Dutch Angle

The Dutch angle does what?
camera technique used by the German expression in the early 1900s to make something unsettling

What is a Dutch angle?
The shot that has a noticeable angle

Who and when created the dutch angle? 
the early 1900s
German Expression

What 3 things do directors need to consider for the Dutch angle?
Read the moment
Consider the Moment
Enhance the Moment

What 4 things can enhance a Dutch angle?
1. Medium close up
2. Dutch angle
3. Wide profile 2 shot
4. Closer to eye line

Over the Shoulder

Points to discuss:

What is the effect of an over-the-shoulder shot? 

It will connect your characters.

What film aspect shows a disconnection between characters? 

Users studio binders software.

How does the director of this scene show the disconnect of the characters?

Emotional disconnection with the viewer and his expressions.

What eventually totally isolates the female character?

They were in the same page and no longer in the same page. And, no over the shoulder shot and her facial expression shows everything.

Write a better sentence English

The -ED start
1. Surprised the siblings, ate the food

The -ING start
1. Surprisingly, I finished the work

Red, white and blue
1. The american flag is red, white and blue stripes

Post Creative Writing Task

1. Replacing words
On Saturday, I went to the mall. Compared to. On Saturday I went to the Hub Hornby.
In a week I will be going on holiday. Compared to. In a week I will be going to Bali.
On Saturday, I sold my old house. Compared to. On Saturday, I sold my worn down house.

2. Similes, Metaphor
The room was as dark as a pair of black jeans.
The girl was as fast as a cheetah chasing food.
Mary's voice is music to my ears.

3. Onomatopoeia and Alteration
Billy Bounced Balls down the Building.
He crashed his car and it went BANG! 

4. The 5 senses
Jayne smelt something that smelled delicious.
They heard a giant sleigh coming towards them.
Jayne then said “It tastes like heaven, just the way it was marinated”

5. Inserting words. E.g (The police car went past)
The red, white and blue police car went past
The red, white and blue police car went loudly past
The red, white and blue police car went past extremely fast

6. Deleting words. E.g (The young boy, with long black hair, went over to the shops)
The young boy, with long black hair, went over to the shops. To. The young boy, went over to the shops.

Pre-Writing Language

Step 1- I am/am not ready to learn because…

(I do/do not understand the what, why, how, and where of my learning?)

• By bringing gear

Step 2- My learning goals are …

• I will be able to write my own similes, metaphors, personification.

Step 3- To engage in the connectivity learning process,

I will need …

1. (My teacher, colleagues, video clips, slide decks, websites, dictionary etc.

Step 4- My learning went …. How ever I feel              

 Next time I will … Work

(Utilize my teacher, colleagues, videoclips, slidedecks, websites, dictionary etc.)

1. Simile: The room was as dark as a bat
2. Metaphor: The angry man was like a raging fire
3. Personification: The wind was hitting me like a martial artist
4.  Alliteration: Fair is foul, and foul is fair
5. Hyperbole: I'm so tired, I could sleep for a whole week
6. Assonance: The rain in Spain falls mainly in the plain
7. Onomatopoeia: The bomb went BOOM in the tunnel
8. (Weather is 30 degrees) "It's a bit chilly
9.  Oxymoron: The homeless man has faith
10. Consonance: He struck some hard luck when his grandson tuck asked him to read
11. Pun: I wonder why the baseball was getting bigger. Then it hit me
12. Tricolon: Red, white and blue
13. Listing/ list: The cat was small, cute and loud
14. Antithesis: Patience is bitter, but it has a sweet fruit

What did the Treaty say

Article 1

Key Differences: British wanted complete control while the Maori wanted to keep their leadership of the tribes.

Perspectives Causing Conflict: The British saying that they had complete control while the Maori had different thoughts. 

Article 2

Key Differences: Maori could only sell their land to the British Government. If the Maori wanted to sell their land they had to go and talk to the British and agree on an agreed price.

Perspectives Causing Conflict: Maori always having to go to the British Governorship to sell their land while the British did pretty much nothing.

Article 3

Key Differences: Maori was to have the same rights but also be protected by the British.

Perspectives Causing Conflict: The British was supposed to protect the Maori. And, the Maori were to have the same rights as the British Subjects.

Comprehension Box 2

Howling Wolves

Questions

1. Which word of phrase in Paragraph 2 means against their will?
A, Involuntarily

2. In the second story, the women was crying because:
B, She had been attached by a wolf

3. In each story, the werewolf was discovered because:
C, Evidence was left behind.

4. In the first story, Werner  was attached by the wolf just:
B, Before he reached home

5. In the first story, it is probable that Werner would:
B, Report him

6. In the second story, the woman thought her husband's absences were:
C, Suspicious

7. From Paragraph 2 we can conclude that in days gone by, People:
A, Really believed in werewolves.

8. The two stories in the text come from:
B, Europe.

9. The stories are similar because they involve:
C, Family members.

10. It is an opinion, not a fact, that:
B, Wolves were common in Europe.

11. From both stories we can conclude that the werewolf:
C, Could not remember the attack.

12. In Paragraph 6, the pronoun him refers to:
A, The wolf.