English I Honors—March 16, 2015 Bell work: Think back to the clip of Charlie and the Chocolate Factory we watched on Friday. – How does Burton create mood and tone? What does a director have at his disposal that an author does not? – In terms of mood and tone, how is the film version similar to and different from the written version? What specific elements contribute to mood/tone? Homework: – Study for Lesson #7 Vocabulary Quiz – Study for midterm on Wednesday. – Work on Government essay due April 10 th.

Lesson #7 Vocabulary A large family of words is derived from the Latin root videre, which means “to see.” video–n. the recording, reproducing, or broadcasting of moving visual images. visage—n. a person's facial expression. visitation—n. an official or formal visit, in particular. visible—adj. able to be seen visualize—v. form a mental image of; imagine.

Lesson #7 Vocabulary vision—n. the faculty or state of being able to see. vista—n. a pleasing view, especially one seen through a long, narrow opening evident—adj. evident provident—adj. making or indicative of timely preparation for the future. Supervise—v. observe and direct the execution of (a task, project, or activity).

Three Branches of Government Prompt For this year's writing contest sponsored by the St Lucie County Republican Club students will be exploring the relationship between the three branches of the US Government, and the checks and balances that exist between them. Students should consider the importance of why our governmental system was constructed in such a way, it's historical importance and significance, and what this means for the people that it governs. Students should also consider the magnitude of the checks and balances system: explore the noteworthiness of the powers that each branch holds, but also the checks that they have over other branches, and the checks held over them. Students are not limited to just exploring these topics, but are to examine the ideals presented by Montesquieu in his work The Spirit of the Laws that the Founders found so important that they made it a center piece of their developing Democracy. See Mr. Sinski for help with this essay.

Midterm Review Study Lesson #5-7 vocabulary Know the following: – Exposition, rising action, climax, falling action, resolution – Antagonist, direct quote, internal conflict, verbal irony, climax, dramatic irony, plot, external conflict, protagonist, indirect quote, theme, setting, diction, imagery, tone, voice, syntax, point of view – Ethos, pathos, logos, claim, counterclaim, concessions, refutations, literal and figurative analogies – Simple, complex, compound, compound-complex sentences, fragments, run-ons, parallelism, subject-verb agreement The test will be matching, multiple choice, and true or false.

After Viewing—27:36-40:23 1. What effect do you think Burton wants to create in the scene at home and in front of the factory? 2. What choices does Burton make to create these effects? Role play: director/cameraperson, actor(s) – Option 1—tilt/close-up/low-key lighting/non-diegetic sound – Option 2—pan/long shot/high-key lighting/diegetic sound – Option 3—zoom/close-up/front lighting/non-diegetic sound – Option 4—pan/two shot/bottom lighting/diegetic sound 3. In your scene, what effect did you want to have on your audience? 4. What choices did you make in your direction to achieve your desired effect?