EAPP Module (2nd QTR)
EAPP Module (2nd QTR)
EAPP Module (2nd QTR)
TASK 1:
Watch a movie, fill up this movie diagram, and write a Review Paper about it.
TITLE:
DIRECTOR:
YEAR SHOWN:
Introduction Theme
Plot
TASK 2:
Paste 2 pictures. One picture of the movie you watched and your picture
watching the movie as proof of compliance.
TASK 3:
Write you Movie Review Here.
Concept tells us what a story is about—the core idea of a story. There are two types of
concepts: low concepts and high concepts.
Low Concepts
Low concepts are simple and can come off as generic or mundane at first glance.
However, these stories often contain more character development and nuance than their
high-concept counterparts.
Low concepts don’t have built-in conflicts and antagonists. Nor do they appear on
their surfaces to be particularly unique or compelling. They are more difficult to pitch or
sell because they’re harder for audiences to envision. However, if well executed, low-
concept stories can perform well.
What’s so interesting about that? This is what makes low concept a harder sell; it
often needs to be worked into a fuller premise to hold any real interest.
High Concepts
High concepts pack a lot of punch in just a few words. They often wrestle with
what-if questions and tend to contain built-in appeal while conveying a fresh or original
idea—or a new twist on an old idea. Many high concepts focus on primal emotions and
situations, such as survival or finding love. The conflict and genre are often self-
evident. These concepts are visual; in just a few words, they spark people’s imaginations.
A one-line description is enough to draw people’s attention:
As you can see, these are all genre stories, which isn’t unusual; science fiction and
fantasy lend themselves particularly well to high concepts.
Premise
Concepts are often too broad and are only interesting on the surface—even high
concepts. A hundred storytellers could start with the same concept—high or low—and
they’ll end up with a hundred different premises. For example, you could take the idea of
genetically engineered dinosaurs in many different directions. The dinosaurs could be
built in a lab and then escape and wreak havoc on a metropolitan population. Their DNA
could be mixed with human DNA, resulting in a highly intelligent species that wants to
wipe out its main competitor—humans. And the dinosaurs don’t have to be antagonistic:
they could help humans solve a serious problem. Maybe they can communicate with the
aliens that have just arrived. Now we’re heading toward something that resembles a
premise.
Scientists build dinosaurs from preserved DNA and then fight them off when they
threaten to take over a theme park that is under construction. (Jurassic Park)
A lonely orphan is invited to a secret school for young wizards, where he will
eventually acquire the skills and allies he needs to face the evil and powerful wizard who
killed his parents. (Harry Potter)
Two teenagers from rival families fall in love and make the ultimate sacrifice for
each other. (Romeo and Juliet)
The premise for Romeo and Juliet shows how a low concept (two teenagers fall in
love) can be turned into a more compelling premise with a little tweaking.
YOUR DRAFT
Low Concept
High Concept
Premise
Elements
TASK 2:
Make a 7 Slide PowerPoint Presentation and in one to two
pages clean bond paper.
Slide 1 Title Page
Story Concept
Concept Paper Output in EAPP
Submitted by:
Submitted to: Ms. Mary Grace L. Sagun
Slide 2 Low Concept
Slide 3 High Concept
Slide 4 Premise
Slide 5 Elements (Genre and Opposition)
Slide 6 Elements (Main Character and Macro Setting)
Slide 7 Possible Movie Poster (your picture)
Lesson Discussion 1
1. Social Issues (cause)
What is the cause of the increase in child
obesity?
2. Educational Issues (fact)
Does adding year to highschool really improve learning?
3. Technology (policy)
Textbooks should be replace by iPad and online
resources
4. Media (fact)
Does news from ABS CBN bias?
5. Relationships (cause)
What are the causes of having broken family?
6. War and Peace (statement)
War is not really the solution to achieve peace.
7. Environmental Issues (cause)
What are the cause of flash flood?
8. Politics (fact)
Some of the government leader are illegal drugs protector
TASK 1:
Write two samples issues and topic for each category mentioned above.
1. Social Issues -
2. Educational Issues -
3. Technology -
4. Media -
5. Relationships -
6. War and Peace -
7. Environmental Issues -
8. Politics -
Lesson Discussion 2
Definition of Term
Derived from manifestum, the Latin word for ‘clear’ or ‘conspicuous’,
a manifesto is typically a published document with a formal declaration
of intentions that shall be pursued.
A formal statement expressing the aims and plans of a group
or organization, especially a political party
A manifesto attempts to represent the intentions, goals, principles, and
motives of an individual, group or organization — be it a political
party, an artistic movement, a school of thought, or an individual belief system.
Different Types of Manifesto
- Artistic Manifesto - Philosophical Manifesto
- Corporate Manifesto - Political Manifesto
- Educational Manifesto - Personal Manifesto
- Election Manifesto - Religious Manifesto
Task 2:
Situation: You
will run as
President of your
Strand Society.
The thesis for your argument needs to be opinionated or debatable. The thesis will usually fall into 4
different categories or claims. You SHOULD make sure that your thesis fits one of the following types of
claims. Sometimes, an arguable thesis may overlap and use 2 or even 3 different claims. Remember,
the more claims you incorporate into your thesis, the longer your essay will be. Be sure that you
construct a focused and narrow thesis-claim that will allow you enough room to write a full essay on
your topic.
