”Spotlight” – working with film

If you are watching and/or working with the film Spotlight It may help to learn a bit more about the background story.”Catholic priests were committing crimes so unspeakable that the Archdiocese of Boston went to extraordinary – and expensive – lengths to cover up the scandal” (Farragher, The Globe, February 24, 2002)

Here below you find a selection of texts and resources about the film, the people and the story. The film is presented as ”the true story of how the Boston Globe uncovered the massive scandal of child molestation and cover-up within the local Catholic Archdiocese, shaking the entire Catholic Church to its core”


History vs Hollywood gives some answers to questions you may have after watching the film, and gives names and faces of both actors and the real person in the story, where the most important are

At the Globe /Spotlight team)

Walter ”Robby” Robinson Position: Reporter, Editor, Spotlight Team Leader
Michael Rezendes Position: Reporter
Sacha Pfeiffer Position: Reporter
Matt Carroll Position: Reporter
Editors (people in charge)
Martin ”Marty” Baron Position: Editor-in-Chief
Ben Bradlee Jr. Position: Assistant Managing Editor
Lawers
Mitchel Garabedian
Eric MacLeish
The Church
Cardinal Bernard Law
Victim
Phil Saviano

Watch ABC NEWS  ”The Real ‘Spotlight’: Meet Team That Inspired the Oscar-Winning Film”  and read about the spotlight team (February 2016).

You can also read the Spotlight article ”Church allowed abuse by priest for years. Aware of Geoghan record, archdiocese still shuttled him from parish to parish” (January 2002).

To make the course of events clearer you can use the Timeline of Spotlight report stories (November 2015).

Alan Turing and ”The Imitation Game”

Alan Turing‘s life and the code breaking work at Bletchely Park during WWII has been depicted in the film ”The Imitation Game”. But who was the real Alan Turing?

A filmed drama is fiction no matter if it depicts people who have really lived and historical events which have taken place. Behind the story in the film there are facts and real people. Turing’s family have expressed concerns about how he is described in the film which you can read about in the article ”Don’t turn my uncle’s life into a romance, says Alan Turing’s niece”.

Joan Clark is somewhat romanticised shown in the film. She was the woman who helped crack the Enigma cyphers. She is important as women’s achievements so often are overlooked or forgotten in history. Her interview in a ”BBC Horizon programme, from 1992, is one of the only instances in which she spoke about her time as a cryptanalyst”



You can learn more about Alan Turing: Creator of modern computing at BBC iWonder where he is introduced with

”Alan Turing was not a well known figure during his lifetime. But today he is famous for being an eccentric yet passionate British mathematician, who conceived modern computing and played a crucial part in the Allied victory over Nazi Germany in WW2. He was also a victim of mid-20th Century attitudes to homosexuality – he was chemically castrated before dying at the age of 41”.

In 2009  The British Governmen made a public apology for how Alan Turing was treated ”Gordon Brown: I’m proud to say sorry to a real war hero”. Reading ”Life story: Why code-breaker Alan Turing was cast aside by postwar Britain” may give you a better understanding of the time and its prejudices.



also see

 The Enigma Machine and the Bletchley Park Code Breakers

Coraline – Lesson 5

BUTTONS


button-eyes

”The black button eyes of the other mother are probably the most iconic or well-known image to come out of Coraline . . .  These buttons essentially act like masks . . . Coraline can’t tell if her other parents are watching her and she can’t get any clues through their eyes as to what they’re thinking” (Shmoop Editorial Team, 2008)

Symbolism

”Symbolism is the use of symbols to signify ideas and qualities by giving them symbolic meanings that are different from their literal sense”

Literary Devices: symbolism definition http://literarydevices.net/symbolism/

The button eyes of the ‘other people’ in Coraline are examples of symbolism in the text.


Lesson plan

Coraline – Lesson 4

 

Part 2

1. Read the following chapters: VI,  VII and VIII .

2. Do the vocabulary exrcises in the worksheet, page 3 (see below)

3.  Reading Comprehension

What is special about the cat in the story?
What does the other mother like to eat, and how do you react to that?
Who are the other children in the closet, and how did they end up there?
What do you think is the significance of the button eyes in this story?

4. Continue working with mapping characters after having reading 2/3 of the book

How do the characters develop as the text progresses? Discuss and compare with students in your group. Pick out specific parts (quote) from the text to support your arguments. Then continue to fill in the characteristics in the map (p.5).


Lesson plan

Coraline Lesson Plan

This lesson plan is available online, where you can also download it in pdf-format.

 

 

 

 


Coraline – Lesson 1
Coraline – Lesson 2
Coraline – Lesson 3
Coraline – Lesson 5
Coraline – After Reading the book

 

Coraline – Lesson 3

Characters

I. Start with the main characters. Who are they? What is your impression of them?

Characters in Coraline.png

II. Characters: How characters are depicted in text.

”Never trust anyone who doesn’t believe in the power of the imagination” (William Shakespeare)

Have a look at the links below. What types of Characters are there in Coraline?

