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Students complete this project before watching the movie so they can compare their version of the scene to how the producers of the movie envisioned the scene. This project culminates with students actually producing and videotaping their version of a particular scene from the novel as they think it should appear. The purpose of the video project is to help students learn what is involved in the production of a film based on a literary work, specifically, creating dialogues, developing storyboards, and techniques used in creating dramatic effects. Again, the focus is to get students to think about the reading, to interact with others in the class regarding what they have learned, and then to write out their thoughts on the issues. These sections are further broken down into five parts, to include: a teacher administered quiz (the questions are in the teacher's edition), vocabulary development activities, group discussion questions/topics, whole language activities, and writing topics. In the chapter on reading, students participate in a variety of activities designed to accompany the novella's nine sections (as defined in the pre-reading chapter). The purpose here is to broaden the students' understanding of terms and concepts they will encounter in the novel and to give them strategies to deal with the unknown. They then begin a study of what is involved in reading and analyzing literature through extensive reading and vocabulary guessing exercises. After a free association activity where the teacher shows students a picture, they write down their feelings about the picture and what it represents and share their answers with fellow students. The pre-reading activities begin with general information about how to study literature and narrow to more specifics about the issues brought up in the novel. This section also includes information about the title and the author in order to begin developing a sense of schema for students to draw upon once they begin reading the novel. The authors have also provided a brief summary of the novella Rita Hayworth and Shawshank Redemption in order to get students interested in the tasks ahead. The introduction gives students an overview of what to expect for the series. There are five main sections (introduction, pre-reading activities, reading activities, the video project, the movie) plus a glossary, which take the student from pre-reading activities to beyond a viewing of the film version (Darabont & Marvin, 1994). The workbook accompanying Stephen King's Rita Hayworth and Shawshank Redemption (King, 1982) follows the pattern common to other texts in the series. ![]() ![]() Of course, only those films that do not include "gratuitous. Students are even given a chance to create a film of their own. The authors of the series have taken English language novels with U.S.film versions and created a series of exercises that lead students through a reading of the original text to a critical viewing of the film version. Saindon (1998)Īnn Arbor, MI: The University of Michigan Pressįor teachers who seek to get students interested and involved in literary study, the series A Novel Approach may be just what they are looking for. A Novel Approach: The Shawshank RedemptionĮlisabeth Gareis, Martine S.
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