1. English I Honors—March 17, 2015 Bell work: Who is your least favorite child from Charlie and the Chocolate Factory? Why? Homework: – Study for midterm tomorrow. Study the information from yesterday, and also review the stories—Gift of the Magi, The Stolen Party, and The Cask of Amontillado. – Work on Government essay due April 10 th.

2. 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.

3. Midterm Review Study Lesson #5-7 vocabulary – Lesson #7—video, visage, visitation, visible, visualize, vision, vista, evident, provident, supervise – Lesson #6—disconsolate, unpretentious, disingenuous, unscrupulous, irresponsible, impassive, nonconformist, irresolute, unsavory, intractable – Lesson #5—avocation, bereft, epiphany, fortuitous, introspection, melancholy, privation provisional, renaissance, solace 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.

4. More About Stylistic Effect Charlie and the Chocolate Factory Observations: Note what you observe in this scene— camera movement, angles, shots, sound, lighting, setting, characters, etc. Interpretation: What can you infer about the intended effect? First viewing (without sound) Pay attention to shots and lighting Second viewing (with sound) Pay attention to music and dialogue

5. More About Stylistic Effect Charlie and the Chocolate Factory Observations: Note what you observe in this scene— camera movement, angles, shots, sound, lighting, setting, characters, etc. Interpretation: What can you infer about the intended effect? First viewing (without sound) Establishing shot; low angle, low lighting. Close-up of faces Camera pans to darkness of door Long shot of color; candyland Shot-reverse-shot Second viewing (with sound) Pay attention to music and dialogue

6. More About Stylistic Effect Charlie and the Chocolate Factory Observations: Note what you observe in this scene— camera movement, angles, shots, sound, lighting, setting, characters, etc. Interpretation: What can you infer about the intended effect? First viewing (without sound) Establishing shot; low angle, low lighting. Close-up of faces Camera pans to darkness of door Long shot of color; candyland Shot-reverse-shot Looks scary; foreboding Shows eagerness Anticipation; contrast to brilliant shot of candy land Impression of grandness; awe; fantasyland Wonka and father—displeasure Second viewing (with sound) Pay attention to music and dialogue

7. Check Your Understanding How does Burton manipulate camera angles and lighting to create his intended effects? How does he use sound (diegetic and non- diegetic) to enhance this scene? Why does he use a flashback scene? What does he accomplish in doing so?

8. Thinking About Effect 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?