Tag Archives: See/Think/Wonder

English 9 Regents: Analyzing Atmosphere in Film

I had my regents kids prepare for a Visible Thinking exercise in their journals with the heading “Creating Atmosphere in Film”.  My students then watched the following video, “Lovefield” by Mathieu Ratthe, and as they were doing so, I asked them to write down ten things they noticed in the film that created a specific atmosphere (they had to use “tone” words with the descriptions).

After the film, they shared what they noticed with a partner in the room.  They then had to return to their seats and write three things they thought about the film and three things they wondered.   We then shared ideas using the routine I’d set up during the year: a different colored Post-It note for See/Think/Wonder.

Lovefield STW

Their writing task was to explain in a three-chunk paragraph how director Mathieu Ratthe effectively created a misleading atmosphere which led to situational irony at the end of the piece.

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Filed under Domain 2: Classroom Environment, Domain 3: Instruction, English 9 Regents, Visible Thinking

English 9 Enriched: Parody- Young Frankenstein

How could I ignore Mel Brooks’ classic parody?

Similar to what we did with the creation scenes from the 1931 Universal film and the 1994 Kenneth Branagh version, we watched two video clips, did a SEE/THINK/WONDER for each one, discussed comparisons/contrasts, and then had a short writing assignment.

These are the two clips from Young Frankenstein (1974).

The first depicts Gene Wilder (as Victor Frankenstein) and Peter Boyle (as the Creature) doing a tap dance to “Puttin’ on the Ritz.”  What I want the students to see is the parody of how people become afraid of the creature and also how the creature comes to loathe people who treat him badly.

The second clip is when the Creature (Peter Boyle) comes upon the house of a blind priest (Gene Hackman), and the priest unsuccessfully tries to offer his guest some hospitality.   I want students to make the connection to the blind man in the hovel where the creature has been spying on and learning from the family that lives there.

 

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Filed under Domain 1: Planning and Preparation, Domain 2: Classroom Environment, Domain 3: Instruction, English 9 Enriched, Visible Thinking

English 9 Enriched: “Pyramus and Thisbe” and Romeo and Juliet

After reading Act V of Romeo and Juliet:

pyramus-and-thisbe

From Ovid’s Metamorphosis (around 1 AD), read the retelling of the ancient Babylonian myth of “Pyramus and Thisbe,” and prepare a See/Think/Wonder exercise:

1-      Highlight ten (10) things you SEE in the text of the myth that remind you of Romeo and Juliet (direct quotations)

2-      Three (3) things you THINK about the comparison between the two AND three (3) things you THINK about the contrast

3-      Three (3) things you WONDER about why Shakespeare, like Ovid, may have chosen to retell the storyline of an ancient Babylonian myth in his Romeo and Juliet

Using your See/Think/Wonder exercise, write a four-chunk paragraph explaining:

–          What themes or messages about human nature prevail in the stories of Pyramus and Thisbe, and Romeo and Juliet;

–          How those themes are evident in today’s world;

–          What lessons can be learned about human nature as you examine the timeline of this plot:

Romeo-and-Juliet-Print-C10282861

Ancient Babylon (around 2300 BC)

“Pyramus and Thisbe” myth

Ovid’s Rome (43 BC – AD 17/18)

Metamorphosis

Shakespeare’s London (1597)

Romeo and Juliet

today (2013)

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Student Examples:

by Muyri A.

I SEE…

–          “They wished to join in marriage, but that joy their fathers had forbidden them to hope.”

–          “No relatives had guessed their secret love, for all their converse was by nods and signs.”

–          “All is arranged according to their hopes: and now the daylight, seeming slowly moved…”

–          “When Pyramus and Thisbe, who were known the one most handsome of all youthful men, the other    loveliest of all eastern girls…”

–          “They grew fond, and loved each other…”

–          “Our lovers found the secret opening, and used its passage to convey the sounds of gentle, murmured words…”

–          “When the night began to darken they exchanged farewells.”

–          “And he imbrued the steel, girt at his side, deep in his bowels; and plucked it from the wound a-faint with death.”

–          “No more she said; and having fixed the point below her breast, she fell on the keen sword, still warm with his red blood.”

–          “And from the funeral pile their parents sealed their gathered ashes in a single urn.”

I THINK…

Comparison

–          Romeo and Juliet were two young people who fell in love just like Pyramus and Thisbe.

–          Romeo and Juliet’s families forbade their love; likewise, Pyramus and Thisbe’s fathers also came in the way of their love.

