Bộ sách Scott Foresman reading street gồm các quyển sau: 5.1.1 Learning from Ms Liang 5.1.2 The Challenges of Storm Chasing 5.1.3 Tobys Vacation 5.1.4 Famous Women Athletes 5.1.5 A Nation of Many Colors 5.2.1 Using Special Talents a 5.2.2 Holocaust Rescuers 5.2.3 The Gift 5.2.4 Habitats in Need of Help 5.2.5 Paul Revere and the American Revolution 5.3.1 The Story of Flight 5.3.2 Michelangelo and the Italian Renaissance 5.3.3 Searching for Dinosaurs 5.3.4 Legends of the Blues 5.3.5 Very Special Effects Computers in Filmmaking 5.4.1 Adventure to the New World 5.4.2 Everybody Wins The Story of Special Olympics 5.4.3 Changing to Survive Bird Adaptations 5.4.4 The New Kid at School 5.4.5 Strange Sports with Weird Gear 5.5.1 Double Play 5.5.2 Exploring With Science 5.5.3 Sailing the Stars 5.5.4 Journey Through The Earth 5.5.5 The United States Goes West 5.6.1 Life in the Sea 5.6.2 The Kudzu Invasion 5.6.3 The Golden Year 5.6.4 Train Wreck 5.6.5 Grandma Bettys Banjo
Very Special Effects: Computers in Filmmaking SUMMARY Movies made today include many computerized special effects to create characters and scenes In addition, a growing number of movies are being shot entirely with computers, creating benefits for moviegoers, but complex issues for theaters LESSON VOCABULARY background miniature reassembled landscape prehistoric INTRODUCE THE BOOK INTRODUCE THE TITLE AND AUTHOR Discuss with students the title and the author of Very Special Effects: Computers in Filmmaking Ask students what they can tell about the book based on the cover illustration BUILD BACKGROUND Ask students to discuss films they’ve seen recently that have used computerized special effects Ask: How did you know that parts of those films were made using computers? Students might mention A Bug’s Life, The Incredibles, Finding Nemo, or Toy Story Ask: Why you like special effects? PREVIEW/USE TEXT FEATURES Have students preview the text by looking at photos, captions, the chart on pages 20–21, and the subheads throughout Remind students that text features can help organize their reading 5.3.5 GRAPHIC SOURCES PRIOR KNOWLEDGE READ THE BOOK SET PURPOSE Have students set a purpose for reading Very Special Effects: Computers in Filmmaking Some students may be curious about how computerized characters are created Others may have an interest in becoming computer animators or in using home digital video cameras to make their own movies STRATEGY SUPPORT: PRIOR KNOWLEDGE Encourage students to use their own prior knowledge to expand upon the graphic source on pages 20–21 For instance, ask students what impact computerized filmmaking might have on the popularity of old movie classics, such as The Wizard of Oz Encourage students to think of other pros and cons to add to the diagram, based on their own experiences COMPREHENSION QUESTIONS PAGES 4–5 How has computerized filmmaking helped directors? (They can create vibrant sets on a computer rather than on a big stage; they can cover up background objects or add objects.) PAGE What did early special effects use? (hand-drawn animation, clay models or puppets) PAGE 11 How does the graphic source on page 11 help explain rotoscoping? (It shows how the frames of film are outlined and then blanked out.) PAGE 14 What happens during compositing? (Layers of computer graphic work are placed one atop the next; then the digital file is turned to film.) PAGE 19 How are computer-based digital movies edited? (Computer code can simply be rearranged—like cutting and pasting text.) PAGE 23 Why is the movie industry worried about computerized movies? (Since digital movies can be downloaded, moviegoers might go to theaters less.) 68 Very Special Effects: Computers in Filmmaking 16917_LRD_TG_068-069 68 1/18/06 11:01:29 AM REVISIT THE BOOK READER RESPONSE Responses will vary but should cite specific elements of specific images Responses will vary Possible response: Miniature sets are much cheaper and easier to build than complex, full-sized sets as backgrounds for the action Responses will vary EXTEND UNDERSTANDING Focus students on pages 4–5, 6–7, and 18–19 Each pair of illustrations displays old and new techniques for making movies For each pair, ask students: How these two pictures show how moviemaking has changed? Which you like better? Why? Encourage students to make a graphic organizer that outlines the steps to create computer-animated characters First, they should write the three steps of the preproduction process as on page Next, write the steps of the postproduction process, as on pages 9–15 RESPONSE OPTIONS WRITING Have each student write a few paragraphs about a computer-animated character he or she would like to create Remind students to make their descriptions as vivid as possible so they can be turned over to a Hollywood animator (Have students include sketches of their characters.) WORD WORK The vocabulary for this text includes two compound