Week
5
Date
Thursday 28/2
Classwork
Mini Creative SAC preparation
1. select topic off Mini Creative SAC on
Persepolis handout
2. Features of the text
(summary notes on Persepolis)
3. Features of the response (SAC plan)
Homework
Briefly Read chapter 6
Complete plan for SAC
due: Mon 4/3
6
Monday 4/3
Mini Creative SAC Persepolis
Tuesday 5/3
Mini Creative SAC Persepolis
Wednesday 6/3
Thursday 7/3
Screening of Waltz with Bashir
2nd ½ lunch-p6.
Fill in venn diagram as you watch
After viewing questions
Table comparing Bashir to Persepolis
Waltz with Bashir prescreening reading and
questions Due: wed 6/3
Reflective commentary
Thu7/3
Pre-screening reading
and questions due
Monday 11/3
LABOUR DAY no school
Tuesday 12/3
Wednesday 13/3
Thursday 14/3
Create cheat sheet ,fill out essay planner
SAC Comparative essay
Persepolis debriefHaiku, Twitterature, playlist
7
To do:
1. join the wiki www.bclitertureyr11.wikispaces.com



Create an account
Search for our wiki
Join the wiki
2. Join Edmodo www.edmodo.com.au (It’s like facebook for school)



Click on “I’m a student”
Fill out info (email is optional) and the Group code is: m0jyxx
Put the app on your smart phone
Complete for homework
due tues 12/3
Start re-reading Gatsby
use the audio book- it’ll
take less time 
1-2 chapter/s a day
Due mon 18/3
Due wed 13/3
Re- read Gatsby
Re-Read Gatsby
Mini Creative SAC-Imaginative Response PERSEPOLIS Semester 1, Term 1
MON 4/3-TUES 5/3
You are expected to demonstrate your understanding of the way that literature is constructed and
the effect that this has on the reader. You should be able to identify and discuss the different
strategies and techniques that an author has used, and analyse the way that they affect your
interpretation of that literature. The way that language is used is an important strategy to consider.
Criteria 1-10
1. Relevance of the response to the task
2. Relationship between the response and the original text
3. Understanding and control of ideas, characters, setting, structure, tone style and themes
4. Awareness of the ways in which textual features contribute to the interpretation of texts
5. Identification and recreation imaginatively of what is particular about the construction , context, point
of view and form of an original text
6. Complexity of ideas in the response
7. Coherence and the development of a sustained response
8. The expressiveness and fluency of the response as a whole
9. Commentary providing detailed insight into the process of producing a creative response and what
was learned about the original text
10. Spelling, punctuation and syntax
Stage 1: analysis of the original text





Title, Director, form (film,
animated)
Main ideas in the texts point of
view on these (views, values,
beliefs)
Context
Film techniques
Language
Stage 2: Developing your creative response




PERSEPOLIS FEATURES SUMMARY SHEET

1page A4 cheat sheet
 bring to the SAC Mon 4/3-tues 5/3
 Use pp61-66 in textbook






Director
Genre
Visual elements
Sound
Narrative structure
Narrative point of view
Establish and identify the kind of
creative piece you will write
Identify the form you will write in
Be clear about the relationship of
your response to the original
Show you are aware of the ways
in which your work adopts or
resist features of the original
Stage 3: Constructing the Creative
Response
Task
Setting
Form
Narrator
Aim
Main and minor characters:
Relationship to the original text
Images, props, costume, makeup:
Plot
List of changes/additions made and
reasons for change
Characters
 Name the protagonist
5 key words describing them
 Name the minor characters
2 key words to describe them




