![]() ![]() Your feedback, ratings, likes and follows are appreciated: Is this movie guide worth it? Download two of my movie guides for free below: Pause the movie at each question to give students time to write/discuss Use the screen sharing tool on your group call software to play the movie Although students are not reading they are asked to perform the same cognitive functions on the content that they consumed from the movie.ĭistribute the Google Slides version to each student **CCSS Note: I’ve taken the liberty of aligning certain reading standards with the act of consuming content via the movie instead. *CCSS alignment indicating standards met, PDF (1 page - see also preview image) *A generic, editable movie guide permission slip *A Google Slides Version of the Movie Guide *An answer key is included with this movie guide, however many answers will vary as students are encouraged to construct their own meaning from the characters’ dialogue and behavior. This resource consists of 11 high-level, short answer and essay questions that will do more than just ask your students to regurgitate information.Ī student movie guide, PDF print version (4 pages) Challenge students to analyze the intriguing character of Rick Blaine and the many interdependent relationships among the characters. The English-language titles of compositions (books and other print works, songs and other audio works, films and other visual media works, paintings and other artworks, etc.This classic film has amazing character development and is worth a look in any film or literature class. Main page: WP:Manual of Style/Titles of works ![]() When more than one variant spelling exists within a national variety of English, the most commonly used current variant should usually be preferred, except where the less common spelling has a specific usage in a specialized context, e.g., connexion in Methodist connexionalism.įor assistance with specific terms, see Comparison of American and British English § Vocabulary, and American and British English spelling differences most dictionaries also indicate regional terms.Use a commonly understood word or phrase in preference to one that has a different meaning because of national differences (rather than alternate, use alternative or alternating, as appropriate), except in technical contexts where such substitution would be inappropriate ( alternate leaves alternate law). ![]() Terms that differ between varieties of English, or that have divergent meanings, may be glossed to prevent confusion, for example, the trunk (American English) or boot (British English) of a car .If a variant spelling appears in a title, make a redirect page to accommodate the others, as with artefact and artifact, so that all variants can be used in searches and linking.For example, glasses is preferred to the national varieties spectacles ( British English) and eyeglasses ( American English) ten million is preferable to one crore ( Indian English). Use universally accepted terms rather than those less widely distributed, especially in titles.Citations for description-list content go in the term or definition element, as needed.įor an international encyclopedia, using vocabulary common to all varieties of English is preferable. If using template-structured glossaries, terms will automatically have link anchors, but will not otherwise. Aside from sentence case in glossaries, the heading advice also applies to the term entries in description lists. Unlike page headings, table headers do not automatically generate link anchors. However, table headings can incorporate citations and may begin with, or be, numbers. The above guidance about sentence case, redundancy, images, and questions also applies to headers of tables (and of table columns and rows). ![]() See Wikipedia:Manual of Style/Linking § Avoiding broken section links for further discussion. Note: if electing to insert the span directly, do not abbreviate it by using a self-closing tag, as in =Implications=, since in HTML5 that XML-style syntax is valid only for certain tags, such as.
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