PLSSS HELLP ACTULY Part A
Consider the following questions about the film. Use the Notebook tool () to jot down your thoughts.

Characters

Who is the protagonist?
Who is the antagonist?
What traits make you like or dislike the character?
Why do you root for certain characters to succeed or fail?
Do you empathize or sympathize with the plight or situation of a character?
Plot

How many sections or divisions are in the film?
What is the connection between the acts?
Where do the exposition, conflict, climax, falling action, and resolution take place?
Setting

Where does the story take place?
When does the story take place?
How is the geographical location or the time period relevant?
Does the setting contribute to theme and characterization in the film?
Theme

What is the significance of the film?
Is the conflict or problem something most people can identify with?
How do the events and characters contribute to the meaning of the film?
Language

How do different characters speak?
How does the dialogue contribute to the development of the characters and their environment in the film?
Is the language that the characters use common or elevated?
How does the common or elevated language contribute to your enjoyment of the film?
Performance

How does the directing or the acting affect the story?
How has the film’s director updated or reinterpreted the story from the original text?
How does the use of props and costumes contribute to the performance in the film?
Use the questions and your notes to fill in the table. Record the similarities and differences you notice between the film and the story from which it’s adapted.

What are two similarities between the 100th anniversary game and the first game that played at fenway park

Which example is presented in chronological

Read the passage from animal farm. as clover looked down the hillside her eyes filled with tears. if she could have spoken her thoughts, it would have been to say that this was not what they had aimed at when they had set themselves years ago to work for the overthrow of the human race. these scenes of terror and slaughter were not what they had looked forward to on that night when old major first stirred them to rebellion. if she herself had had any picture of the future, it had been of a society of animals set free from hunger and the whip, all equal, each working according to his capacity, the strong protecting the weak, as she had protected the lost brood of ducklings with her foreleg on the night of major's speech. instead—she did not know why—they had come to a time when no one dared speak his mind, when fierce, growling dogs roamed everywhere, and when you had to watch your comrades torn to pieces after confessing to shocking crimes. there was no thought of rebellion or disobedience in her mind. she knew that, even as things were, they were far better off than they had been in the days of jones, and that before all else it was needful to prevent the return of the human beings. whatever happened she would remain faithful, work hard, carry out the orders that were given to her, and accept the leadership of napoleon. but still, it was not for this that she and all the other animals had hoped and toiled. it was not for this that they had built the windmill and faced the bullets of jones's gun. such were her thoughts, though she lacked the words to express them. what was most likely orwell’s purpose for writing this passage? to show that clover is more sensitive to violence than the others to remind readers of major's speech and the original rebellion to present napoleon as a cruel leader unworthy of the animals’ support to represent misled followers and their dashed hopes for better lives