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Description
Film Studies & Movie Analysis Elective Full Year Curriculum for High School | SAVE 40%This Film Studies & Movie Analysis Elective Full Year Curriculum is a complete, standards aligned film analysis for entry level high school classes (and mixed readiness groups). This curriculum prioritizes clear scaffolds, broad appeal, and school friendly films that are easy to stream and find. Planning & pacing for each quarter and unit (day by day breakdowns that align with movie guides and extension activities) Easy access to films (with
This Film Studies & Movie Analysis Elective Full Year Curriculum is a complete, standards-aligned film-analysis for entry-level high school classes (and mixed-readiness groups). This curriculum prioritizes clear scaffolds, broad appeal, and school-friendly films that are easy to stream and find. Planning & pacing for each quarter and unit (day-by-day breakdowns that align with movie guides and extension activities)
Easy access to films (with subtitles):
Core titles in this curriculum are available on the three major platforms most classrooms already use: Disney+, Netflix, and Amazon Prime Video. Subtitles/closed captions are excellent on all three services, supporting multilingual learners and accessibility. (See Film Availability reminder for more below) s of 2025, every featured film is streaming on one or more of these platforms; however, catalogs change, so teachers should verify availability before the lesson day and have a backup plan if a title rotates.)
Will this meet my needs?
Check out the full description below and if that isn’t enough get a 100% free course preview here!
What's Included?
- Everything!
- Over 800 pages of planning & pacing guides for each quarter
- Weekly lesson plans that align with movie guides and extension activities
- so much more below!
Full-Year Only Master Files (Included in the Bonus File)
- Year-at-a-Glance pacing guide + CCSS Alignment Matrix for all eight units
- Full-year Educator Planning Guide (rubrics, schedules, differentiation tips)
- Full-year Student Syllabus
- Full Year Movie Streaming spreadsheet
- Parent Guide & editable permission slips
Full Year Outline:
Unit 1 — Dystopia & Environment + Loglines (Extension)
- WALL·E (G – 2008) — Visual storytelling of dystopia; environmental motifs; how convenience and tech design shape human agency. Students analyze symbols (trash, greenery, the “plant”), cause and effect chains, and tone without heavy dialogue.
- The Social Dilemma (PG-13 – 2020) — Design ethics and persuasive algorithms; attention economies; personal tech habits. Students test a 48-hour design/policy tweak and reflect on outcomes with evidence.
- Before the Flood (PG – 2016) — Global climate drivers (energy, land use/deforestation, food systems) and policy levers. Students map a four-step cause and effect pathway and compare emphasis with other films.
- David Attenborough: A Life on Our Planet (PG – 2020) — Witness narrative + solutions (rewilding, renewables, sustainable practices); students draft a simple systems map connecting tech choices to environmental impacts.
Unit 2 — The Underdog
- Rudy (PG – 1993) — Grit, gatekeeping, and community support; students evaluate how constraints and allies shape an underdog’s path.
- Greater (PG – 2016) — Work ethic vs. talent; mindset under loss and doubt; students trace decisions to outcomes with scene evidence.
- Edward Scissorhands (PG-13 – 1990) — Identity, otherness, and belonging; reading tone, symbolism, and satire as they relate to “underdog” status.
- The Karate Kid (PG – 1984) — Mentorship, discipline, and ethical competition; students analyze how training sequences develop character theme.
- The Boy Who Harnessed the Wind (PG – 2019) — Ingenuity, resource scarcity, and community problem-solving; students connect obstacles → strategy → impact.
Unit 3 — Blockbusters (Oldies) + Three Acts & Plot Points (Extension)
- Toy Story (G – 1995) — Jealousy, identity, and teamwork. Students track how rivalry becomes partnership and map act turns across the toy-room, gas station, and Sid’s house set pieces.
- The Princess Bride (PG – 1987) — Genre satire and clear archetypes. Students examine how wit, duel scenes, and constant reversals reveal character goals and theme.
- Jurassic Park (PG-13 – 1993) — Technology, control, and chaos. Students evaluate how suspense and spectacle support theme and broad four-quadrant appeal.
- Aladdin (G – 1992) — Agency, honesty, and power. Students analyze how musical numbers deliver exposition, advance character arcs, and drive the major plot points.