Setting
Themes/main ideas
imagery/symbols
VVBSSCHIS
Mini Creative SAC Perspeolis
Reflective Commentary Due: Thursday 7/3
(min 200 words/1page, loose)
Topics-select 1 topic
Brief reflective commentary
Respond imaginatively to a text, and comment on the
connections between the text and the response.
Produce an original piece of writing using the style and
setting of the film.
a)
Film storyboard
b)
Comic strip
c)
Write a story of your own on a similar theme
d)
Rewrite a section as a script for a play or TV show
(E.g title sequence and opening scene)
Produce a new piece of writing that could be added to the
text
See example -insight chapter 6, pp198-199
The response must be consistent with the original
text. The content should draw on elements of style
and meaning of the original text. Pay close attention
to the way in which the writer has created the text.
Reflective Commentary brainstorm:

a)
An additional scene (script or storyboard)


b)
Diary entry by the main character about an event
or person in the film

c)
Write a letter from adult Marjane to young Marji

d)
Write a collection of journal entries by a person
depicted in the film showing their response to
the writer/director’s version of their part of the
story
e)
Rewrite a section of the text from another
characters perspective
What are some of the interesting or
distinctive features of this text?
Are there silences or gaps in the text?
What aspects of the text give rise to a variety
of interpretations?
Which of these features do I want to
explore?
What might be the best way to do this?
This statement could include a commentary on a
range of things such as:


