WHOD: Whodunit? Mystery and Suspense In Literature and Film

WHOD: Whodunit? Mystery and Suspense In Literature and Film
DAY
1
MON
6/30
Objectives
Week 1 Objectives
Students will be able
to (SWABAT):
1. identify
literary
conventions
2. discuss a
text’s medium
of publication
3. list basic
elements of
detective
fiction
4. understand
and
investigate
critical
arguments
about
detective
fiction
5. develop
critical
reading
strategies
6. understand
rhetorical
appeals
7. use
supplementar
y information
MORNING
9:00-9:20 ACTIVITY
Icebreaker (2 truths, 1 lie)
9:20-9:40 DISCUSSION
Overview of Course
9:40-10:00 BREAK
10:00-11:00 WRITING/ASSESSMENT
Pre-Assessment Essay (Video clip for preassessment essay)
11:00-11:45 ACTIVITY
Name Tag Design
11:45-12:30 READING/LISTENING/WRITING
READING: Poe, “Tell Tale Heart”
LISTEN: audio version of Poe TTH
(https://www.youtube.com/watch?v=7gEh8cVSFo
U)
JOURNAL: response to audio versions
AFTERNOON
1:30-1:45
DISCUSSION
close reading
1:45-2:00
DISCUSSION
TPS – variations
from print to audio
2:00-3:00
READING
Poe “Black Cat”
EVENING
7:00-8:00 ACTIVITY
(DRAWING)
conceptions of
crime/detective fiction –
develop working definition
of genre
8:00-8:15 DISCUSSION
plot elements in crime fiction
(make list)
8:15-9:00 GROUP
ACTIVITY
Graph out the plot of one of
Poe’s stories.
DAY
2
TUES
7/1
Objectives
to revise
initial ideas
8. develop and
implement
pre-writing
strategies
9. develop a
vocabulary of
film analysis
MORNING
9:00-10:30 READING/WRITING
(aloud) P.D. James, “What Are We Talking About
and How Did It All Begin?” (in Talking About
Detective Fiction) and (independently) ACD “The
Red-Headed League”
JOURNAL: P.D. James’ definition of crime fiction
10:15-10:30 DISCUSSION
How does James craft her argument? What does
James’ definition add to ours?
10:30-11:15 READING
Arthur Conan Doyle, “A Case of Identity” (begin
aloud, finish independently)
11:15-11:30 FIRE DRILL
11:30-11:50 DISCUSSION
Rhetorical Appeals (logos, ethos, pathos)
WATCH: scene from Sherlock “The Empty Hearse”
DISCUSSION: How does this story fit the genre?
What are the main elements? How is Sherlock’s
Holmes’ ethos as a detective constructed? How is
language, etc. working here (recall discussions of
Poe’s stories)
11:50-12:15 ACTIVITY
Show vs Tell Writing Activity
12:15-12:30 LECTURE
AFTERNOON
EVENING
1:30-1:45 GROUP
ACTIVITY
2 truths and a lie
(again)
DISCUSSION: did
students’ abilities
to guess their
classmates’ lies
improve?
1:45-3:00 WATCH
Sherlock S02E02
“The Hounds of
Baskerville”
7:00-7:45 READING
P.D. James, “The Tenant of
221B Baker Street and the
Parish Priest from Cobhole
in Essex” (in Talking About
Detective Fiction)
7:45-8:00 DISCUSSION
What does Sherlock Holmes
as a character add to the
genre? How does James
conceptualize him?
8:00-9:00 WRITING
Students write an ending to
the Sherlock story.
DAY
3
WED
7/2
4
THUR
S
7/3
Objectives
MORNING
Physical Tells of Lying
9:00-9:10 BRAIN TEASER
Sherlock Holmes
9:10-12:30 CREATIVE WRITING ESSAY #1 (with
a 30 minute break)
Students participate in a guided walk around
campus with Instructor and TA. As the class walks,
students take notes on interesting people, places,
and things. (20 minutes)
Back in the classroom, students consult their notes
from the walk. On separate notecards, students
provide a location, a weapon, a victim’s name and
profession, a clue, and a detective’s name (at least 2
of which are inspired by something in their notes).
Collect cards according to type, shuffle, and
redistribute one group of 5 cards to each person.
