Judith J. Katz
Essential Question: How do the narrative structure (plot) and the Mise-en-Scene keep us involved in the film?
A few things to keep in mind as you write:
· Some of the elements I expect to be included in the essay are: topic sentences, film based supporting evidence, a conclusion, and various basic grammatical ideals.
· I will take points off for slang unless it is quoted from a primary or secondary source.
· Students should expect to use the self-assessment rubric below to discover what they have covered in their review and what they still need to write.
· Your goal is to accrue 100 points before you read your essay to the class.
· You may have a peer edit your work and give you recommendations on how to improve your essay.
· Pay it forward: you may and even should peer edit the work of a fellow student.
· The elements are in three sections. Each section is worth a specific number of points in the completed essay.
· Take your time…I would rather see your thinking on paper, than see your first response on paper.
· Hint: the CCR section is worth the most points and may require the most thought.
· BTWyou will be reading this essay to the class.
Use the boxes to check off each item when you have completed it.
Section one is worth 30 points
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· I have written three paragraphs
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· Each paragraph has a topic sentence
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· Each paragraph has supporting evidence related to the topic sentence
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· Each paragraph has a conclusion that ties together the topic sentence and the supporting evidence.
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· I have written about one plot, either the main plot or a subplot
Each of the three items in section two is worth 20 points – whole section 60 points
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· I have identified and explored, in writing, the conflict of the film
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· I have identified and explored, in writing, the crisis (climax) of the conflict
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· I have identified and explored, in writing, the resolution (if any) of the conflict in the film
Section three is worth 10 points
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· I ran spell check
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· I read the piece out loud to myself to make sure it makes sense.
Note: Peer editors will circle the elements that they think you need to work on and will write you suggestions. The teacher will use a clean rubric to grade your essay.
Working Self Assessment Rubric for The Three-Paragraph Essay:
CPC/Character Development
Essential Question: How do the narrative structure (plot) and the Mise-en-Scene keep us involved in the film?
A few things to keep in mind as you write:
-
- Some of the elements I expect to be included in the essay are: topic sentences, film based supporting evidence, a conclusion, and various basic grammatical ideals.
-
- I will take points off for slang unless it is quoted from a primary or secondary source.
-
- Students should expect to use the self-assessment rubric below to discover what they have covered in their review and what they still need to write.
-
- Your goal is to accrue 100 points before you read your essay to the class.
-
- You may have a peer edit your work and give you recommendations on how to improve your essay.
-
- Pay it forward: you may and even should peer edit the work of a fellow student.
-
- The elements are in three sections. Each section is worth a specific number of points in the completed essay.
-
- Take your time…I would rather see your thinking on paper, than see your first response on paper.
-
- Hint: the CPC section is worth the most points and may require the most thought.
-
- BTWyou will be reading this essay to the class.
Use the boxes to check off each item when you have completed it.
Section one is worth 30 points
-
· I have written three paragraphs
-
· Each paragraph has a topic sentence
-
· Each paragraph has supporting evidence related to the topic sentence
-
· Each paragraph has a conclusion that ties together the topic sentence and the supporting evidence
-
· I have written about one main character
Each of the three items in section two is worth 20 points – whole section 60 points
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· I have identified/explored, in writing, a specific characters' purpose in the film
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· I have identified/explored, in writing, a specific characters' credibility in the film
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· I have identified/explored, in writing, what qualities or actions make the character seem complex and recognizably human (if they are human)
Section three is worth 10 points
-
· I ran spell check
-
· I read the piece out loud to myself to make sure it makes sense.
Note: Peer editors will circle the elements that they think you need to work on and will write you suggestions. The teacher will use a clean rubric to grade your essay.
Self Assessment Rubric For A Product Oriented Film Essay.
The essential questions are printed below in the third bullet point. Choose at least one and/or up to three questions to work with, think and write about for this formal film essay.
A few (thousand) things to keep in mind as you write:
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· You will absolutely be writing at least three drafts of this essay. One for self assessment, one for peer editing, and one for your final grade.
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· You may, as always come to me for help at any point, even if you just want to talk something out, outloud.
