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Pleasantville Essay Assignment

Product Description

TEACH ACADEMIC AND CRITICAL THINKING SKILLS USING FILM

A 91 page COMPLETE unit on the film! It is the perfect film to use in an English, History, Sociology, Philosophy, and Film course. This unit has the similar set up as all units in the Academic Lessons store. NO "FLUFF": This unit focuses on LITERARY DEVICES, SKILLS APPLICATION, and FILM ANALYSIS. Unit includes viewing guide questions and quizzes, literary analysis activities, and AP style tests and essays. Includes a sample essay. Colored stills from film are on handouts.

* 4 POWERPOINTS
* 18 READING/ANALYSIS SHORT ANSWER QUESTIONS (based on Bloom's cognitive levels)
* 86 VIEWING QUESTIONS
* 62 VIEWING/READING/LITERARY ANALYSIS MULTIPLE CHOICE QUESTIONS
* 14 FOCUSED ACTIVITIES (Individual or group work)
* 4 READER RESPONSE ESSAY QUESTIONS
* 2 FIVE-PARAGRAPH ESSAY PROMPTS
* 1 AP STYLE PROMPT
* 1 AP STYLE PASSAGE TEST (analysis/application of skills)
* EXAMPLE LITERARY ESSAY ANALYSIS ON FILM

Editable PowerPoint and Microsoft Word document files are included. Edit the materials to suit your needs. The Word files are version 2003 .docx files. Includes PDF files of all the materials as well.

POWERPOINTS: great for guided instruction

DETAILED ANSWER KEYS: all questions, including short answer and essay analysis have detailed answer keys

STUDENT SAMPLE ESSAY ANALYSIS: could be used as a model essay to help students revise their own essays

HANDOUTS: designed to accommodate group work, independent study, and class discussions

OBJECTIVES: variety of prewritten objectives to choose from in order to cover all teaching styles and methods

ACTIVITY GUIDE QUESTIONS: includes these categories: Comprehension, Application, Analysis/Synthesis, Universal Theme, Reader-Response and Across the Curriculum/Subject Connection (based on Bloom’s cognitive levels) The Reader-Response questions could be used for timed and journal writing.

FOCUSED ACTIVITIES: can be used with the Activity Guide questions or as separate assignments. These focused activities are an extension of the questions used in the Activity Guide handouts for skills reinforcement.

VOCABULARY: designed so the students must pay close attention while reading in order to identify the words from the work. The Vocabulary quizzes are designed to assess whether the students have learned the basic definitions of the words.

TEXTS AND QUIZZES: different levels of tests and quizzes. The multiple-choice tests assess both comprehension and application of basic skills. The passage tests have the same format and question design as the Advanced Placement Literature and Language tests.

ESSAYS:
Reader-Response paragraph writing assignments

Five-Paragraph Formula essay prompt-gives suggestions for the organization of each body paragraph in connection with a given theme

Advanced Placement style essay prompts-designed with the same structure as the Advanced Placement essay prompts on the AP tests.

TABLE OF CONTENTS

FILM ESSENTIALS
• Key Devices: allusions, characterization, clichés, conflict, connotation, irony, juxtaposition, loose pronoun reference, parallel structure, motif, personification, repetition, setting, symbolism, syntax, theme
• Film Terms List
• Instructional Objectives
• Character List (includes film stills)
• Film Language and Techniques (includes film still examples)
• Film Language and Techniques Practice
• Film Language and Techniques Practice Key

VIEWING GUIDE QUESTIONS
• Section One
• Section Two
• Section Three
• Viewing Guide Questions Keys

ACTIVITY GUIDE QUESTIONS
• Activity Guide Questions
• Answer Key

FOCUSED ACTIVITIES
• Credits and Opening Montage
• Common Film Techniques Used in Pleasantville
• Brainstorming and Making Connections
• Juxtaposition of Scenes
• Connecting Allusions to Theme
• The Paintings and Significance
• The Paintings Activity
• Symbols
• TV Repairman
• Significance of Name and Titles
• The Mural
• The Music
• Focused Activities Answer Keys

TEST ITEMS
• Film Language and Techniques Quiz (18 multiple-choice questions)
• Plot and Analysis Quiz Multiple Choice (34 questions)
• Passages with Multiple-Choice Questions (Advanced Placement format) (17 questions)
• Multiple-Choice Tests Answer Keys

WRITING ASSIGNMENTS
• Viewer-Response Essay
• Five-Paragraph Formula Essay: Symbols and Themes
• Five-Paragraph Formula Essay: Character and Themes
• Advanced Placement Essay Style Prompt
• Example Advanced Placement Style Student Essay
• Advanced Placement Essay Evaluation Rubric

Copyright 2014 by Academic Lessons. All rights reserved. Only the student materials in this teaching unit may be reproduced multiple times for use in the purchaser’s classroom.

Answer Key

Included with rubric

Teaching Duration

3 Weeks

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Essay on Pleasantville - Change

1449 WordsApr 8th, 20116 Pages

The movie ‘‘Pleasantville’’, written, produced and directed by Gary Ross, approaches a period in America’s history which subsequent generations idealise as a better and more stable society. He portrays this time period of the 1950s as a time when people and life were less complicated; a time when everyone knew their place in society. However, as the film ironically shows, this was a time when people were more ignorant, racist and most certainly sexist. Ross demolishes this illusion of the great 1950s American society by showing how its defects are gradually changed from black and white to colour. Ross shows that ‘change is inevitable’ once a catalyst for change is added to the ordered life of “Pleasantville”. Once David and Mary-Sue begin…show more content…

Throughout the romantic scene between Skip and Mary-Sue, the viewer notices that Jennifer, as her ‘Pleasantville’ character, Mary-Sue, is the original catalyst of change within “Pleasantville”. Without her intervention change would not have been inevitable in “Pleasantville”. This intervention, however, was not a one-way process. The viewer also can note that Jennifer originally hated “Pleasantville” but grew to accept it. This is clearly shown in the scene “From the Tree of Knowledge” (01:10:00), where Jennifer puts on the coat, a symbol of “Pleasantville’s” old fashion dress. Supposedly because of the chill from the coming storm, she willingly puts on what she originally first stated she would never wear. This act was the initiator of her changing attitudes. Further by putting on glasses that symbolize “nerdiness”, reading a book and rejecting an offer to go out because she “has to study’, Jennifer shows that ‘Pleasantville’ is changing her into Mary-Sue. The arrival for the first time of a thunderstorm and rain to ‘Pleasantville’ is a symbolic technique by director Ross to imply that those who embraced change had their former selves “washed away.” So Mary-Sue, Bill and many of the teenagers become “coloured” people after the storm. They become different people no longer “normal” residents of “Pleasantville.”

Bud is the second catalyst of change, yet most of the time when he does inflict change upon ‘‘Pleasantville’’ he does so

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