Wednesday, 5/28/14
Aim: Studying comedy writing, 3 act structure and character development through A Fish Called Wanda
HW: Read the first 40 pages of A Fish Called Wanda. What makes this film a comedy? Point out 5 funny moments and explain why they are funny.
Click to access A-Fish-Called-Wanda.pdf
Daily Spark: What do you know so far about one of our characters?
As we watch, collect character traits, turning points, and comedic moments – What makes the comedy work?
Monday, 5/19/14
Aim: Understanding dialogue
Daily Spark: Think about a conversation you had over the weekend that reveals something about your relationship with the other person, something about one of you or that tells us something about your weekend. To the best of your ability, recreate one minute of that dialogue.
Example:
Tarot reader: So, tell me about yourself, what do you do?
Me: I’m a high school teacher.
TR: That’s wonderful! What do you teach
Me: Film studies- video making, film history, screenwriting.
TR: And that’s high school?
Me: Yes. What about you? Are you a full time fortune teller?
TR: No, I mean I do this, but I’m also an actress
Me: Ah. Cool.
TR finishes shuffling and pulls out the cards. There are more sword cards than anything else…
TR: (looking at one of the sword cards) This card shows that you are stressed about something. Does this sound correct?
Me: Uh, not really. I was, last week, but not anymore.
TR: Huh. Ok. You have a lot of sword cards here. It usually means that you are anxious about something.
Me: I’m not. Last week we had our big festival, I was then, but, like I said, not anymore.
TR: Well, I’d like to give you some energy, if that’s ok with you.
Me: Er…
TR: It will only take a few minutes
Me: Er…um, ok…
She puts her iphone timer on and holds up her palm towards me. I fidget and fidget and fidget
5 minutes later…
TR: Ah, there, now isn’t that better? Did you feel me passing my energy
Me: (clearing my throat) uh, sure. ok. Thanks.
I leave as quickly as possible.
Today, we will be discussing dialoge. In groups of 3, you will be reading dialogue aloud and listening, discussing how the dialoge works to tell the story, then you will do the same with your own dialogue, giving feedback.
Wednesday, 5/21/14
Aim: Studying first acts through films.
Daily Spark: Think of a film with an extremely powerful opening scene/first 10 minutes. So good, you couldn’t wait to see what happened next. What was the film? What was the opening and why did it work?
Today, we will watch the opening sequences of a few films. We will then debate the merits of each and decide which we will watch based on this.
The Graduate
A Fish Called Wanda
In Bruges
The Fisher King
Mash
As Good as it Gets
The Constant Gardener
Friday, 5/22/14
Aim: Understanding what makes a catchy opening
Daily Spark: What film from Wednesday did you feel most drawn to? Why? Make a case for why that is the film we should watch next. What do you believe the film is about, based on the opening?
1. Opening of Tootsie
2. Select Film
3. Watch opening again – looking for development and the introduction of the inciting incident.
Tuesday, 5/13/14
Aim: Developing the second half of Act II
Daily Spark: Describe a moment that you wanted to “give up” on something, but someone or something helped you over come that feeling and you overcame it.
Ex: My first year teaching, I had a class I couldn’t manage. I was in different classrooms each period, and I had to run to this classroom, my second period class, from another room on the other side of the building. The classroom was tables instead of desks, with two chairs per table. Everything I did, every rule I made, they did whatever they could to break them and test my dedication. One day in December, I walked into my classroom was hit with the smell of diner food. Four students who had always been particularly disruptive had gone to the diner instead of first period, purchased huge lumberjack breakfasts, and were treating the table desk as their personal booth, with all 4 chairs around it. Like at Frank Sinatra, there was a no eating in the classrooms rule. I had had it. I walked over to the students with the big trash can from the hallway and told them to throw it away. They refused. I didn’t want to waste any more of the period, so I left the trash can by them and got on with my lesson. Eventually they did throw the food away, but I was so frustrated, I decided that was my last teaching day. I went to my principal, told her I was quitting, she told me to think it over, I then had a long conversation with another teacher, a woman who had been teaching in the school for several years and who taught some of these students. We spoke for a long time about education, student need, the importance of steadiness and dedication. She gave me some good advice about teaching and classroom management. I decided to stick it out.