–          Romeo kills himself after thinking that Juliet died and then Juliet sees Romeo dead and kills herself; the same thing happens to Pyramus and Thisbe.

Contrast

–          In Romeo and Juliet, both parents re-united the lovers by promising to make gold statues of Rome and Juliet and lay them next to each other; in “Pyramus and Thisbe”, the parents seal the lovers’ ashes in a single urn.

–          Romeo kills himself by drinking poison, whereas Pyramus kills himself by falling on his sword.

–          In Romeo and Juliet, the nurse and Friar Lawrence knew about Romeo and Juliet’s love; in “Pyramus and Thisbe”, no one knew about the secret love between Pyramus and Thisbe.

I WONDER…

–          Why Shakespeare included other characters (like the Nurse and Friar Lawrence) to know of Romeo and Juliet’s secret love instead of having no one know like in “Pyramus and Thisbe”.

–          Why Shakespeare included another character (Rosaline) whom Romeo loved before seeing Juliet.

–          Why Shakespeare didn’t make Romeo and Juliet see each other more to make it seem more realistic, like Ovid had made Pyramus and Thisbe communicate through a little opening in the wall separating them.

Romeo and Juliet and “Pyramus and Thisbe” are both love stories that are realistic and can be evident in today’s world too. The main theme in both stories is the forbidden love between two young individuals. In Romeo and Juliet, there was a family feud between the Montagues and Capulets which forbade Romeo and Juliet from seeing each other. In “Pyramus and Thisbe”, the lovers’ fathers didn’t allow them to be together and a partition was built to prevent any encounters between the two. Another message/theme about human nature was that in both stories, the lovers were so in love that they would do anything in order to be together. In Romeo and Juliet, Romeo and Juliet got married secretly without the consent of their parents by Friar Lawrence. In “Pyramus and Thisbe”, Pyramus and Thisbe conveyed messages and communicated through conversations in the little opening from the partition. Moreover, in both stories, the lovers commit suicide because they can’t live without their love. These themes are evident in today’s world. Young teenagers today fall in love and claim that they want to be together forever. There are parents who don’t allow their children to date certain people for various reasons as well. However, like Romeo and Juliet/Pyramus and Thisbe, many teenagers today date secretly without their parents knowing.  Furthermore, some lovers elope and get married without their families knowing, just as Romeo and Juliet did. A lesson that can be learned about human nature is that love can overtake reason and common sense. Romeo and Juliet loved each other so much that they would do anything for each other. Throughout the story they would reference to killing themselves because they couldn’t be with one another. Eventually they committed suicide for each other. Pyramus and Thisbe also committed suicide for each other and their love. Another lesson is that young love should not justify suicide. In both stories the love between the two lovers was just infatuation. The lovers had only known each other for a few days, and true love takes time to build. Romeo and Juliet and “Pyramus and Thisbe” are love tragedies that teach valuable lessons about human nature.

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by Nazariy T.

I see…

1.) “They wished to join in marriage… their fathers had forbidden them hope”

2.) “No relatives had guessed their secret love”

3.) “Our lovers found the secret opening, and used its passage to convey the sounds.”

4.) “What harm could happen thee shouldst thou permit us to enjoy our love?”

5.) “Deceived her parents, opened the closed door. She flitted in the silent night away.”

6.) “Alas, one night has caused the ruin of two lovers!”

7.) “Deep in his bowels; and plucked it from the wound a-faint with death.”

8.) “Thisbe returned… she though her lover must await her at the tree”

9.) “No more she said; nad having fixed the point below her breast, she fell on the keen sword, still warm with his red blood.”

10.) “… her prayers were answered, for it moved the Gods and moved their parents.”

I think…

1.) Shakespeare used this ancient Babylonian myth as a basis for the tragedy of Romeo and Juliet.

2.) The plot of this ancient Babylonian myth is extremely similar to Romeo and Juliet.

3.) The main point of this ancient Babylonian myth and Romeo and Juliet is to teach a lesson about young love.

I wonder…

1.) Why Shakespeare used this myth to base Romeo and Juliet off of.

2.) What persuaded Shakespeare to want to teach this lesson about young love.

3.) If Shakespeare relates to any of these stories personally.

