Shrek Motion Picture Study Guide 5 th grade Language Arts, Mathematics, and Informational Skills

1. Shrek Motion Picture Study Guide 5th gradeLanguage Arts, Mathematics, and Informational Skills Blair Stone Anna S.

2. Shrek is an engaging and enjoyable film that has appeal to 5th graders while also being relevant to several areas of the North Carolina Standard Course of Study. Introduction Rating: PG Some subject areas addressed in this guide include English Language Arts, Informational Skills, and Mathematics. This guide is organized to clearly connect scenes to state standards. For example, Welcome to Duloc, the 5th scene in this film, directly correlates to a state standard in the Language Arts Standard Course of Study. It focuses on the element of satire that runs throughout this motion picture. Objective 3.02 states that students will have the ability to “make connections within and between texts by recognizing similarities and differences based on a common lesson, theme, or message.” Summary Shrek tells the tale of a lonely ogre trying to find his way though life in the forest. Along the way, he meets new friends, falls in love with a princess, fights a prince, and learns survival skills, all the while learning even more about himself. He realizes exactly what it means to be a good person, someone people can trust, as well as being comfortable in his own skin.

3. English Language Arts Lesson Plan #1: Satire • There are many lessons in English Language Arts that can be taught through Shrek. This lesson plan specifically focuses on the use of satire. The North Carolina Standard Course of Study applies this subject in Objective 3.02. • Objective 3.02: Students will make connections within and between texts by recognizing similarities and differences based on a common lesson, theme, or message. • Two specific scenes in the motion picture Shrek. • “Welcome to Duloc” (Scene 5) • “The Dragon’s Keep. ( Scenes 7-8)” Before viewing the movie: Introduce satire to the class. Cover what satire is and give examples of satire to students. Tell students to look for what they believe are the “satirical parts” to the scenes below and to take notes as to why they think this. During viewing the movie: Show the class “Welcome to Duloc” (Scene 5 - 00:20:15 to 00:25:00) Allow the students to complete their notes on this scene before beginning the same task on the next scene. “The Dragon’s Keep” (Scenes 7-8 – 00: 31:38 – 00: 40: 30) After viewing the movie: Hold a class discussion and ask the students what, in their opinion, were the satirical parts of Shrek. The class then can compile a class list of these actions. Once the list is made, share the true satirical parts of this movie. (listed below) with students. go through the class list and ask them to help you figure out why some of the parts on the list did and did not portray satire. Satirical Events in Shrek “Welcome To Duloc” pokes fun at the clean nature of Disney World, most specifically the “It’s a Small World,” amusement ride. “The Dragon’s Keep” is considered to be a parody of the fairytale storyline. There is a damsel in distress, and “prince charming,” comes to the rescue in her time of need. The main characters in Shrek: Donkey, Shrek, Princess Fiona, and Lord Farquaad come together to result in the satirical nature of this film. Satire can be defined as: the use of irony, sarcasm, ridicule, or the like, in exposing, denouncing, or deriding vice, folly, etc.

4. English Language ArtsLesson Plan #2: Dialogue & Stereotypes • Shrek does a great job of teaching the impact stereotypes can have in multiple situations. They are something that most children become very familiar with at a young age, so it is important to show our children not to judge a book by its’ cover. • North Carolina Standard Course of Study Objectives: • 3.03: Students will justify evaluation of characters and events form different selections by citing supporting evidence in the text(s). • 3.07: Students will make informed judgments about: bias, propaganda, stereotyping, media techniques. Shrek and Donkey learn to get along and look past the stereotypes they once held for each other. Scene 11 (00:49:13 – 00:55:24) of Shrek appropriately portrays this topic. Before the viewing of the movie: Discuss what stereotypes are with the class. Ask each student to take out a scrap sheet of paper and write down as many different stereotypes as they can think of. From there, ask students if they have ever been stereotyped along with how it made them feel. Then ask the students to watch for stereotypes throughout Scene 11. During the viewing of the movie: Students will be given a sheet of dialogue that they will have to fill in as they follow along with this scene. After the viewing of the movie: The class will go over the dialogue and its’ significance. They then will be given a character chart, based upon stereotypes, they are given. (see Appendix page …….)