The features of the text studied
The perceived common ground and the
11LIA Imaginative SAC
Persepolis
Student Name:
Analyse how meaning changes when the form of a text changes.
Mark range: 0-3 E , 4-6 E+, 7-9 D, 10-12 D+, 13-15 C, 16-18 C+, 19-21 B, 22-24 B+, 25-27 A, 28-30 A+
CRITERIA
1 mark N/S
2 marks S
3 marks G
1
Awareness of the
ways in which
textual features
contribute to the
interpretation of
texts.
Some awareness
of the ways in
which the form
of a text is
significant in
the making of
meaning.
2
Knowledge of the
conventions of
play and film
Appropriate use
of terminology
for play and film.
Some
knowledge of
the conventions
in the forms of
the original and
transformed
texts.
Appropriate use
of terminology
in relation to the
selected text
forms.
Some
understanding
of the ways in
which the form
of a text is
significant in
the making of
meaning.
Sound
knowledge of
the conventions
in the forms of
the original and
transformed
texts.
Appropriate use
of terminology
in relation to the
selected text
forms.
Thorough
understanding
of the ways in
which the form
of a text is
significant in
the making of
meaning.
Detailed
knowledge of
the conventions
in the forms of
both the original
and transformed
texts.
Very good use
of terminology
appropriate to
the relevant
forms of text.
Thorough and
complex
understanding of
the ways in which
the form of a text is
significant in the
making of
meaning.
Comprehensive
knowledge of the
conventions in the
forms of both the
original and
adapted texts.
3
4
Analysis of how
meaning is
altered when text
is adapted.
Some analysis
of the ways in
which meaning
is altered when
the text is
adapted.
Some analysis
of the ways in
which meaning
is altered when
the text is
transformed.
Selection and use
of relevant
examples from
both texts to
support
interpretation
Complex,
expressive, fluent,
and coherent
development of a
sustained
response with
accurate spelling
and grammar.
Some relevant
selection and
use of textual
evidence to
support an
interpretation.
Clear and
coherent
development of
ideas.
Relevant
selection and
use of textual
evidence to
support an
interpretation.
Fluent and
coherent
development of
ideas.
. Insightful
analysis
of the ways in
which meaning
is altered when
the text is
adapted.
Careful
selection and
effective use of
textual evidence
to support an
interpretation.
Complex,
expressive and
coherent
development of
ideas.
Sophisticated
analysis of the
ways in which
meaning is altered
when the text is
adapted.
5
Limited
awareness of
the ways in
which the form
of a text is
significant in
the making of
meaning.
Limited
knowledge of
the conventions
in the forms of
the original
and/or adapted
texts.
Little use of
relevant
terminology in
relation to the
selected text
forms.
Little or no
identification of
the ways in
which meaning
is altered when
the text is
transformed.
Limited
selection and/or
use of textual
evidence to
support an
interpretation.
Simple
expression of
ideas.
6
Mark:
Grade:
Percentage:
4 marks VG
5 marks E
Excellent use
of terminology
appropriate to the
relevant forms of
text.
Careful selection
and effective use of
textual evidence to
support an
interpretation.
Complex,
sophisticated,
highly-expressive
and coherent
development of
ideas.
WALTZ WITH BASHIR
1. Complete pre-reading pg1-4
2. Complete Before Viewing: Considering Genre and box office Questions on the sheet
Directed by: Ari Folman
Synopsis:Based on a true story, Waltz with Bashir charts the journey of Ari, an Israeli Army veteran who is
trying to recollect his experiences of the Lebanon War in Beirut. He visits a range of former comrades who
recount their own stories, inevitably pushing Ari closer towards some devastating realisations. With the aid of a
psychiatrist, Ari will recall stories full of daring escape, surreal humour, violence and inhumanity that he
thought were long forgotten. The film uses real interviews combined with unique animation techniques to
achieve its mesmerising and groundbreaking effect.
Before Viewing: Considering Genre
An Israeli animated war film, in Hebrew with English subtitles, could be a difficult feature to sell to a western
audience. The decisions made by the film distribution company in marketing any film will be crucial to audience
reception to, and perception of, the film in advance of their viewing experience. After the cinema release
window, other factors – reviews, word of mouth, and online awareness – start to come into play.
1. What have you heard about Waltz with Bashir?
Have you heard conflicting opinions about the film?
2. View the trailer and posters for Waltz with Bashir.http://www.imdb.com/title/tt1185616
