A Wrinkle in Time: The Movie

My Movie

Plot, Character, Setting, and Mood

My avatar is based entirely on the description given in the book. On the first page, Meg Murray, the protagonist, is described briefly as having “braces, glasses and fly away hair. She can’t seem to get anything right in school, where everyone thinks she is strange and stupid.” On my second slide describing the protagonist, the pictures weren’t needed but I did it to show an image of the character presented in the movie, compared to my avatar. Between the description in the book, and the movie, I made my avatar similar to the combination of that image created between the book and movie. The additions I had to imagine were the nose, chin, clothing, hair, and style of skin. When I say style of skin, I mean that the avatar is more animated compared to the picture which is more realistic.

Choosing the plot points was based on what the prediction of the story will be. It has to be a starting point with details on what to expect the book to be about. The plot points I selected were the initiating incident and rising action. The initiating incident involves the dialogue between Meg and Calvin about Meg’s father’s letters not coming in anymore. From Page 59 of the book, Meg said, “That’s the trouble.” Calvin asked, “Well, what about your father’s letters?” Meg responded, “They just stopped coming.” Meg’s voice was heavy with misery during this conversation. The rising action was when Mrs. Which was talking to Meg and Calvin about how the three misses worked with Alex to destroy the IT and learn more about tesseracts.

The setting of a story is based on the location where the story takes place, and the time that it takes place. These are found in clues also throughout the book. It could include the dressing of the people, or the language, or the speech, or even the dialect spoken, the weather, or season. Usually the first few pages of the book lays out the setting. On page 9 of the book, it talks about how Meg is in her house trying to sleep, wondering how everyone could sleep. “How could they sleep? All day on the radio there had been hurricane warnings.” This gives me an image of the hurricane season off the coast of Florida and the Caribbean. The setting gives the reader a picture of what the scene would look like. It makes the story come to life.

Mood in literature means the atmosphere and changes the emotions of the poem, poet, or audience to help get the meaning or main point across. Mood in movies is to change how the audience feel, giving them an emotional ride is a sign of a good movie. Mood in movies also help deliver secret messages to foreshadow things and give the audience hints, clues, or ideas about what will happen next. Mood in movies also helps show or keep mysteries of what the characters are thinking. On page 64 there is a chilling description of something terrible coming. “There was still the sound of leaves, a terrified, terrifying rushing. All light was gone. Darkness was complete. Suddenly the wind was gone, and all sound.”

I wanted a calming song to start off with, but then on the slide introducing the antagonist, I wanted some type of boss music then change back after the initiating incident. This proved to be too much of a challenge for the time I had, so I submitted it with only one soundtrack that lasts for two seconds longer after the slideshow ends.

In conclusion, I strongly believe that this book was very emotional. It had all the effects of mood, setting and plots to make this a thrilling adventure for any reader. The movie only helped put faces to characters, and that was a nice touch to better understand the book.

Core Competency Reflection

Prompt 1: I use evidence to manage my judgements or decisions as demonstrated in these answers by giving examples, and quotes to support my answers. For example when I discussed the mood of the scene. I gave a clear example on page 64 of how this scene was setting the reader up for something terrible to come. This project helped focus on certain themes, ideas like the settings and plot to make these judgements and/or decisions.

Prompt 2: When I need to boost my mood, or re-focus, I walk away from what I am doing, listen to music and exercise for a bit in order to clear my head. When I return to the task at hand, I have a clear mind, and am able to re-focus. This was an intense project. Having to figure out the fact that I need to step away was an important learning tool acquired in the process.

Prompt 3: I respectfully advocate for my needs by booking my time for flex and also during lunch if I need extra support. For this project, I had to seek support from Ms. Olchway several times. I learnt that I can help myself by seeking the help I need outside of class time.

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