words (background and landscape) Remind students that a compound word is a single word made of two smaller words Ask each student to come up with five additional compound words, define them, and share several with the group SOCIAL STUDIES CONNECTION Have students use the Internet to research movie studios that are using computer animation, such as Pixar, which has a Web site with a detailed time line that explains the company’s humble beginnings and traces its development Have students prepare short reports on their findings Skill Work TEACH/REVIEW VOCABULARY Have students define vocabulary words they know and discuss words they don’t Suggest that students create a list of other words they would like to learn, such as pixel, preproduction, postproduction, and rotoscoping TARGET SKILL AND STRATEGY GRAPHIC SOURCES Remind students that a graphic source is a way of showing information visually Graphics used in this text include photos with captions and a chart on pages 20–21 Encourage students to note particular graphics that make the text easier to understand This will be useful when studying rotoscoping on pages 10–11 PRIOR KNOWLEDGE Tell students that they likely have a vast array of prior knowledge to help understand this book Any student who has worked on a computer knows how easy it is to correct, modify, and delete text in a word-processing document; similarly, moviemakers are able to modify computer characters created on-screen Most students also have seen computer-animated films, and this prior experience will help them understand new information in this book As they preview the text, students can connect prior knowledge with chapter headings and graphics ADDITIONAL SKILL INSTRUCTION MAIN IDEA Model for students the process of finding the main idea First have students look at particular paragraphs in the text Ask: What is this about (the topic)? Then ask: What is the most important idea about this topic (the main idea)? Remind students that sometimes the main idea will be implied, rather than stated outright Encourage students to write down supporting details for the main idea Very Special Effects: Computers in Filmmaking 16917_LRD_TG_068-069 69 69 1/20/06 3:38:59 PM Name Very Special Effects Graphic Sources • Graphic sources include items such as advertisements, charts, diagrams, graphs, maps, menus, photographs, recipes, and timetables • Use graphic sources to help you understand text and to draw conclusions as you read Directions Use the graphic source on pages 20–21 of Very Special Effects: Computers in Filmmaking to answer the questions below What type of graphic source is shown on these pages? Give one pro of computer-based movies that is related to their cost What is one of computer-based movies that relates to computer memory? Why might movie-theater owners resist converting to computer-based films? Why might moviemakers prefer computer-based movies? What are some words that mean the same as pro as it is used in this graphic source? If you were a moviegoer, would you be in favor of or opposed to computer-based movies? Explain your reasoning © Pearson Education What are some words that mean the same as as it is used in this graphic source? 70 16917_LRD_TG_070_071 1/4/06 9:57:55 AM Very Special Effects Name Vocabulary Directions Choose the word from the box that best matches each definition Write the word on the line Check the Words You Know background prehistoric landscape reassembled miniature from a time before people began writing and keeping records in a movie, the images that show up behind the actors and other objects in the foreground something that has been done or made on a very small scale brought things back together again the look and quality of the land when viewed from far away Directions Complete each sentence using a word from the box above After the film is scanned into the computer, it is The trees and clouds that made up the The The animator made a in a digital format looked real in the film behind the fish looked so realistic in the animated film model of the elephant to use in the film © Pearson Education 10 One animated film showed dinosaurs and other animals from times Directions Choose two of the vocabulary words and write a sentence for each one 11 12 71 16917_LRD_TG_070_071 1/4/06 9:57:56 AM ... idea Very Special Effects: Computers in Filmmaking 16917_LRD _TG_ 068-069 69 69 1/20/06 3: 38 :59 PM Name Very Special Effects Graphic Sources • Graphic sources include items such as advertisements,... Remind students that sometimes the main idea will be implied, rather than stated outright Encourage students to write down supporting details for the main idea Very Special Effects: Computers in. .. 16917_LRD _TG_ 070_071 1/4/06 9 :57 :55 AM Very Special Effects Name Vocabulary Directions Choose the word from the box that best matches each definition Write the word on the line Check the Words You