- Home Alone (PG – 1990) — Initiative and problem-solving. Students study comedic escalation, planning sequences, and payoff timing in the third act.
Unit 4 — Blockbusters (Modern) + Three Acts & Plot Points (Extension)
- National Treasure (PG – 2004) — Research puzzles and civic myth. Students analyze heist beats, clue chains, and the ethics behind mission choices.
- Spider-Man: Across the Spider-Verse (PG – 2023) — Identity, belonging, and the tension between fate and choice. Students explore “canon events,” visual storytelling, and an intentional cliffhanger structure.
- Avatar (PG-13 – 2009) — Colonialism, empathy, and ecological ethics. Students trace hero’s-journey beats and study world-building as the audience hook.
- Black Panther (PG-13 – 2018) — Leadership, legacy, and reform. Students analyze the antagonist’s argument, compare leadership styles, and consider how culture and production design sharpen theme.
Unit 5 — War Movies + Cinematography (Extension)
- 1917 (R – 2019) — A survival mission told with an immersive “one-shot” style. Students examine how camera movement, sound, and production design create urgency; they discuss leadership under pressure and the accuracy of trench warfare.
- Midway (PG-13 – 2019) — Intelligence, air–sea strategy, and decision-making. Students analyze codebreaking (Rochefort), preparedness debates, and how point-of-view edits shape our understanding of risk and outcome.
- Unbroken (PG-13 – 2014) — Communication, resilience, and ethics under duress. Students track choices that keep people alive, evaluate leadership and peer influence, and interpret language that signals power and intimidation.
- The Six Triple Eight (PG-13 – 2024) — Leadership, logistics, and morale. Students study how indexing systems and workflow solve the WWII mail backlog; they analyze scenes of racism/sexism, evidence-based advocacy, and figurative lines that reveal purpose and grief.
Unit 6 — Historical Biographies + Cinematography (Extension)
- Hamilton (PG-13 – 2020) — Rhetoric, rivalry, and the power of writing. Students compare Burr and Hamilton, unpack cabinet debates, and connect mantras and staging to character development; they reference primary documents.
- Hidden Figures (PG – 2016) — Access, recognition, and technical literacy. Students map obstacles to strategies and outcomes for Johnson, Vaughan, and Jackson; they argue how data and advocacy change policy.
- Remember the Titans (PG – 2000) — Coaching styles, culture change, and team unity. Students compare Boone and Yoast, analyze symbolism and music, and extract practical lessons for breaking barriers in schools and communities.
- McFarland, USA (PG – 2015) — Adaptation, community, and purpose. Students evaluate how a coach changes course, why success matters to this team, and what strong community support looks like.
- Queen of Katwe (PG – 2016) — Mentorship, agency, and opportunity. Students debate competing adult perspectives, connect chess concepts to life choices, and analyze how travel and exposure reshape goals.
Unit 7 — Literary Classics + Theme (Extension)
- Holes (PG – 2003) — Institutions and consequences at Camp Green Lake, the gap between “builds character” and practice, names and labels as social armor, justice and redemption in the Sam–Kate thread, symbolism that carries meaning (onions, rain), and friendship expressed through action.
- Treasure Island (PG – 1950) — Law, status, and early judgment; suspense craft (the “black spot”); leadership and rumor in the run-up to mutiny; Long John Silver’s persuasive rhetoric; risk, strategy, and moral responsibility.
- Of Mice and Men (PG-13 – 1992) — Friendship and dependence, power and prejudice on the ranch, foreshadowing that builds dread, blame and mercy after tragedy, and the ethics behind George’s final choice.
- A Christmas Carol (PG – 2009) — Money, empathy, and social responsibility; competing philosophies of Christmas; lessons from Past/Present/Future; what authentic change looks like and how to “keep Christmas well” beyond a single holiday.
Unit 8 — Shakespeare in Movies + Theme (Extension)
- 10 Things I Hate About You (PG-13 – 1999) — High-school labels and power, boundaries in authority at school and home, deception and consent in deal-making, what repair requires, and a clear map from The Taming of the Shrew to modern character and theme.
- West Side Story (PG-13 – 2021) — Neighborhood change, belonging, and policing; vows of loyalty and their cost; choreography and lyrics as arguments; responsibility after the rumble; a closing image about grief and the possibility of change.