5. English Language Arts Lesson Plan #3: Fairytales vs. Fractured Fairytales A Fractured Fairytale can be defined as: “ A traditional fairy tales, rearranged to create new plots with fundamentally different meanings or messages. Fractured fairy tales are closely related to fairy-tale parodies, but the two serve different purposes: parodies mock individual tales and the genre as a whole; fractured fairy tales, with a reforming intent, seek to impart updated social and moral messages.” http://www.divinecaroline.com/22113/41723-fractured-fairy-tales Before viewing the movie: Discuss with the class elements of a fairy tale. And introduce the topic of the fractured fairytale as well as what elements make it different from the above stated. Pass out the handout of the ten elements of a Fairytale for the students to look over. During viewing the movie: For the first 15 minutes of the movie, allow the students to watch it without sound. The students can make a list of familiar fairy tale characters they see. Allow the students to watch the rest of the movie with sound and make note on the different spins Shrek puts on these traditional tales. After viewing the movie: Students will complete a Venn Diagram comparing the similarities and differences of fairytales and fractured fairytales. Then students will be placed in groups of 5 and each group will be held responsible for making a fractured fairytale based on the original fairytale they have been given. Princess Fiona paints the perfect picture of a fairytale as she finds her way through the forest all alone. The fairytale is a concept that is taught in school at a very young age. Once students age a bit more, fractured fairytales are introduced. Comparing and contrasting the fairytale against the fractured fairytale is a skill that Shrek conveys very well. North Carolina Standard Course of Study Objectives: • 2.03 Read a variety of texts, such as: fiction (tall tales, myths), nonfiction books of true experience, newspaper and magazine articles, schedules). poetry (narrative, lyric, and cinquains, drama (plays and skits.) A Fairytale can be defined as: A folktale featuring fairies or similar fantasy characters

6. English Language ArtsLesson Plan #4: Character Education It is absolutely necessary to teach our children the significance of good character while they are still young. If good qualities are instilled in them at such a young age, hopefully these characteristics will be utilized throughout their life. The North Carolina Standard Course of Study focuses on Character Education a great deal as well. There are multiple objectives that can teach these lessons in the motion picture Shrek. North Carolina Standard Course of Study Objectives 7.01 Develop a positive attitude toward self as a unique and worthy person. 7.02 Communicate the goal setting process. 7.03 Manage feelings. 7.04 Distinguish between appropriate and inappropriate behaviors. 7.05 Differentiate personal boundaries, rights, and privacy needs. 7.06 Establish self-control. 7.07 Demonstrate cooperative behavior in groups. Princess Fiona and Shrek show how much they care for each other by keeping each others’ best interests at heart. After viewing the movie: Allow a couple students to give examples of where they saw good and bad character. Ask two students to come up to the screen and once their scene is found, point out the facial expression of the characters in the movie that displayed good or bad character. (As seen in this picture below) Following picking out these faces, the class will hold a discussion on the importance of good character. There is no specific scene that can be singled out to focus on character. Shrek as a whole is filled with lesson after lesson on good character. Before viewing the movie: Put students in groups of 4 or 5 and give them each a different story with a different ethical situation on it. Each group as a whole must decide how to deal with their given situation and present it to the class. During viewing the movie: Ask students to pay careful attention to the good and bad qualities that are revealed in Shrek and to make sure they remember where these spots take place. Prince Farquaad shows poor character traits as he tears apart the Gingerbread Man.