Each student brainstorms, then creates an outline
which the instructor approves or suggests areas of
improvement. Once approved, students begin first
draft.
9:00-9:20 BRAIN TEASER
Murder in Front of the Bay Window
9:20-9:35 DISCUSSION (TPS)
What constitutes “good” analytical writing?
9:35-10:30 GROUP ACTIVITY
Analytical Essay Critique
10:30-10:50 BREAK
10:50-12:00 READING
Poe, “Murders in the Rue Morgue”
AFTERNOON
1:30-1:50 WATCH
finish watching
Sherlock
1:50-2:00
DISCUSSION
Narrative and
Sherlock as an
adaptation
2:00-3:00
WRITING
Students begin
prewriting for
Analytical Essay #1
(should have basic
outline by end of
session)
1:30-1:50
DISCUSSION
film critique
1:30-2:00
DISCUSSION
Sherlock’s ethos as
a detetctive
2:00-3:00 WATCH
begin Clue (1985)
EVENING
7:00-7:40 READING
S.S. Van Dine, “Twenty Rules
for Writing Detective
Stories”
7:45-8:30 GROUP
ACTIVITY
Students work in pairs to
“grade” “A Case of Identity”
based on the “20 Rules” – if
students are quick, they may
also “grade” Poe’s TTH and
BC to determine which of the
3 stories plays most by the
rules
8:30-9:00 WRITING
JOURNAL: Choose 1 or 2 of
Van Dine’s “Rules” and
discuss why it might be
helpful/beneficial/interestin
g to break this rule when
writing a detective story.
7:00-8:00 DISCUSSION
class outline of essay
8:00-9:00 DISCUSSION
PD James, Chapter 2
FLEX TIME: When/If
finished with reading,
students may use this time to
work on Creative Writing
Essay #1 (TA and Instructor
available for help/questions)
DAY
5
FRI
7/4
Objectives
6
MON
7/7
Week to Objectives
SWABAT:
1. participate in
effective peer
review
2. revise
analytical
writing to
include peer
feedback
3. understand
elements of
drama
4. discuss and
apply critical
gender theory
and camp
aesthetics
5. investigate
music
MORNING
9:00-9:45 DISCUSSION
“The Golden Age” and “The Red-Headed League”
Narrative as reflection/construction of society,
genre, formula writing (James Chap. 1)
9:45-12:00 WRITING (CHDN 108 LAB)
Continue work on Analytical Essay #1
9:00-9:10 LECTURE
Recap: How does mystery fiction relate to detective
fiction? (Poe and Doyle as pioneers)
9:10-9:30 DISCUSSION/READ ALONG
Camp Cinema (with handout)
9:30-10:05 GROUP WORK
Clue Index Cards
10:05-10:15 PRESENTATIONS
10:15-10:50 BREAK
10:50-11:50 READING
Trifles (assign parts, read aloud)
11:50-12:30 GROUP WORK
gender in Trifles
AFTERNOON
1:30-2:20 WATCH
finish Clue (1985)
2:20-3:00 GROUP
ACTIVITY
Clue (1985): index
cards - genre,
humor,
cast/characters,
multiple endings,
etc.
Students present
group’s findings at
end.
1:30-2:30 WATCH
episode of
Elementary
2:30-3:00
DISCUSSION
How does gender
and/or nationality
affect detective
fiction? Are the
expectations/effect
s of gender
different when
considering a
detective, victim,
writer, etc.?
EVENING
SUNDAY NIGHT 7/6
7:00-9:00
MEETING/WRITING
Students will meet
individually with instructor
to discuss progress on
Analytical Essay #1. While
not meeting with Instructor,
students will continue
writing.
7:10-9:00 READING
P.D. James, “Soft-centered
and Hard-boiled” (in Talking
About Detetctive Fiction)
Begin Agatha Christie, And
Then There Were None
(ATTN) (Chapters 1-4)
EXTRA: WRITING
Analytical Writing 1
DAY
7
TUES
7/8
Objectives
selections as
texts
6. utilize
rhetorical
appeals to
craft strong
arguments in
both
analytical and
creative
writing
7. develop
multimodal
expression of
critical
arguments
MORNING
AFTERNOON
EVENING
9:00-9:10 LECTURE
Agatha Christie
9:10-10:45 WRITING LAB BELL 008A
Peer Review of Analytical Essay #1. Students should
have a completed draft by the end of the night’s
evening session.