- Hamlet (PG – 1990) — Grief and hesitation, line-level meaning in Shakespearean language, conscience vs. revenge, strategies to expose guilt, Gertrude’s role in the harm that follows, and character contrasts with Laertes.
- The Lion King (G – 1994) — Competing leadership philosophies, the “Circle of Life” as an ethical frame, guilt and avoidance in a coming-of-age arc, and whether “Hakuna Matata” helps or hinders growth.
- Macbeth (R – 2015) — Prophecy and ambition, persuasion between Macbeth and Lady Macbeth, guilt in image and language, equivocation and false security, and how illegitimate power corrodes people and the state.
Extension strands that spiral across the year and include student presentations:
- Loglines & Student Presentations — Students learn to compress a full story into a crisp 1–2 sentence pitch that names the protagonist, antagonist, setting, rising action, problem, and resolution. They reverse-engineer real examples (e.g., Jurassic Park, Home Alone), compare strong vs. weak versions (fixing missing elements in an Aladdin logline), and build reusable templates.
- Three Acts & Plot Points & Student Presentations — Students diagram classic 3-Act structure (Hook, Plot Point 1, Midpoint, Plot Point 2/Epiphany, Climax, Aftermath), locate those beats in specific scenes, and use the model to compare “Oldies” and “Modern” blockbusters in short presentations and comparative writing.
- Cinematography & Student Presentations — Students master six core elements—exposure, mise en scène, camera movement, camera angles, shot size, and color/lighting. In small teams they research sub-elements (e.g., aperture, rule of thirds, dolly vs. zoom, Dutch angle, ECU, key light), present with scene stills or sketches, and then apply the vocabulary to annotated moments from each week’s film. They close with a short write-up that explains how specific visual choices shape emotion, theme, and viewer attention.
- Theme & Student Presentations — Students move beyond topic lists to write precise, declarative theme statements supported by scenes, symbols, and dialogue. They sort major vs. minor themes, refine word choice for nuance, and present a short “Name-that-Theme” talk where peers infer the film from evidence. The strand reinforces clear claims, succinct explanation, and on-the-spot discussion grounded in film details.
Assessments for each unit:
Two Comparative Analyses and here is a breakdown of all Summative Assessments:
- Unit 1 - Dystopia & Environment | Summative Preview: Students synthesize design choices and environmental drivers from the unit’s films, then present a short, evidence-based proposal that connects human agency, everyday habits, and near-future outcomes (with a simple systems view).
- Unit 2 - The Underdog | Summative Preview: Students define and defend what makes an underdog and a hero, then connect film ideas to real life through a brief community interview and reflection on obstacles, support, and impact.
- Unit 3 — Blockbusters (Oldies) + Three Acts & Plot Points | Summative Preview: Students evaluate how heroes and villains read across generations, argue which are most relatable today, and support a ranked list; or conduct a structured interview with an older adult and synthesize insights about how audience relatability shifts over time.
- Unit 4 — Blockbusters (Modern) + Three Acts & Plot Points | Summative Preview: Students design a concise “global appeal” organizer that identifies elements modern blockbusters need for U.S. and international audiences, then chart several films against it with brief justifications
- Unit 5 — War Movies + Cinematography | Summative Preview: Students define four war-film categories (e.g., glorify/critique × realistic/unrealistic), place unit films on the matrix with scene-based evidence, and argue both the industry value of each category and which approach they find most effective.
- Unit 6 — Historical Biographies + Cinematography | Summative Preview: Students build a chronological timeline of key events or lessons across the unit’s films, each with a concise explanation of significance, and briefly present or discuss choices with a partner.
- Unit 7 — Literary Classics + Theme | Summative Preview: Students research multiple leadership styles and evaluate one character per film, matching styles to actions and outcomes with specific scene evidence.
- Unit 8 — Shakespeare in Movies + Theme | Summative Preview: Students either map minor themes across the unit and write a short comparative analysis, or creatively translate an iconic moment for a target audience with a rationale; an optional intergenerational interview deepens perspective.
Standards alignment (ELA strands)
Every unit targets Common Core Anchor Standards across Reading, Writing, Speaking & Listening, and Language. Strand-by-strand coverage (R.1–R.9, W.1–W.9, SL.1–SL.3, L.4–L.5) with explicit standards called out on each Movie Guide and assessment.