a) Are you interested in seeing it? Why/why not?
b) What do you think you will like or dislike about the film?
3. Complete the table below
Title of a war film you
have seen or heard of
Which battles do
these films depict?
Which countries and
faiths are involved in
the conflicts?
From which
perspective is the
story told?
1
2
3
Country
Dist.
Release Opening
% of
Total Gross / As Of
Waltz with Bashir Box office takings
(click to view weekend breakdown)
Date
Wknd
Total
FOREIGN TOTAL
-
6/25/08 $801,067
Australia
Sharmill
9/11/08
Austria
Stadtkino
10/31/08
Belgium
Benelux
Bolivia
9.1% $8,842,000 1/31/10
$31,312 22.1%
8.8%
$65,741 3/22/09
9/10/08
$27,447 18.9%
$145,290 10/19/08
Sony
4/3/09
-
Brazil
Sony
4/3/09
$18,829 16.9%
$111,235 9/27/09
Bulgaria
Art Fest
12/4/09
$2,579 45.3%
$5,687 1/31/10
Colombia
Sony
7/3/09
$5,979 3986%
$150 9/27/09
Czech Republic
Aerofilms
1/22/09
$8,790 30.4%
Denmark
Miracle
2/20/09
-
-
Finland
Futurefilm
2/20/09
$8,397
100%
France
Le Pacte
6/25/08 $790,607 18.6% $4,240,300 10/12/08
Germany
Pandora
11/6/08 $125,178 15.9%
$785,729
Greece
Seven
1/1/09
$235,425 2/22/09
Hong Kong
-
3/19/09
$5,393
100%
Hungary
-
1/1/09
$48
100%
Italy
Lucky Red
1/9/09
Mexico
-
7/17/09
$12,414 27.2%
$45,711 8/23/09
Netherlands
Cineart
11/6/08
$16,014 47.5%
$33,679 11/16/08
New Zealand
Arkles
12/18/08
$3,242
Norway
Arthaus
2/20/09
$9,913 12.6%
Portugal
Atalanta
1/1/09
Russia - CIS
Frontiers
6/18/09
Serbia & Montenegro
-
11/27/08
Slovenia
Continental
South Korea
-
11/20/08
Spain
Golem
2/20/09
$55,507 19.6%
$282,886
7/5/09
Sweden
Folkets Bio 2/20/09
$12,424 24.4%
$50,863
4/5/09
Switzerland
Frenetic
6/25/08
$9,538
4.3%
$222,690 12/14/08
Taiwan
-
2/27/09
$2,544 29.4%
$8,658 3/20/09
Turkey
Tiglon
2/6/09
$2,600 21.8%
$11,943 4/12/09
United Kingdom
Art. Eye
2/5/09
$5,758
$141,666 12/7/08
-
$44,485 18.9%
$76,411
5/3/09
$28,883
2/8/09
$65,165
3/8/09
$8,397 2/22/09
4/5/09
$5,393 3/22/09
$48
1/4/09
$131,428 12.6% $1,041,913 3/22/09
-
8.4%
$38,472
3/8/09
$78,958 3/29/09
-
$65,036 2/15/09
$2,722 15.9%
$17,116
8/9/09
-
$3,255
3/8/09
$893 88.3%
$1,011
2/8/09
$3,836
9.8%
$39,092 3/22/09
11/21/08 $168,686 16.2% $1,038,720 4/19/09
1. How would you account for its reception in different areas across the world?
2. Do you think Waltz with Bashir would have been successful or unsuccessful in the Middle East?
Documentary form
Over the last decade, documentary films have been increasingly common in the cinema: Michael
Moore’s Fahrenheit 9/11 and Sicko, and Morgan Sprulock’s Super Size Me and Where in the World is
Osama Bin Laden? are just a few examples. Documentaries in part rely on events being captured as
they happen, and then on the events being reflected on, or re-told. Despite the concept of
documentary as a ‘truthful account’, documentaries always have a narrative structure and a story to
tell.
After Viewing: Initial Response
This film may have been a real departure from your normal viewing experiences: the closing seconds
of the film, in particular, have been noted for their powerful and emotional images. Aim to reflect on
your personal opinions of the film as soon as possible after watching.
1. How did the film make you feel? Explain your response, making reference to moments from the
film to illustrate your points.
2. How closely did the film match the expectations you had from the trailer and the poster?
3. How would you categorise this film if you were to describe it to someone who hadn’t yet seen it?
Conflict and Faith in Context
Watching a film such as Waltz with Bashir may raise your awareness of, and interest in, the events
and the politics it portrays. You can find further details on the political situation that underpins this
film by searching a news website, such as the BBC’s news site, which also has details on the history of
these conflicts.
4. To what extent does the film chart the origins, history and cause of this particular war?
5. Does religion or faith have an overt impact on the plot or the decisions of the characters?
5. How do Hollywood films about the conflict (like Munich and You Don’t Mess With The Zohan)
compare to this film that was written and directed by an Israeli national?
Comparative sac preparation
AREA OF STUDY 2: Comparing texts –Persepolis/Waltz with Bashir
Outcome 2: Produce a comparative piece of interpretative writing with a particular
focus; for example, ideas and concerns, form of the text, author, time in history, social or
cultural context.
TASK 1: Use a Venn diagram to compare and contrast Persepolis with Waltz with
Bashir.
TASK 2: FILM KEY FEATURES
Take notes on these features in a comparative table
(see Insight Section A table and features pg 61-66, further info pp 61-66.)

