Is Scary Movie 3 a successful parody of The Ring?

Subject

General English

Subject Teacher

Miss Gigg & Miss Lovas

Year Level

11 SACE

Due Date

T.B.A

Task Name

Intertextual Study – Parody

Background Information

In the lead up to this assessment, students explored the purpose and meaning behind parodies and the elements required to make them successful. Students watched the film The Ring and Scary Movie 3 to compare and contrast the way each scene is presented.

Inquiry Statement

Is Scary Movie 3 a successful parody of The Ring?

Learning Intentions

• Students will know and understand the elements used in parodies. Exaggeration, Inversion and Trivialisation.

• Students will understand the ways parodies are made to make meaning (purpose).

• Students will understand the impact parodies have on the audience.

• Students will understand that texts can be perceived differently (depending on an individual’s knowledge and experiences).

Task Description

Students are to watch the film ‘Scary Movie 3’ and explain the main three elements of parody used in recreating ‘The Ring’ scenes. Students are to focus primarily on ‘The Ring’ scenes and will need to pick out evidence from the scenes to compare and analyse. Students need to consider the film’s purpose, context and audience.

Parody: Refers to a style which deliberately seeks to ridicule another style. This may involve, in less talented parody, simply offering up a very silly version of the original. In more skillful parodies, the writer imitates the original very well, pushing it beyond its limits and making it ridiculous. To achieve this second form of parody, the writer has to be able to compose as well as the original. The effect of parody obviously depends upon the reader's being familiar with the original.

Elements of Parody include:

Exaggeration: Taking an aspect of the original, serious version and pushing it to the extreme.

Inversion: Involves flipping the terms in an accepted system of values–good becomes bad, bad becomes good.

Trivialisation: Consists of taking a serious topic and treating it as if it is silly or insignificant.

Format: Written, oral and/or multimodal.

Word Count: 1,000 words or 8 minutes maximum.

Weighting: 25%

Success Criteria

In order for students to be successful, they must…

• Participate in formative tasks and class discussions.

• Ensure purpose and audience is appropriately addressed.

• Ensure accuracy of style and language.

• Ensure the text is explicitly referenced throughout.

• Ensure your ideas ‘link’ together.

• Ensure ideas are discussed in chronological order.

• Use a high register language (formal/academic writing and tone).

• Participate in the drafting and editing processes.

• Participate in effective proofreading.

• Use comparative transitions.

• Use notetaking sheet to guide writing.

• Met Performance Standard criteria, including word count.

• Abide by all due dates.

Literacy

Numeracy

Writing Tasks or oral presentations:

Reading Tasks:

N/A

Differentiation Strategies

Above SEA

At SEA

Below SEA

A

Detailed knowledge and understanding of ideas and perspectives explored in a diverse range of texts.

Extensive knowledge and understanding of the variety of language features, stylistic features, and conventions authors use to make meaning.

Comprehensive knowledge and understanding of ways in which texts are created for a range of purposes and audiences.

Perceptive evaluation of the complex relationship between purpose, audience, and context and how they shape meaning.

Insightful analysis of how language features, stylistic features, and conventions combine to influence readers in various text types.

Analysis of complex intertextual connections between different texts.

Fluent and precise writing and speaking.

Sophisticated use of appropriate language features, stylistic features, and conventions for a range of audiences and purposes.

Detailed and appropriate use of evidence from texts to support conclusions, with textual references integrated into responses.

B

Knowledge and understanding of ideas and perspectives explored in a range of texts.

Knowledge and understanding of a range of language features, stylistic features, and conventions authors use to make meaning.

Knowledge and understanding of ways in which texts are created for a range of purposes and audiences.

Effective analysis of the relationship between purpose, audience, and context and how they shape meaning.

Analysis of how language features, stylistic features, and conventions influence readers in various text types.

Analysis of intertextual connections between different texts.

Mostly fluent and precise writing and speaking.

Use of accurate language features, stylistic features, and conventions for a range of audiences and purposes.

Accurate use of evidence from texts to support conclusions, with textual references incorporated fluently in responses.

C

Knowledge and understanding of ideas and some perspectives explored in a range of texts.

Knowledge and understanding of some language features, stylistic features, and conventions authors use to make meaning.

Knowledge and understanding of ways in which texts are created for familiar purposes and audiences.

Description, with some analysis of purpose, audience, and context and how they shape meaning.

Description, with some analysis, of how language features, stylistic features, and conventions influence readers in some text types.

Description, with some analysis of intertextual connections between different texts.

Generally fluent and accurate writing and speaking.

Use of language features, stylistic features, and conventions appropriate for familiar audiences and purposes.

Use of evidence from texts to support conclusions, with some textual references incorporated in responses.

D

Reference to simple ideas explored in texts.

Knowledge and understanding of a narrow range of language features and conventions authors use to make meaning.

Knowledge and understanding of a restricted range of ways in which texts are created for limited purposes and audiences.

Identification of the purpose, audience, and context of texts.

Reference to some ways in which conventions and language features influence readers in some text types.

Recognition of similarities and or differences between texts.

Some control and fluency of expression.

Use of some language features and conventions appropriate for audience and purpose.

Limited use of evidence from texts to support conclusions, with limited textual references to support responses.

Overall Grade:

Comment: