Alexa and I viewed the Kubrick and Spielberg's film, Al, and stopped throughout to discuss and note both film techniques used, and to discuss continuing motifs connected to Aldiss' short story. For example, motifs of fairytales, Pinnochio, humanity vs inhumanity, technology, etc. In addition, we discussed ways for Alexa to organize her thoughts on her essay.
Alexa and I worked on analyzing the themes and purpose of Adiss' "Supertoys Last All Summer Long" while comparing to clips from Kubrick and Speilberg's film, AI. Alexa seems to like the sci-fi Dystopian genre, so we had fun discussing this. We reviewed film techniques that directors use to create certain effects and meanings. Alexa also began to brainstorm for a literary analysis essay that discusses Aldiss' purpose in his story.
Alexa and I are doing a unit in which short stories are written and later turned into films. We read Brian Aldiss' short story, "Supertoys Last All Summer Long" focusing on characterization, elements of technology, and science fiction and motifs.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
This is a fun unit! Alexa was tired, so we only did one hour, even though an hour and a half was scheduled.
Katya is writing content in response to prompts focused on the right elements of critical thinking. She is using the text we studied yesterday—a sample research essay on a composition one level. Both the research essay and critical thinking papers will be strong resources for future reference.
Alexa's project to write a screenplay has been delayed and interrupted, yet we have persisted. Today we reviewed the fundamentals of this type of writing and she completed the first portion. We will work on this more tomorrow, and possibly she can continue with it over the summer or in the next semester.
Katya took notes on a sample research paper from my college composition textbook. This was a great review (and new) on MLA format, strategies for introductory paragraphs, thesis statements, topic sentences and unity in paragraphs, insertion of comparison/contrast block paragraphs for effect, style, and clarification, literary and rhetorical devices, and summary paragraph strategies. Tomorrow she will complete a worksheet using critical thinking elements based on this text.
Katya completed watching the film, The Tempest, as well as reading the text. She is writing a character analysis of Miranda, using four prompts provided. Notes have been taken on the character from the beginning of this study. Katya is writing about Miranda's motivation, interaction with other characters, decision-making, and what other characters say about her.
We finished reading The Tempest, by Shakespeare, today, and watched 15 minutes of the film. Katya has print out examples of the ACT essay sample one on machines -- to study at home. I explained that writing for that test is different than her usual writing, and she must learn what they are looking for to get best score. I would like Katya to prepare to write her own essay on that ACT prompt -- create an outline or mindmap over the weekend -- then write from that. Studying the samples and practicing with ACT.org materials will be extremely helpful over the summer. The thesis statement on these must show her "position" -- what she agrees or disagrees with and a basic idea of why.
Review ACT essays on the official website; review Katya's attempt, rubric, and score. We will continue working on this for a better understanding of the requirements for higher scores on this portion of the ACT.