Today we will watch the ending of Million Dollar Baby. Tonight, you will finish the second act for homework:
The Antagonist Returns!
Pages 50-75 or Pages _5-8___ (the 50% mark) -_8-12___ (the 75% mark)
Your protagonist has already had some run-ins with the antagonist, and has been successful so far in keeping him or her out of the way. At the 50% mark, your protagonist may believe that he or she has seen the last of the “bad guy or gal.” Unbeknownst to your protagonist, the antagonist has been getting ready to come back with a vengeance.
Describe how your antagonist rears his or her ugly head again in your script:
The “All is Lost” Moment
Page 75 or Page _8-12_ (the 75% mark)
Just like the 50% mark, the “All is Lost” Moment is a false defeat. Everything that could go wrong has gone wrong. The antagonist has come back with a bigger army and a brilliant game plan right when your protagonist thought all his or her problems were gone for good. After such a huge defeat, it is no wonder your protagonist is ready to throw in the towel and give up on his or her dreams.
Describe the “All is Lost” Moment
The “Aha!” Moment
Page 85 or Page __8-13__ (the 85% mark)
This is the moment when your protagonist pulls him or herself off the floor and back into action. Oftentimes, with the help of the supporting characters, he or she will come up with a brilliant plan (aha!) to finally defeat the antagonist—this time for good.
Describe the “Aha!” moment of your script
In class we will watch the rest of the second act of the film.
Thursday, 5/15/14
Aim: Understanding the final turning point
Daily Spark: Did you like Million Dollar Baby? Why or why not?
Today, we will swap packets and you will give feedback to someone else.
Think about:
Afterwards, discuss
Monday and Wednesday , 5/5+7/14
Aim: Understanding Act 2 of a screenplay
Daily Spark: What was one line of script that stood out to you? What do you think is meant by “subplot?”
The subplot, also known as the “B story” should be introduced on or around page 30 (page 3-5 for you). A common subplot is a love story involving the protagonist, but it can also be based around supporting characters or even a brand new gang of characters. The subplot will make your script more dynamic and exciting.
Today, we will switch and watch before we do.
Today we will focus on “subplot” – what is/are the subplots of Million Dollar Baby? How do they connect to or enhance the main narrative arc?
You will also learn more about each of your characters. What do you learn? How do you learn it?
Friday 5/9/14
Aim: Writing our subplot
Daily Spark: What is a subplot of Million Dollar Baby? What more do you learn about the characters?
Today, you will work on your own subplot and character developement
The subplot, also known as the “B story” should be introduced on or around page 30. A common subplot is a love story involving the protagonist, but it can also be based around supporting characters or even a brand new gang of characters. The subplot will make your script more dynamic and exciting.
Brainstorm some ideas for various subplots, and how you might introduce them into your script. You may want to go back to the questions you answered about your supporting characters on the “Character Questionnaire” or the “Creating Conflict” worksheet.
When you are done with this, move on to the next section: Getting to know your characters
Having Fun and Getting to Know Your Characters:
Pages 30-50 or Pages 3-5 (the 30% mark) – 5-8 (the 50% mark)
This is the portion of a film where most of the trailer clips come from. As you might guess, this part of the script is more upbeat; it is less about your characters moving towards an end goal and more about your characters having fun and getting to know each other. This does not mean that it is less important, since each scene in a script must move the story forward. This part of your script helps your audience get to know what your characters and your story are all about. For example, this is the part of The Wizard of Oz where Dorothy sings and dances along the Yellow Brick Road with her newfound friends.
Write out some rising action that might fit into this section of your script in the space provided.
When you finish this, you will work on the midpoint of your film:
The 50% Mark:
Page 50 or Page 5-8 (the 50% mark)
The fun is now over, and it’s time to get back to the story. The midpoint of your script can be tricky. This is where your protagonist thinks that things can’t get any better or any worse. The trick is that neither is true. The movie is only halfway over, and things are going to get worse before they get better. This is the moment when Dorothy looks across the poppy field and sees the Emerald City. Though it looks like her journey is almost over, it has only just begun.
+Finish for homework+
Screen writing 2013-2014 