Digital or Print—your choice
- Digital workflow: Turn on Drive › Settings › “Convert uploads to Google Docs editor format,” then drag in the folder. Docs/Slides are ready for Classroom.
- Print workflow: DOCX and PPTX files are classroom-ready; print slide decks via File → Print → Handouts → 2 per page.
Film Availability Reminder:
As of 2025, every featured film is streaming on one or more of these platforms; however, catalogs change, so teachers should verify availability before the lesson day and have a backup plan if a title rotates. Movie titles were selected that have a high chance of remaining on these platforms unlike some movies that are only available for a limited time. We include a simple spreadsheet that shows which of the 3 platforms (Disney+ / Netflix / Amazon Prime Video) every movie is currently (2025) streaming on.
Does K12MovieGuides offer two full Film Elective Curriculum Options?
Yes! Read below to find out which one is best for your needs?
Film Studies & Movie Analysis: a plug-and-play film curriculum that every class can access?
- This is a lighter, more accessible companion to our original program—built for introductory learners and mixed-readiness classes. It uses mainstream, easy-to-stream films available on the big three platforms (Disney+ / Netflix / Amazon Prime Video) with strong subtitles for accessibility.
- Audience: Grades 9–12 general ELA, newcomers, co-taught classes.
- Content: School-friendly slate (mostly G–PG-13), with only two R-rated titles
- Scope: 36 movie guides, one simple schedule (no alternates to juggle), streamlined comparative tasks.
- Standards: Hits core CCSS strands while keeping cognitive load manageable.
Film as Literature & Cinematic Arts: a deep-dive, university-prep experience with canonical titles.
- This is designed for college-level or highly skilled high school students who thrive on challenging texts and seminar-style analysis. It features more mature, gold-standard films widely recognized for film-study rigor.
- Audience: Honors, AP bridge, dual-enrollment, advanced electives.
- Content: Heavier themes and academic film language; titles chosen for canonical significance and depth.
- Scope: 45 movie guides (vs. 36 in the other edition), with alternate schedules and assessments to support varied pacing and deeper comparative work.
- Outcomes: Extended research, richer theory/application, and sustained argumentative writing—ideal for students aiming at college-level analysis.
How can I contact K12MovieGuides?
Feel free to email us anytime at [email protected]
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Frequently Asked Questions
Q: Do I have to use all of the films included in each unit?
A: No, although it is recommended. When another film not included is more desirable for your students, it should be noted that teachers may need to prepare movie viewing questions and adjust any activities or assessments to reflect the content of the substituted film.
Q: Can Film Studies & Movie Analysis Curriculum be substituted to fulfill high school graduation requirements for an English Language Arts course?
A: Film Studies & Movie Analysis Curriculum was written with the purpose of supporting elective or enrichment selections at the high school level. Therefore, not all Common Core English Language Arts standards are explicitly introduced and spiraled as would be expected with a more traditional English course. However, K12Movieguides.com recommends working with your school or district if there is interest in using Film Studies & Movie Analysis Curriculum as a resource to supplement a core course. A Standards Alignment Guide has been provided in the “Get Started” materials for the entire year course for your reference and use.
Q: Can Film Studies & Movie Analysis Curriculum be used at the middle school level?
A: Yes. It is recommended that instructors consult with their site administrator or administrative team to determine the appropriateness of the themes and content included in each unit in relation to a middle school-age audience.
Q: What if my class can’t finish a film before the assessment window?
A: Use the guide’s pause-points to split the film across days and push any end-of-film essays by one class. For comparisons, allow clip-based evidence from previewed scenes only; do not require scenes students haven’t watched.
Q: Can I show clips instead of the full film?
A: Yes—especially for pacing or permissions. Choose clips that align with the existing question timestamps and keep the chronological flow. Document the clip start/stop times on the guide so students can cite accurately.
Q: How do I handle PG-13/R content and permissions?
A: Follow site policy. Provide a one-paragraph alternate task (same skills: theme/argument/craft) drawn from the same film’s trailer, stills, and script excerpts or from a school-approved alternate title for which you will need to create your own movie guide questions and alter the provided assessments.
Q: How do I support English Learners without diluting rigor?
A: Keep captions on; pre-teach 4–6 words; offer sentence starters (“One film-craft choice that strengthens the theme is…”) and allow oral responses recorded on a device for select prompts. Grade with the same rubric.