10:45-11:00 BREAK
11:00-12:30 WRITING
Students should complete a rough draft of CW Essay
#1 to be ready for peer review in the afternoon.
LAB BELL 008A
1:00-2:00
WRITING/GROUP
WORK
Peer Review of CW
Essay #1.
2:00-3:00
WRITING
Students will make
revisions to CW
Essay #1 based on
Peer Review
Feedback.
(These activities
may be flexible to
accommodate
student needs.
7:00-8:00 READING (LAB
CHARD 108)
ATTWN (Chapters 5-7)
8:00-9:00 WRITING
When finished reading,
revise Analytical Essay #1
based on Peer Review
Feedback. The essay must be
finished by the end of this
session.
DAY
8
WED
7/9
9
THUR
S
7/10
Objectives
MORNING
9:00-10:00 CHARACTER CARDS
10:00-11:00 WRITING (LAB Bell 008A 9-10:45)
Complete CW Essay #1.
1:00-11:30 BREAK
11:30-12:00 DISCUSSION
(focus points for Analytical Writing based on
student needs)
12:00-12:30 WRITING
begin outlining/drafting Analytical Essay #2
9:00-9:30 WRITING/ACTIVITY
Self-analysis of detective skills/weaknesses,
character sketch of self as a detective. At the end of
the 30 minutes, students will swap notes with a
classmate. The new set of notes will serve as
inspiration for the detective in each student’s CW
Essay #2.
9:30-12:00
Students begin work on CW Essay #2.
AFTERNOON
Students may
decide they’d like
additional time to
work before peer
review.) Students
should plan to have
a completed essay
by the next day
(students will have
60-90minutes next
day).
1:30-3:00
WRITING (LAB
BELL 008A)
Draft Analytical
Essay #2. Students
will need a
completed draft for
Peer Review the
following day.
1:30-2:30
READING
ATTWN (Chapters
8-10)
2:30-3:00
DISCUSSION
ATTWN: What is
happening? How
does Christie build
suspense? Does her
gender as an author
affect the story?
EVENING
7:00-9:00 GAME NIGHT
Play Clue board game
FLEX TIME:
If there is time after the
game, students may spend
additional time finishing CW
Essay #1 or working on
Analytical Essay #2.
7:00-9:00 WRITING
Drafting Analytical Essay #2
8:00-9:00 GROUP WORK
Cast and design a
poster/movie trailer
(storyboard) for your
version of ATTWN. (Who
would you get to play which
parts? Why? How much of a
budget would you probably
need? Where might you set
your film? What would your
target audience be? How
DAY
Objectives
10
FRI
7/11
11
MON
7/14
MORNING
9:00-10:00 ACTIVITY (GROUP STORY)
Photo paragraph: Students will see a selection of
photos (stills from various detective films) and will
each choose one photo to serve as inspiration for a
one paragraph story to be shared with class during
afternoon session.
10:00-10:30 BREAK
10:30-11:30 WRITING (LAB BELL 008A)
Students work on CW Essay #2.
11:30-12:30 READING
ATTWN (Chapters 11-14)
Week 3 Objectives
SWABAT:
1. participate in
effective
group work
2. understand
the film noir
genre
9:00-10:30 WRITING
AE #2 Peer Review
10:30-11:00 BREAK
11-11:30 GROUP WORK
Cast and design a poster/movie trailer (storyboard)
for your version of ATTWN. (Who would you get to
play which parts? Why? How much of a budget
would you probably need? Where might you set
AFTERNOON
(Begin Wall o’
Death)
1:30-3:00
READING
ATTWN (15-end
and epilogue)
Quick Students:
Students will be
given excerpts from
James’ chapter,
“Four Formidable
Women.”
DISCUSSION: James
and Christie: Does
James’ chapter
change our
understanding of
Christie’s writing?
Do we
agree/disagree
with James? What
does James say
makes a successful
detective writer?
1:30-1:40
LECTURE
film noir
review/hardboiled
genre
1:40-3:00 WATCH
The Big Sleep
(1946)
EVENING
would you attract your
target audience?)
SUNDAY NIGHT
7:00-9:00 WRITING
Students complete draft of
CW Essay #2.
7:00-9:00 GROUP WORK
Students continue work on
Proposal assignment.