There are many messages, or themes that are prevailed from Romeo and Juliet and “Pyramus and Thisbe” such as secrets can be fatal, revenge hurts both the avenger and the victim, the elder forget the power of young love, but the main point trying to be focused on is how young love can blind a couple. Human nature is the general mix of feelings and behavior traits that humankind experiences. Human nature is what causes the lovers from Romeo and Juliet and “Pyramus and Thisbe” to eventually take their own lives because of the feelings that emerge from a series of casualties. Juliet’s love is so deep for Romeo that she is willing to put her family through great grief just so that she can be with him. This shows that Juliet has been blinded by the young love that many young couples experience. They have this mindset for one another that leaves everyone else in their life out and they don’t realize the harm they can inflict on the ones that love them. In “Pyramus and Thisbe” the two couples tell their fathers, “What harm could happen thee shouldst thou permit us to enjoy our love?” This question asked could have prevented every harmful thing that followed and would have saved lives. Sometimes parents are just unaware of their surroundings and themselves judge blindly with the many years of wisdom that they have. The themes mentioned above are present in every young couples live’s today. More often than not a breakup between couples ends up taking a great toll on the mental state. A breakup often ends up with blackmail or just rivalry between one another and sometimes can get serious with threats. Also, parents forget about how young love has a low boiling point. If two couples are neglected and forbidden to see on another, they will find their ways just like how in Ovid’s metamorphoses he states, “Our loves found the secret opening, and used its passage to convey the sounds.” Lessons that may be learned from human nature from this plot is to be logical. When Thisbe dropped her veil this doesn’t immediately suggest that she had been killed; if Pyramus had waited a prevention of two deaths could have occured. Suicidal decisions are not logical as they bring nothing but grief. Also, before getting in a mess of things be more decisive and don’t be blinded by young love.

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by Jamie L.

I See…

  1. “they grew fond and loved each other… and as the days went by their love increased.”
  2.  “but that joy their fathers had forbidden them to hope”
  3. “the passion that with equal strength inflamed their minds no parent could forbid”
  4. “No relatives had guessed their secret love”
  5. “when the night began to darken they exchanged farewells”
  6. “one night has caused the ruin of two lovers!”
  7. “she kissed his death-cold features”
  8. “having fixed the point below her breast”
  9. “she fell on the keen sword”
  10. their parents sealed their ashes in a single urn”

I think the two are similar in that:

  1. The two are great lovers who’s families forbid them to see one another
  2. The male protagonist killed himself first when he thought that his lover was dead
  3. The main characters in both stories committed suicide when they thought they had lost their lover.

I think the two are different in that:

  1. Pyramus and Thisbe used a small crack in the wall to communicate with one another while it’s the Nurse that help the love between Romeo and Juliet
  2. Romeo killed himself with poison while Pyramus killed himself with his sword
  3. Romeo and Juliet did marry while Pyramus and Thisbe did not

I Wonder:

  1. I wonder if these stories are to show how powerful love can be?
  2. I wonder if this is to show that nothing good can come out of sneaking behind the parent’s back?
  3. I wonder if Shakespeare liked this story because the main characters die in the end?

Themes are human nature can be seen in the both the play Romeo and Juliet by William Shakespeare and “Pyramus and Thisbe” by Ovid. In both stories, main characters “grow fond and love each other” (Ovid), leading them to do unexpected and sometimes quite dangerous things. This shows how it is human nature to love something and to do anything to continue to feel that love. This can be seen today where people are always trying to find something or someone to love either finding it on the web or going on blind dates. The two protagonists, although love one another very dearly, are not allowed to be with one another because “their fathers have forbidden them to hope” (Ovid). If there is a grudge between a certain two families, it is natural for the two families’ grudge to affect their children. Today, it is seen that parents may not approve of their child’s relationship to, and may try to prevent the relationship from expanding.This, however, can result in that the forbidden love will actually cause the love to sprout. The protagonists of both stories had kept their love a secret so that “no relatives had guessed their secret love” (Ovid). With this forbidden love, it is usual for people to continue to see one another, but to do so in a secretive manner, as to not arouse suspicion. This is similar to today, when a relationship would keep going even when the parents don’t approve, while all don’t suspect a single thing of the secret. Lastly, lost love can cause a person to feel overwhelming grief and will feel like “the ruin of two lovers” (Ovid). Grief is a common feeling to people when they lose a person that they really care about. Although most people today won’t go out of their way to actually kill themselves, the crushing feeling of loss will always be there. Times have greatly changed since Shakespeare and Ovid’s time, but th empathy and feelings expressed in the situations in these stories are still very common today.

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Filed under Domain 1: Planning and Preparation, Domain 3: Instruction, English 9 Enriched