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· Some of the elements I expect to be included in the essay are: a thesis, a conclusion, topic sentences that are supported by film based evidence, and standard grammatical ideals.
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· I will take points off for slang unless it is quoted from a primary or secondary source.
-
· Students should expect to use the self-assessment rubric below to discover what they have covered in their review and what they still need to write.
-
· Your goal is to accrue 100 points before you read your essay to the class.
-
· You may have a peer edit your work and give you recommendations on how to improve your essay.
-
· Pay it forward: you may and even should peer edit the work of a fellow student.
-
· The elements are in three sections. Each section is worth a specific number of points in the completed essay.
-
· Take your time…I would rather see your thinking on paper, than see your first response on paper.
-
· BTWthis essay may be submitted for publication to the school newspaper, or otherwise submitted for display or distribution. You will be reading this essay to the class.
Use the boxes to check off each item when you have completed it.
Section one: planningthis section is worth 20 points
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· Search your film journal for a pattern of formal topics (pay special attention to the kind of things you tended to notice and write about in your journaldo you notice the behavior of the characters, do you notice settings, do you notice the way the CCR is built?)
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· Highlight or put little sticky notes in your journal next to ideas that interest you.
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· Organize your ideas into groups based on the original six essential questions we asked earlier in the unit:
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- How do the narrative structure (plot) and the Mise-en-Scene keep us involved in the film?
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- How do Character Development (CPC) and narrative structure (CCR/Plot) come together to create a believable and compelling film?
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- How do the characters change? Do we believe what happens to them could really happen? Do we believe people would react the way they do?
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- What can we, as writers, learn about story from films?
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- How do writers and filmmakers use narrative structure, character development and causal logic to create meaning?
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- What makes a film credible and compelling enough for us to suspend our disbelief and believe in the universe it creates?
Section two: brainstorming/researching/organizingthis section is worth 20 points
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· Brainstorm the larger points you want to write about. Use a spider-web graphic organizer or any other method that works for you, to get your brainstorming ideas down on paper.
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· Plan and set goals: choose one, two, or a maximum of three ideas you want to write about.
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· Make a note-taking sheet to keep your ideas together.
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· Find supporting evidence from your film journal and put that information on your note-taking sheet.
Section three: start writingthis section is worth 20 points
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· Brainstorm a thesis: Look at your note-taking sheet (do one at a time if you have more than one category). Ask yourself: "What idea does my evidence point to?" or "What do I know from reading my notes?" The answer to those kinds of questions is your thesis statement.
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· Creating a preliminary conclusion (What do you know now, that you didn't know before? What do you want us to know and watch forteach us how to observe? How did all of these experiences change the way you watch a film?) The answer to those kinds of questions is your conclusion. Do not simply restate everything you wrote…we already read thattell us what you have learned.
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· Organize and sew up a first draft. Use what you've learned by writing three paragraph essay/reviews to write the body sections of your essay.
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· Read your essay to yourself and decide
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a. What you can edit out because it is off point (not related to your thesis)
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b. What you need to put in because you have not supported your thesis sufficiently
Section four: monitor your progressthis section is worth 20 points
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· At this point you should have completed sections one, two, and three on your rubric. Type your draft and give to a peer editor. No handwritten work, please.
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· Peer edit: swap with a peer. Use the writers copy of the rubric to read and comment on what your writer has done well, and what your writer needs to work on. Circle any sections that you feel need particular expansion, improvement, or that you like. Make sure you write your peer notes explaining why you've circled specific areas. Sign the peer edit rubric and give it back to the writer.
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· Writers must keep all copies of their drafts and rubric editing comments. The full packet will be handed in for your final grade. Just keep stapling the new papers on top of the old ones.
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· Revise according to peer editor explain why you won't
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· Once you have revised, or written a note to the teacher explaining why you didn't you can hand your essay in for teacher revision.
Section five: Complete and meet your deadlinethis section is worth 20 points
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· Teacher EditUsing a clean copy of the rubric, the teacher will advise you what percentage of completion you have achieved and what you need to focus on next
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· Revise according to teacher editor explain why you won't
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· Be prepared to read your final essay to the class. The class should be prepared to give positive constructive criticism to the writer.
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· Hand in your final Essay for a grade.