Q: What if different classes are using different streaming versions (ads, runtimes)?
A: Instruct students to cite scene description + approximate time (e.g., “Rumble under the highway, ~1:30”) so evidence stays verifiable even if timestamps drift.
Q: Can I swap film order inside a unit?
A: You can, but keep each unit’s Comparative Analysis pairings intact (Weeks 1–2 together; Weeks 3–4 together; Week 5 feeds the Summative). If you reorder, update pacing notes and any lead-in vocabulary.
Q: How should students use AI tools (if allowed by school policy)?
A: Permit AI for brainstorming or clarifying vocabulary only; prohibit AI-written evidence/analysis. Require in-class notes with timestamps to demonstrate original viewing-based thinking.
Q: How do I adapt for students with sensory sensitivities?
A: Offer volume-reduced seating, noise-reducing headphones (if allowed), or a transcript + stills alternative for intense scenes; grade the same skills with equivalent prompts.
Terms and Conditions © 2022 K12MovieGuides.com. All rights reserved. Purchase of this product allows the purchaser the right to reproduce the pages (digitally or in print) in limited quantities for the purchaser’s classroom only. Duplication or distribution for/to another individual, school, school district, private school, or any other business or education agency, or for commercial purposes, is strictly forbidden without written permission from the publisher, K12MovieGuides.com. Copying any part of this product and placing it on the Internet in any form (even a personal/classroom website) is strictly forbidden and is a violation of the Digital Millennium Copyright Act (DMCA). By posting this product freely on the internet, anyone can copy or download it and use it for free. Should a violation occur, the publisher will seek to enforce all rights available to it under the DMCA or other federal and state copyright laws.
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4.2 ★★★★★
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Product Reviews
★★★★★ 4
One Over Explained Good Idea, Several, (Thankfully) Brief Bad Ideas
Format: Kindle
When I was about 75% of the way through this book, I had intended on giving it 5 stars. It's lost a star and I'll explain why. First I'll start with the meat on this bone. Dr. Gary Chapman makes a brilliant observation: There are multiple and specific ways to express love, Words of Admiration, Acts of Service, Quality time, Physical Touch, and Gift Giving. Followed by the following brilliant observations: How we are raised influences our beliefs about how to express love to others. That we can naturally have an inborn way that we feel expresses our love (regardless of how we were raised). We have an inborn way of how we *want* to be loved. We can fail to recognize that others love us when they don't express it in the way we need, and others can fail to realize we love them if we are expressing love in a way that isn't meaningful to them. Those are the best parts of the books in a nutshell. I have several disagreements with other observations Dr. Chapman makes. One is he tends to harp repeatedly on there being one almost magical form of love expression that will make a person feel loved. I disagree with this, as I think most people will have a spectrum across the five traits, finding perhaps one most meaningful, but they will have feelings on all five categories. I also think he seemed to present the Five Categories as a Holy Grail, instead of guidelines. These were minor grievances however. Then came some problematic language. During most of the first part of the book, Dr. Chapman makes religious references to church, and although it aroused my suspicions (I hate when a book devolves into religious mumbo jumbo) the references seemed to just regulate the topic to another activity couples could share, like both enjoying going to see concerts. However, the end of the book did end in scripture quotes, and extremely questionable advice to a woman who apparently seemed to be in an abusive relationship. Dr. Chapman's view of divorce as immoral then came to the forefront. And I believe his faith came before a woman in need of help. The woman was being emotionally and verbally abused, and very possibly a victim of marital rape. Her own faith was tearing her apart, since her friends, and indeed her emotions were telling her to get out of the relationship. She came to Dr. Chapman to enable her to find a way *not to leave*. When she told Dr. Chapman that all her husband seemed to want her for was sex, Dr. Chapman *going against* references he's made earlier in the book (stating that if love isn't expressed freely, it is not a true expression of love, but rather fear), then he made the suggestion that her husbands language of love was "physical touch" and that she should sleep with him more. The women reacted negatively to the suggestion, saying how emotionally damaged she would feel after a sex act with a man who ignores her and treats her coldly and critically. Dr. Chapman's response was downright cruel and I believe sexist, urging her to ignore her feelings and aim to sleep with her husband twice a week. We live in a culture where sex is seen an act, something a woman gives a man, but is separate from her being. We don't see sex as just two people interacting sexually. And I felt his language attested to having this opinion. That women were sort of sexless, desireless creatures, and should sacrifice being comfortable or feeling safe to satisfy their husbands need for sex. He also expressed in the book his belief that polyamory is unnatural and immoral, and equated it with cheating, and inevitably resulting in abandonment of a spouse. Polyamory obviously happens, so it's absurd to call it unnatural. And while yes, many folks do cheat under the guise of polyamory, polyamory can work when communication, trust, honesty and willpower are combined. The book is still well worth the read. However I found it to be one good idea over-explained, and a few bad ideas, thankfully, mostly just touched on.