DAY
12
TUES
7/15
Objectives
3. discuss genre
conventions
and
adaptability
4. craft
compelling
poetry
utilizing
literary
techniques
5. analyze
diegetic
elements of
film in order
to craft a
storyline
6. discuss
adaptation
theory
MORNING
your film? What would your target audience be?
How would you attract your target audience?)
11:30-12:30 GROUP WORK
Explanation of Detective Novel/Film Proposal
assignment: Students will be divided into groups of
5 students. They will need to work as a team to
develop a plan and pitch for a new detective novel
and accompanying film adaptation. They will need
to consider publishers’ desires, techniques of
writing and suspense that we have been discussing,
casting, budget, etc. At the end of the week, groups
will present their proposals to the rest of the class
who will act as publishers’ representatives. Groups
will need to produce: a title, basic plot summary
with character list, description for the back cover of
the book, book cover design, cast list for the movie,
a movie logline, and a movie poster.
AFTERNOON
9:00-9:10 BRAIN TEASER
TBD (Students can submit ideas to lead)
9:10-9:25 GROUP WORK
Students will pair up to discuss their responses to
TBS. Students will create a graphic organizer to
explain the film’s relationship to the film noir genre.
9:25-9:45 PRESENTATIONS
Group work on film The Big Sleep.
9:45-10:15 READING (ALOUD TOGETHER)
Poe’s “The Raven,” Emily Dickinson’s “I Felt a
Funeral in My Brain,” and Browning’s “Porphyria’s
Lover”
10:15-10:35 DISCUSSION
Narrative vs Lyric Poetry
1:00-1:10
DISCUSSION
Review elements of
“detective” poetry:
imagery, sound,
rhythm, etc.
1:10-2:00
WRITING
Students will try
their hands at
writing detective
poetry.
2:00-2:40 PEER
REVIEW
EVENING
7:00-9:00 WRITING (LAB
BELL 008A)
Students continue revisions
to CW Essay #2.
DAY
13
WED
7/16
14
THUR
S
7/17
15
FRI
Objectives
MORNING
Genre: Can a poem be a mystery? Can it be detective
fiction? What are the generic differences we expect?
How does this compare to detective films?
10:35-11:40 WRITING
Students revise CW Essay #2 based on Peer Review
feedback.
11:40-12:00 GROUP WORK
If extra time, students continue work on Proposal
Assignment.
9:00-10:30 GROUP WORK
Proposal Assignment
10:30-11:00 BREAK
11:00-12:30 WRITING
Students complete and submit AE #2.
9:00-9:15 WRITING
Student Evals
9:15-10:15
Post-Assessment
10:15-10:45 BREAK
10:45-11:15 READING
ACD “A Scandal in Bohemia”
11:30-12:30 GROUP WORK
Students finish work on Proposal Assignment.
9:00-9:40 WATCH
finish Sherlock Holmes (2010)
AFTERNOON
Students will
partner to
workshop and
revise their poems.
2:40-3:00 POETRY
SHOWCASE
Students can share
their poems with
the class. Class will
vote on “Poetry
Superlatives.”
1:00-3:00 GROUP
WORK
Students continue
work on Proposal
assignment.
1:30-2:00 GROUP
WORK
Presentation
prep/review
2:00-3:00
PRESENTATIONS
Groups will have 15
minutes each to
present their
novel/film
proposals with
Q&A session after
each presentation.
RAs/faculty invited
to attend.
INSTRUCTOR
PREP FOR
EVENING
7:00-8:00 ACTIVITY
Murder Mystery Game
8:00-9:00 GROUP WORK
Proposal Assignment
3:30-5:30 WATCH
Sherlock Holmes (2010)
DAY
7/18
Objectives
MORNING
AFTERNOON
9:40-10:00 DISCUSSION
PARENT
Class has come full-circle back to Sherlock Holmes.
MEETINGS.
Why is he such an iconic character of this genre?
What does this more modern take on him say about
the character? How is the movie-modern SH
different from/similar to the TV versions?
10:00-10:30 DISCUSSION
How has our impression of this genre changed over
the course? How might we alter our original
conceptions of the genre? How would we define it
now?
10:30-11:30 END OF SESSION WRAP-UP
Clean-up classroom, gather materials, sign yearbook
EVENING