Types of characters in literature

How important are the different characters to the story?

Character Matters

When you read you get a feeling about the people in the story. What does the author do to crate that feeling? Look for clues in the text.

Character Descriptions – Learn from the Pros! ”Show, don’t tell.”


Lesson plan

Coraline Lesson Plan

This lesson plan is available online, where you can also download it in pdf-format.

After reading the book you can do a quiz on the text

You may want to read the Neil Gaiman Exclusive Interview.

You can read more about the author Neil Gaiman on his website http://www.neilgaiman.com/

 

 


Coraline – Lesson 1

Coraline – Lesson 2

Coraline – Lesson 4

Coraline – After Reading the book

Coraline – Lesson 2

Part 1

1. Start by reading the first five chapters:

2. Do the vocabulary exrcises in the worksheet, page 2 (see below)

3.  Reading Comprehension

How would you describe Coraline’s parents?
What is your reaction to the button eyes of Coraline’s other mother?
What has happened to Coraline’s real parents?

4. Start working with mapping characters after reading 1/3 of the book

Discuss and compare characters from the book with students in your group.

Then fill in  characteristics using the form, map of characters at the back of the worksheet (p.5), for the two characters you have chosen. (You will continue to fill in this map/form as you continue to read.)


Coraline Lesson Plan

Lesson plan

This lesson plan is available online, where you can also download it in pdf-format.

After reading the book you can do a quiz on the text

You may want to read the Neil Gaiman Exclusive Interview.

You can read more about the author Neil Gaiman on his website http://www.neilgaiman.com/


Coraline – Lesson 1

Coraline – Lesson 3

Coraline – Lesson 4

Coraline – After Reading the book

Coraline – Lesson 1

”In Coraline’s family’s new flat are twenty-one windows and fourteen doors. Thirteen of the doors open and close. The fourteenth is locked, and on the other side is only a brick wall, until the day Coraline unlocks the door to find a passage to another flat in another house just like her own” (Quote from mousecircus.com)

”Things seem marvelous. But there’s another mother there, and another father, and they want her to stay and be their little girl. They want to change her and never let her go. Coraline will have to fight with all her wits and courage if she is to save herself and return to her ordinary life.” (Quote from neilgaiman.com)

Read an excerpt (Chapters 1 and 2)



There is an interacitve website for Coraline  coraline.com,  where you can find a map and explore Coraline’s world. Have fun but watch out!

coraline-map


Lesson plan

Coraline Lesson Plan

This lesson plan is available online, where you can also download it in pdf-format.

After reading the book you can do a quiz on the text

You may want to read the Neil Gaiman Exclusive Interview.

You can read more about the author Neil Gaiman on his website http://www.neilgaiman.com/

 

 

 


Coraline – Lesson 2

Coraline – Lesson 3

Coraline – Lesson 4

Coraline – After Reading the book

Descriptive writing

Lesson/exercise in writing

Describing people and places make your writing come alive.

  1. Watch

Watch this 10 minute animation and write a text describing what you have seen. The more descriptive words you use the better your text will be.

2. Write

Take about 40 minutes to write your text.

3. Peer review

Change texts with someone. Read and give feedback.

Does the text reflect what you just saw?

Is the text logical?

Does it describe the characters you have seen? The environment?

Does the text catch any of the feeling in the short film?


It you want to learn more:  How to describe a person | Using descriptive words

If you want to teach descriptive writing you can find many lessons/exercises at eslflow.com

Structuring your writing

Structure improves your writing. The function of structure and paragraphs  is to make a text clearer and easier to read and understand.

In this post there are some resources collected to help you with improving your writing. Links in the text below will take you to exercies and more extensive explanations when you feel a need for more help or information.

Click the image below to access the activity/exercise

Skillswise structure and paragraphs

All texts should have a clear beginning, a middle and an end, but there are many different types of text. Before you start writing an essay make sure you know which type of essay you are going to write.

You should also think about your audience. For whom are you writing? Format and style depend on what you write as well as on who you audience are.

”Structure, tone, style and adapting to your audience can help you create your own literary works”. Find out why they are important.

As a help you can use  TAP (T – text, A – audience, P – purpose)

Text refers to the type of text you are being asked to write: letter, magazine article, story, etc. T

Audience is who you are writing for. This may be teenagers, adults or even children.

Purpose refers to the point of the text and what it is aiming to do.

Now you should start planning your writing. (Instructions  on how to plan a text).

 

Resourses to improve your writing can be found at Bitesize and at Skillswise.


General Writing Outline

Please feel free to use the General Writing Outline.
The instruction is available online (click the embedded file to the left) where you can download the instruction in pdf-format.