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Reviewed in the United States on April 22, 2016
★★★★★ 5
Nothing matters unless you let it
Format: Paperback, Format: Paperback
I was once asked to read this book by the only person in the world I love.....I refused. At the time I figured it to be some shrinks opinion on how we should all be in our relationships....what the hell does he know I thought.....what if he is wrong and my future wife bases our whole future on just what he says.....I imagined this book to be some guy with opinions on how to fix problems that he knows nothing about because he doesn't know "us". It's not a good feeling as a man to agree to read a book on relationships because you feel like you're putting everything into the authors hands.....and what if he "doesn't understand" or what if the advice doesn't apply to us.....what if it makes things worse between us because he advises things we don't believe in.....no....I'm not reading that I told her.
I thought no matter what we would always figure each other out and we would be ok......I didn't see being asked to read this book , was a cry out from the woman I love hitting a boiling point and her attempt to communicate to me in a different way......the same things she's been trying to for a long time.....
Being close minded that day costed me so much regret and misery....I used to wake up to the most beautiful smile in the world and now I don't....I recently ended up reading this book and I couldn't put it down....sounds crazy but it's true. Instead of being some guys opinions or......typical shrink talk that in no way could apply to each specific relationship.......I found it to be a book that opens up the mind to the understanding of love.....and how it is not this one universal "language" we all feel we should be the same with.....I once told her...."nobody taught me how to love, I'm growing....learning".....I pleased with her to understand I love her.......we simply didn't have an understanding of how and why we didnt approach love the exact same way as each other.....only makes sense that it should be the same right? You bicker and argue and it drives you crazy......why doesn't she understand you think.......the book is not an excuse to use or justify a true bad relationship let me add.....but it truly answers so many questions.....it is really a language of love. Once understood, this book leaves you feeling like a fool and only wanting to apply so much of what you've now learned to your future together. It takes away the work of trying to understand the things that at the time make no sense.....and allows you to focus on what's important....loving instead of wasting precious time. Read it carefully and I recommend reading it together.....I didn't get that chance but I can guarantee reading this book with who you love will allow you both to stop frequently throughout the pages and talk,learn,smile, probably cry.....but then go on to a much happier fulfilling life together once the book is closed. It can save so much if you only let it.
*Update 12-1-17
I drive a bus so I have nothing but time to think as I look out the window and look up at the sky looking around me. You would probably think of screaming kids and noise but for me it is driving in my own little world and using time to think about life
I am a trainer so I spend my time trying to help people learn how to maintain their body and prevent problems. And the funny thing is that it is are very choices of what we do to our own bodies that I am teaching to have to change. All of our problems nutritionally and physically and even mentally come down too poor choice and repetitive habits that we know we need to change but never do until it's too late. Every single person reading this can relate to that
My point about what I do is that I spend a lot of time trying to fix my body because professionals out there either won't take the time to do it or I don't have the money to spend on who is needed. I have spent countless months doing stretches and exercises and what I have found is a lot of times I'm doing the exact same stretches and exercises that don't seem to be working. Soooo......why not do different ones then right...... what a lot of reasons it may feel good, you may not know any other stretches or exercises, you may simply believe that if I just do it one more time again tomorrow....THAT it will finally help..... you just believe in that stretch so much that in your mind you just say I'll keep trying. You are maybe even making things worse by this but you're honest to God intentions are to completely cure one of the biggest problems in your life, pain...... I think you see where I'm getting at.
Getting a little long for whoever is reading but there is a lot of meaning here that can help who knows thousands of people as long as this review remains online......
