group brainstorming for story ideas, students choose a nursery rhyme or fairy tale and rewrite it as a creative detective story. Begin this project. (60 mins) 9 Morning: Logic Puzzle: The Barber Riddle (10 mins) READING: In class reading of “Rear Window” by Cornell Woolrich. Students finish the story reading silently. (90 mins) JOURNAL ENTRY: Is the narrator a hero or an antihero? What actions does he take in the story that would support your view? Discuss with the group. How does the author generate suspense? (30 mins) VIEWING: Clip from Hitchcock’s Rear Window. Discussion of subjective viewpoint. Which elements from the original story were included and which were changed? (30 mins) Afternoon: LECTURE: Overview of the elements of dramatic structure (protagonist, antagonist, obstacle, goal, etc.) Show examples from previous stories and stories from popular culture. (20 mins) ACTIVITY/PROJECT: Choose groups of 5 to 6 to begin Mystery Short Plays. Groups 8 WHOD: Mystery and Suspense in Literature and Film: Syllabus Outline DAY TOPIC / OBJECTIVES LESSON DETAILS / TIME brainstorm ideas, instructor and TA advise. Students work on a "pitch" that will let them proceed with a production. Work starts on ideas, casting, script. (90 mins) Evening study: WRITING ACTIVITY: (TA) Whodunit Taboo. Students must make class guess terms without using key words in the descriptions. (30) Continue to work on hard-boiled fairy tales (50 mins) VIEWING: “Bart of Darkness” episode of The Simpsons, a full parody of the story “Rear Window.” What elements of the story were included and what were changed? (30 mins) 10 Morning: ogic puzzle: The Dearly Departed (10 mins) In class: Peer review of drafts of students’ work to date. Students continue working on revisions of persuasive essays and creative stories. (40 mins) Computer Lab: type hardboiled fairy tale and ATTWN persuasive essay. Revise other work. (120 mins) Afternoon: Class review of mystery terms and elements. (30 mins) ACTIVITY: Candy descriptor writing exercise. Students suggest as many adjectives for candy as possible, and instructor writes these words on the board. Then students choose candy in secret and need to write a paragraph describing the taste without using any of the common adjectives listed; other students try to guess the candy from the description. (75 mins) Evening study: (Sunday night) VIEWING: Begin watching Billy Wilder’s version of James M. Cain’s Double Indemnity mins) Review noir terms and philosophy after the film (15 mins) 11 Morning: ACTIVITY: Groups continue to write script and rehearse mystery/suspense plays (100 mins) 9 WHOD: Mystery and Suspense in Literature and Film: Syllabus Outline DAY TOPIC / OBJECTIVES LESSON DETAILS / TIME WRITING: Computer lab. Students continue revising note card mystery scripts and type scenes; continue revising Essay #2 (60 mins) Afternoon: VIEWING: Finish Double Indemnity and discuss genre elements. (50 mins) Continue sharing note card mysteries in class (60 mins) Evening study: READING: Stephen King's "Quitters, Inc." Is this mystery, suspense, or thriller? Identify theme, tone, and imagery in text (70 mins) VIEWING: “Quitters, Inc.” segment from Cat’s Eye. Why did the director make different tonal choices? (40 mins) 12 Morning: ACTIVITY: Rehearsal of plays. TA and Instructor use outside locations to give groups more space. Groups create a production list: costumes, props, music, etc. (120 mins) READING: Poe’s “Cask of Amontillado.” Discuss vocabulary words, plot, personality of narrator through text inferences. (45 mins) Afternoon: LECTURE/DISCUSSION: Review of thesis structure and identification. Use a sample thesis from And Then There Were None to create a group thesis outline in class. (50 mins) WRITING: Computer lab. Finish Hard-Boiled fairy tale and revised “Trifles” essay (60 mins) Evening study: ACTIVITY: Group suspense story project – collaboration with Nuclear Science class (still working on lesson specifics) (120 mins) 13 Morning: Share hard-boiled fairy tales in class. (60 mins) Final rehearsal for play presentation. (45 mins) Performances of M ystery Short Plays! (RAs and available faculty invited) 10 WHOD: Mystery and Suspense in Literature and Film: Syllabus Outline DAY TOPIC / OBJECTIVES LESSON DETAILS / TIME Discussion of performances; secret ballot vote for the best in show . (60 mins) Afternoon: SPE’s (30 mins) ACTIVITYStudents are given three film stills of moments from a key scene in Dial M for Murder. Without knowing the context, students are asked to put the stills in order and then create a storyboard illustrating imagined moments before or after the film scene. In groups of four, students then create a storyboard of six frames, the three orig inal sti lls and three new drawings. (75 mins) Evening study: WRITING: Final Computer Lab: students finish ATTWN drafts, any other work. Exchange and offer peer review of work. (110 mins) 14 Morning: Finish and present “Dial M” storyboards. (30 mins) WRITING: Postassessment essay: What is a mystery? What elements, story types and characters define a mystery? How is mystery different from suspense or thriller? (30 mins) Begin sharing essays/stories by having volunteers read their work to the group (45 mins) VIEWING: Begin watching Clue film. (60 mins) Afternoon: READING: “The Absence of Emily” by Jack Ritchie. Read aloud in class. Students summarize the plot and the subtext every two pages (what is happening versus what is perceived). (50 mins) Students continue to read work aloud to share (30 mins) Pack up room, have students bring all books and materials back to dorms. (30 mins) Late afternoon : Students view work of all classes in site presentation display. 15 Morning: Finish watching Clueiscuss fair play and genre elements (45 mins) C lean up classroom, yearbook signing, tie up loose ends 11 WHOD: Mystery and Suspense in Literature and Film: Syllabus Outline DAY TOPIC / OBJECTIVES LESSON DETAILS / TIME Instructor prepares for parent conferences 12