VISUAL ELEMENTS –how the film is constructed using mise en scène
–setting, costumes, editing and cinematography

SOUND
diegetic sound - source is visible on the screen e.g. voices of characters, sounds
made by objects in the story, music represented as coming from instruments.
Non diegetic sound- source is not visible on the e.g narrator's commentary,
sound effects which is added for the dramatic effect, mood music/soundtrack.

NARRATIVE STRUCTURE –attributes and situations of characters combined to
get responses from an audience with classical Hollywood structure or by
resisting the conventions of the classical Hollywood narrative

NARRATIVE POINT OF VIEW –how the audience is positioned to see the
characters and their world. This is done with narrative voice over, camera
distance and point of view shots
TASK 3: COMPARING FEATURES TABLE
Start in class, finish for homework Due: tues 12/3
PERSEPOLIS
TECHNIQUE
EXAMPLE
EFFECT
Film
Visual elements
Sound
Narrative structure
Narrative point of
view
WALZ WITH BASHIR
Start in class, finish for homework Due: tues 12/3
TECHNIQUE
EXAMPLE
EFFECT
Film
Visual elements
Sound
Narrative structure
Narrative point of
view
11LIA SAC Comparative Essay Assessment
Persepolis/Waltz with Bashir
CRITERIA
1 marks
Not satisfactory
2 marks
Satisfactory
3 marks
Good
4 marks
Very good
5 marks
Excellent
Quality of
response to the
topic
Not appropriate to
the chosen task
Somewhat
appropriate to
the chosen task
Little to no
identification of the
ways in which the
texts can be
compared.
Little use of
relevant
terminology in
relation to the
selected text forms.
Some use of
analysis of the
ways in which
the texts can be
compared.
Some
appropriate use
of terminology
in relation to the
selected text
forms.
Very
appropriate to
the chosen
task
Very good
analysis of the
ways in which
the texts can
be compared.
Very good use
of terminology
appropriate to
the relevant
forms of text.
Highly
appropriate to
the chosen task
Analysis of
comparisons
and contrasts
through textual
detail
Understanding
and controlled
discussion of
features and
conventions
with
appropriate
terminology.
Awareness of
the ways in
which textual
features
contribute to
the
interpretation
of texts
Expressive and
coherent
development of
a sustained
response
Spelling,
punctuation
and syntax
Reasonably
appropriate to
the chosen
task
Sound
analysis of the
ways in which
the texts can
be compared.
Appropriate
use of
terminology in
relation to the
selected text
forms.
Limited selection
and/or use of
textual evidence to
support an
interpretation.
Some relevant
selection and/or
use of textual
evidence to
support an
interpretation.
Relevant
selection and
use of textual
evidence to
support an
interpretation.
Careful
selection and
effective use
of textual
evidence to
support an
interpretation.
Simple expression
of ideas.
Clear expression
of ideas.
Clear and
coherent
development
of ideas.
Expressive
and coherent
development
of ideas.
Not satisfactory
spelling and
punctuation.
Satisfactory
spelling and
punctuation.
Good spelling
and
punctuation.
Very good
spelling and
punctuation.
Considered
selection
and highlyeffective use of
textual
evidence to
support an
interpretation.
Highlyexpressive and
coherent
development of
ideas.
Excellent
spelling and
punctuation.
Sophisticated
analysis of the
ways in which
the texts can be
compared.
Excellent use
of terminology
appropriate to
the relevant
forms of text
TOTAL:
Mark range: 0-3 E , 4-6 E+, 7-9 D, 10-12 D+, 13-15 C, 16-18 C+, 19-21 B, 22-24 B+, 25-27 A, 28-30 A+
COMMENTS:
COMPARATIVE SAC Essay Planner
Due: Wed 13/3
Essay topic: Compare the two animated films about the experience of conflict and religion.
Select three features (from film table) you want to compare and contrast commenting on
how the techniques were used and to what effect.
PLAN
My answer (point of view): I think that…
Because (reason/s)
This is shown by (evidence-events and quotes from the text)
;
&
;
&
;
&
.
Structuring a compare-contrast essay
Aspect
What?
Aspect 1
Thing 1
How?
Why?
Thing 2
Aspect 1
Thing 1
Thing 2
Aspect 1
Thing 1
Thing 2
Persepolis Debrief
With what effect?
1. Haiku: Write the plot of the film as a Haiku (3 lines:1st- 5 syllables, 2nd-7 syllables, 3rd-5 syllables)
2. Playlist
“Eye of the Tiger” gets Marjane out of depression. What are your motivational songs and why?
Title
Artist
Key lyric/s
Reason for choice