7. Appendix • Dialogue Worksheet & Answer Sheet………………….page 1 • Stereotype Worksheet…………………………………………page 2 • Common Elements of A Fairy Tale ………………………page 3 • Fairy Tales & Fractured Fairy tales Venn Diagram…page 4 • Booklist of Fractured Fairytales……………………………page 5 • Literature Circles Instructions Handout……………….page 6

8. Name: ____________________ Shrek Scene 11 (00: 49:13-00:51:20) Listen to this scene and fill in the missing parts to this dialogue. SHREK: (Belches) DONKEY: …………(Shrek!!!)…………………………………….! SHREK: What? It’s a …(compliment)…Better…(out)……than ……(in)……I always say! DONKEY: Well its no way to behave …(in front of)…… a princess. PRINCESS FIONA: (Belches) Thanks. DONKEY: She’s ……(as nasty as)………………….. you are. SHREK: You know, you’re not exactly what I expected. PRINCESS FIONA: Maybe you shouldn’t judge people before you know them. 1

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10. Common Elements of Fairy Tales 1. A fairy tale begins with "Once upon a time...” 2. Fairy tales happen in the long ago. 3. Fairy Tales have fantasy and make believe in them. 4. Fairy Tales have clearly defined Good characters vs. Evil characters. 5. Royalty is usually present in a fairy tale, a beautiful princess/handsome prince. 6. There may be magic with giants, elves, talking animals, witches or fairies. 7. Fairy tales have a problem that needs to be solved. 8. It often takes three tries to solve the problem. 9. Fairy tales have happy endings – “they all lived happily ever after.” 10. Fairy tales usually teach a lesson or have a theme. 3

11. Shrek Activity #3 Fairy Tales and Fractured Fairy Tales Venn Diagram Place the characteristics of each genre in their respective circles. Also include elements that these two topics share in the middle of this diagram. * HINT: Keep in mind everything that you learned from Shrek. There are many examples right in front of you!! Fairy Tales Fractured Fairy Tales Both 4

12. Fractured Fairytales Here is a list of some of the best Fractured Fairytales to date! If you’ve gotten into this genre, put these books on your To-Read List! • Dear Peter Rabbit – Ada, Alma Flor • The Princess and the Pizza – Auch, Mary Jane • Jim and the Beanstalk – Briggs, Raymond • A Frog Prince – Berenzy, Alix • The Fourth Little Pig – Celsi, Teresa • Dinorella: A Prehistoric Fairytale – Edwards, Pamela • Three Cool Kids – Emberely, Rebecca • Mr. Wolf’s Pancakes – Fearnley, Jan • Dinosaur’s New Clothes – Goode, Diane • The Wolf Who Cried Boy – Hartman, Bob • Cinderdog and the Wicked Stepcat – Holub, Joan • Chicken Little – Kellogg, Steven • Ella Enchanted – Levine, Gail Carson • Once Upon A Golden Apple – Little, Jean • Sleepless Beauty – Minters, Francis • The Prince of the Pond – Napoli, Donna Jo • Sleeping Ugly – Yolen, Jane • The Toll-Bridge Troll – Wolff, Patricia Rae • Petronella – Williams, Jay • Deep in the Forest – Turkle, Brinton 5

13. Fractured Fairytales Literature Circles Each group of 5 will pick a fairy tale. Then find a fractured fairy tale based off of your original choice. Each group member will be responsible for completing the task for each role given. • Literature Circle Roles • Discussion Director: Your job is to write a list of questions that your group might want to discuss about the book. • Summarizer: Your job is to prepare a summary of the reading. Don’t tell the whole story, just focus on the important parts • Vocabulary Enricher: Your job is to look for a few important words in your reading. If you find words that are puzzling or unfamiliar, mark them down on this page while you are • reading. • Connector: Your job is to find connections between the book you are reading and the outside world. This means connecting what you read with your own life, to what happens at school or in the community, to similar events at other times and places, or to other people or problems • Illustrator: Your job is to draw some kind of a picture related to what you read. It can be a sketch, cartoon, diagram, or stick figure scene. 6

14. Websites used http://www.readwritethink.org/lesson_images/lesson810/video_clips.pdf http://www.ci.el-paso.tx.us/kidszone/kidszone_library/booksandreading/booklists/booklistfracturedfairy.htm www.scribd.com/.../Lesson-Plan-Scene-11-from-Shrek-1-Movie-Guide http://www.abcteach.com/directory/basics/reading/literature_circles/