I will just end it like this..... last night I took a stretch that I have been doing for over 2 years and I changed it in a slightly different way....... a lot of the pain I normally get daily is gone.......
just to put a spotlight on that sentence .....I'm saying that what I had been doing for so long..... trying to cure one of the biggest problems in my life that hadnt been working............that I continued doing........ believing in and depending on.... to be my much needed answer.......It wasn't until I allowed the idea of the same stretch applied in a different way, that I ALLOWED life to be better for me.
I did not say this stretch doesn't matter anymore and say forget it to never exist again.....no, I used it to COMMUNICATE with my body in the same exact physical form....just different language from mind to body....because I always believed in it.
Belief can be amazing and help you....it also can be your own worst enemy when refuse to change your ways.....lots of time I lost believing my way instead of another.....all while would have given anything to accomplish my goal......once again I stood in my own way......but I didn't give up.....otherwise pain would still be here and I wouldn't have came on here to add all these thoughts.
You have to go into the book with an open mind because if you do it with the mindset of wanting it to say what it is that you want to hear.....then you can never let the life-changing words happen.......you're learning a language as you read...not what's right and wrong but what was being lost in life.
Keep in mind this is a book about the language of love so if you think about when you go to school to learn a different language...you are taking the difficult step of taking time there in order to understand.....be able to take what you understand and apply it.....and be able to communicate in a NEEDED way once you learn....AND THEN USE......communicate and UNDERSTAND eachother.
Just think how you feel when you meet somebody and you want to communicate but you can't and you get frustrated. you are trying to figure out what you want the other person to know and they're trying to tell or show you..... it becomes stressful and sometimes you end up walking away from each other never knowing the real meaning that was right there between the two of you. When you are able to speak the same language this simply does not happen.....
The same two people if we're able to learn the same language, could come back in front of one another again and.....just imagine......imagine the possibilities with that communication.......so much never lost again.
The exact same message and the exact same feelings that were always there, except now instead of the stress of not understanding, there is the excitement for anything to be possible just by coming together and understanding.....
The power of language is amazing........think of when you meet somebody and they're able to speak five or six different languages, you are in awe and wish you could do it.
well imagine being able to speak the one language in life that is the most unexplainable, powerful language and meaning of life, love....
I would also like to mention the fact that if these two people sat down and learn each other's languages together how helpful that is.....and how much easier it is to be able to learn how to communicate with the exact person that you're trying to ........spending time helping each other learn different languages.......TOGETHER.
Bus is parked.
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Reviewed in the United States on August 4, 2017
★★★★★ 5
Very Insightful Read for Anyone in a Relationship!
Format: Paperback, Format: Paperback
I first heard of this book a number of years ago and it had been on my wish list of books to read for awhile, not necessarily because my husband and I have trouble in our marriage; it's more that there is always room for improvement in many areas of life, especially a relationship as important as a marriage. Finally, I decided to just buy it because I heard several of my friends talking about it.
Gary Chapman, author of The 5 Love Languages, has determined that everyone speaks a different love language, meaning the way they show someone they love them. The five languages he has identified are: Words of Affirmation, Acts of Service, Receiving Gifts, Quality Time, and Physical Touch. Speaking a love language is similar to speaking a foreign language. For instance, if I speak French and I meet someone who speaks German, we are going to have a difficult time communicating if we don't at least know how to speak the other person's primary language. The same goes for the love languages. Some people may have more than one but there is usually one love language that speaks loudest to that person. The author says most individuals speak a different love language than their spouse and it's important to know how to speak the other person's language so you can communicate effectively and have a more loving and successful marriage.
This book is divided into several chapters that average about ten pages long so they aren't incredibly long and drawn-out. There are five chapters discussing each of the love languages as well as talking about love and how to apply these love languages in the relationship with your spouse. There are several Frequently Asked Questions and profiles (quizzes) for both individuals to determine their primary and secondary love languages. Chapman states that you can select the chapters you'd like to read based on what you believe your love language is but I found reading the entire book to be extremely helpful since I thought about myself and my husband and how these love languages apply to our marriage. It's not a particularly long book (just over 200 pages) so it won't take a long time to read and I like how the book is organized in easy-to-read sections with anecdotes about couples the author has spoken with (names have been changed) and main points located in "bubbles" in the margins.
