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BELL RINGER

BELL RINGER. Make a mind map. Take a theme you saw in yesterday’s show, and brainstorm in your map about all the ways that theme was developed—in song, dance, jokes, characters, set, or costume. . theme. ENC 1102. Lesson Goal:

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BELL RINGER

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  1. BELL RINGER Make a mind map. Take a theme you saw in yesterday’s show, and brainstorm in your map about all the ways that theme was developed—in song, dance, jokes, characters, set, or costume. theme

  2. ENC 1102 • Lesson Goal: • Students will brainstorm, draft, revise, and edit theme analysis essays on a drama. I’m looking for a few more HAIRSPRAY ushers for Friday, Saturday, and Sunday. See me if you want community services hours! Bell Ringer: Log in! Pull up a word document! Start writing!

  3. Lesson Goal: Students will brainstorm, draft, edit, and revise theme analysis essays on a drama. • Your assignment is to write a review of the show you have just seen, “Hairspray.” You are writing to publish in EITHER a MHS school newspaper, OR in the Jackson County Floridan. A good analysis will take into consideration who your audience is. Who reads these publications? What do you think their likely reaction will be to this performance? Why?

  4. Lesson Goal: Students will brainstorm, draft, edit, and revise theme analysis essays on a drama. • Create a review based on theme. You will be arguing that this performance IS or IS not worth seeing, and your main reason will be theme. • Does this mean that acting, singing, dancing, dialogue, set, lights, and sound are NOT important? Of course not. Those are all part of the show, and part of your review. But your concentration will be on how all of those things helped bring a MESSAGE to the audience.

  5. Lesson Goal: Students will brainstorm, draft, edit, and revise theme analysis essays on a drama. • Come up with a snappy intro. You know, the old “grabber” thing. Your intro should include when, where, and with whom you say the show, the title of the show, and who put it on. • At some point, the director’s name should be in the review. You might also include choreographers, actors, technicians, and musicians.

  6. Lesson Goal: Students will brainstorm, draft, edit, and revise theme analysis essays on a drama. • How You Might Structure Your Paper: • I. Intro • Include when, where, and what show you saw • Include your thesis—why your audience should or should not see the show, theme based • II-III. Body paragraphs. • Discussion of a theme in the show, with support from dialogue, action, lyrics, set, etc. • IV. Conclusion • Restate your thesis, tell when the show runs and how to get tickets (box office or on line)

  7. Lesson Goal: Students will brainstorm, draft, edit, and revise theme analysis essays on a drama. • An angle to take MIGHT be all the MHS students and alumni involved in the show. Think about how that could grab a reader, or help the reader invest in the show.

  8. Lesson Goal: Students will brainstorm, draft, edit, and revise theme analysis essays on a drama. • It is okay to develop your own personal voice in this essay. You may use the words “I” and “you” when you are specifically talking about your reaction or how speaking directly to your reader. Talking about your own reactions, emotions, and responses to the show is appropriate.

  9. Lesson Goal: Students will brainstorm, draft, edit, and revise theme analysis essays on a drama. • How to Organize: Model 1

  10. Lesson Goal: Students will brainstorm, draft, edit, and revise theme analysis essays on a drama. • How to Organize: Model 1

  11. Lesson Goal: Students will brainstorm, draft, edit, and revise theme analysis essays on a drama.

  12. Lesson Goal: Students will brainstorm, draft, edit, and revise theme analysis essays on a drama. • Use songs and dialogue lines to support your statements. • Feel free to call on American History • If you talked with actors/crew before or after the show and they had anything of significance to say, use it! • Use your programs for reference. • Tomorrow, I will have lyrics on the common drive.

  13. Lesson Goal: Students will brainstorm, draft, edit, and revise theme analysis essays on a drama. • Thesis Statement: The effective thesis statement, and therefore, the effective thematic review, will tie the past to the present. For example, if you are discussing inter-racial dating, your thesis might make the claim that watching the struggles of Penny and Seaweed does/does not look different from the struggles of an inter-racial couple today, in Jackson County, Florida.

  14. Lesson Goal: Students will brainstorm, draft, edit, and revise theme analysis essays on a drama. P. S. Wouldn’t the world be a better place if we could all just sing a little song, step a little dance, and have all our society’s issues disappear while we shake it and declare, “you can’t stop the beat?” And wouldn’t it be nice if even the bad guys like Amber and Velma ended up happily joining in at the end? And wouldn’t it be nice if girls like Tracy really COULD get on the Corny Collins Show? Or get the guy? And if we could all just get along?

  15. Lesson Goal: Students will brainstorm, draft, edit, and revise theme analysis essays on a drama. Do you think we are any closer to curing prejudice today than we were in the 1960s? And is the vision presented in HAIRSPRAY a real possibility, or is the happy ending a big lie?

  16. Lesson Goal: Students will brainstorm, draft, edit, and revise theme analysis essays on a drama. • critique throughout the review • support your opinions with examples • point out strengths as well as weaknesses   • compare and contrast the work being reviewed with works readers may be familiar with and with other works of the author. • don’t reveal too much of a play’s or movie’s plot; a review is not a synopsis, nor do you want to give away too much • begin a review with an opinion • give credit to work, talent and skill

  17. Lesson Goal: Students will brainstorm, draft, edit, and revise theme analysis essays on a drama. • sarcasm, satire and ridicule are a consideration when you deem a work a travesty, a rip-off or really, really awful • don’t be mean; even a well-deserved panning must not be mean-spirited • even something not very good may require a kind or tender review – yet, still, an honest one • your readers are your main responsibility; but you must be fair to those you write about

  18. Lesson Goal: Students will brainstorm, draft, edit, and revise theme analysis essays on a drama. • write conversationally; always have your audience in mind; you must hold them • recreate the experience of a live concert for the reader who wasn’t there, and have the reader who was there,  think, “Yes, that’s what it was like!” • don’t let your prejudices influence your review • if you are ambivalent, say so; ambivalence is ever-present in taste and opinion

  19. Lesson Goal: Students will brainstorm, draft, edit, and revise theme analysis essays on a drama. • write concisely, but write richly • develop and use a broad vocabulary • use allusions, similes, and other literary techniques • experiment with writing styles • mix colloquial, informal and formal language; slang, too • make humor a part of your style • don’t write to impress • be informative; be persuasive; be interesting; be engaging; be readable

  20. Lesson Goal: Students will brainstorm, draft, edit, and revise theme analysis essays on a drama. • do your homework; produce knowledgeable reviews • add to your readers’ knowledge, appreciation and understanding • care deeply about standards and quality in the arts • know your field; become literate in all the arts; learn a lot; be passionate about your interest ineld; become literate in all the arts; learn a lot; be passionate about your interest in, and love for, the arts

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