If you choose to make a claim of fact or definition, be sure that you choose a DEBATABLE fact or
definition. For example, if a student claimed that the Brazilian Samba was a slow graceful dance, it
would only take a few moments of research for me to find that it is actually a fast-paced, rhythmic, and
lively dance. So clearly, this claim would not be debatable; there is no argument. However people
disagree about many supposed "facts." One debatable claim I always encounter in the classroom is
whether or not student grades really measure achievement. Another claim is whether or not a lie-
detector test is really accurate. Are methods of torture (i.e. water-boarding) necessary measures the
government should undergo in order to get a suspect to divulge crucial information? And what
constitutes "necessary measures" in the first place?
Similar to the claims about fact or definition, claims about cause and effect need to
be opinionated or debatable. It is obvious, for example, that smoking causes lung cancer, but one could
debate whether or not secondhand smoke causes lung cancer. A few recent examples of debatable
cause-and-effect topics could be about the new train that has been built, traveling from Beijing to Tibet.
Many feel that this train will threaten the Tibetan culture and ancient way of life. Other more typical
controversial cause-and-effect topics range from the effect television has on teens to the effect testing
has on the quality of education.
This claim is a perfect example of how 2 different claims can overlap each other. Claims about solutions
or policies usually work hand in hand with claims about fact or definition. For example, because the
healthcare system does not adequately assist Americans (argue that this is a fact), they should be
WEEK
reformed (argue for the solution/policy). Also, any policy relating to under-aged 5 (Position
minors Paper)
is always
controversial because it is difficult to define when an adolescent is capable of making a deliberate
decision, just as an adult would. EAPP MODULE (SECOND QUARTER)
Claims about value generally lead to essays that evaluate. Anytime a writer places value on someone
or something as "the best" or "superior", that writer is making a claim about value. While writers should
always anticipate how to respond to the opposing viewpoint, it is particularly crucial to do so when
dealing with a claim about value. For example, people who are blind have a unique culture of blindness,
and many believe that living a visionless life is better than living a seeing-life. But to properly address
this topic and claim, one must anticipate and respond to the opposing viewpoint, that seeing-life has
significant benefits. Another example is that of Ultimate Fighting Championships (UFC). One could argue
that UFC is a dehumanizing sport. The anticipated opposing viewpoint could be that UFC fighters
undergo extensive training and skill-based martial arts, thus making it a viable athletic competition.
Review
Identify the following. Choose from the answers inside the box.
position paper evidences Claim conclusion body
Fact and Definition claims are good for "Definition" or "Description" essays.
Cause claims are useful for "Cause Effect" or "Causal" essays.
Policy claims are good for "Problem Solution" or "How to" essays.
Evidence
Value claims are good for "Comparison and Contrast" essays
Evidence
Position or Claim
Subclaim 2
Evidence
Evidence
Evidence
Subclaim 3
Names: _____________________________________________________________________________________________________________
Section: _______________________
Evidence
Position Paper Rubric
Evidence
Thesis Developed a strong Developed a strong Developed a Developed a
Statement thesis and included thesis and included strong thesis and thesis statement
it in the appropriate it in the included it in the and included it in
place in the paper. appropriate place appropriate place the paper. Some
The thesis was the in the paper. The in the paper. of the information
focal point of the thesis was the focal Most of the supported the
paper and was both point of the paper information thesis statement.
strongly and and supported supported the
thoroughly throughout the thesis statement.
supported paper.
throughout the
paper.
Strong Reasons Position is Position is Position is Position is
supported with well supported with well supported with a supported with a
developed and developed and minimum of minimum of three
thought out reasons thought out three distinct distinct reasons.
(minimum of three). reasons (minimum reasons. Reasons Reasons are
Reasons show of three). Reasons are developed, developed, but are
strong analysis and are well developed, but more more general and
conclusions based but analysis and analysis and need to be
on the information. conclusions need conclusions are developed further.
to be strengthened. needed.
Depth and Position is Position is Position is Position needs to
Variety of supported in depth supported with a supported with a be supported with
Evidence with a variety of variety of sources. variety of more valid and
sources. Substantial Adequate valid and sources. Valid accurate
valid and accurate accurate and accurate information. Some
information in the information has information has of the information
form of expert been used been used may not be
opinion, statistics, throughout the throughout the relevant and/or
research studies, paper. Information paper. Most of does not support
etc. has been used is relevant and the information is the thesis.
throughout the supports the relevant and
paper. Information writer’s ideas. supports the
is relevant and writer’s ideas. A
supports the mix of general
writer’s ideas. and specific
information is
used.
Organization Ideas are well Most ideas are well Organization of Paper has some
and Mechanics organized and free organized and free the paper needs organization but
of mechanical of mechanical to be some diversions or
errors. errors. strengthened. abrupt shifts in
Mechanical purpose are
errors are present. Many
present mechanical errors
throughout the are present as
paper. well. Sentence
structure needs to
be strengthened.
Transitions Transitional words Some transitional Too few Too few transitions
and phrases are words and phrases transitions used, used.
used to connect are used to or used correctly.
ideas and maintain connect ideas and
coherence between maintain
paragraphs. coherence between
paragraphs.
If you are certain that a respondent is able to answer the question, for example, if you
ask someone who just purchased from your website, “How would you rate our website?” you
don’t need to offer an “out.”
TASK
Instead of Reporting, submit a papper output for your survey report. Take note
of the content above.