I really enjoyed reading this book and found it to be very helpful. My husband and I even had a conversation about the topics in this book and we've talked about how we can use our newly-discovered love languages and apply them to our marriage to make it even more loving, happy and successful. Regardless of if you've been married for 40 years or are engaged to be married, I'd highly recommend reading this book. I regret not reading it sooner because so many actions between my husband and I now make more sense. I've already got two friends queued up to read this book so I'm glad I purchased the paperback version which makes it easy to lend out. I haven't read many books on relationships and marriage but I really liked how easy and interesting it was to read this and I'm now looking into purchasing The 5 Love Languages of Children since I want my kids to know they are loved more than anything. I highly recommend this book!
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Reviewed in the United States on October 23, 2016
★★★★★ 5
Definitely worth reading to improve your relationship with your spouse.
Format: Paperback
It is definitely a good book for couples and it has improved my relationship with my wife. If nothing else it shows you what things your partner is really looking for out of their spouse. I quickly found that my love language was "Acts of Service". Though it might not be sexy or macho to say that, it means more to me to have the dishes and laundry done when I come home after work or have minor home improvements taken care of before I get home. My wife and I have 2 small children and our house is hard to stay clean because every room feels like a mess. We do clean it all the time but it feels like a losing battle. My wife's love language is "Words of Affirmation". As you can tell from all these Amazon reviews I am much more of a writer than I am a talker. My wife is always looking for me to say how much I love and appreciate her because I don't say it often enough.
A big part of improving your relationship with your spouse or boyfriend/girlfriend is to sticking with a date night to make sure you have quality time together. Especially if you have children or a high stress occupation. My wife and I have been together for 10 years and got stuck in the rut of an endless routine of doing everything we could for our kids, followed by daily chores and left little time for ourselves. Committing to 1 date night a week has really helped our relationship and improved our communication.
I recommend the book for sure and found it inspiring and worth reading. All couples can benefit from reading this book. The only downside is I wish it could have been a little longer. The stories from the author are interesting and I would have liked to have heard a bunch of his other examples of couples that he has dealt with. It was a short book and my wife and I finished it in 4 or 5 days and that was reading it slowly. The price is easily affordable. I found it best to photo copy the test quiz at the end instead of writing in the book so we can give the book to any family or friends who are struggling with their relationship.
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Reviewed in the United States on January 19, 2017
★★★★★ 5
Easy read and full of good information. The first book I would recommend to any parent.
This book is great for those of you that already put effort into your relationship with your children. The main bit of knowledge I took away from reading this book is how to make that same amount of effort count for more. If you have already read the original 5 Love Languages book you will know what I mean. Even for those of you who have read it there are some great examples that will help you transfer those ideas from the first book into your relationship with your kids.
If you haven't ready the first book that was intended for married couples (or non married couples in a serious relationship) you can still read this book no problem. This was written as a standalone book that does not require the reading of the authors first book.
Kids are easy to love, and of course sometimes not so easy but we care for them just the same. It is easy for us to see when they care about us because they are so basic in the way they show affection. As they get older into adolescence this changes a bit as they get more complicated. My children are 4 months, 2 years, and 3.5 years old. Even though this book will be more helpful with children ages 8-18, I am already using the concepts of this book with my 2 and 3.5 year old and seeing results. This book will show you how to let your children know you care about them. My 3.5 year old just needs hugs but my 2 year old needs time spent with him. When I started doing this his typical 2 year old "touch everything I shouldn't" actions went away. It was a moment to cherish when we could leave the remote controls for the TV out on the end table again. When my 2 year old started getting the love he wanted he stopped acting out and this book showed me in an easy to understand way how to see what my child wanted and give it to him. Now did I ignore my child before? No Way. When I get home all the kids go crazy and jump on me and we wrestle and tickle. My 3.5 year old tells me about preschool and my boy shows me his toys (the same ones as the day before). We all eat dinner together followed shortly after by taking baths or showers. Then we have nights with no TV where my wife and I will read them books or they will play and sometimes we let them watch a show or two. Its not like we are bad parents at all and this book isn't aimed at making bad parents better. This book will show you, whatever type of parent you are, how to show your children you care for them so they see it. When your children feel more loved by you they will be more confident, act out less, and be able to show you better how they care for you. Its a win win with no real extra effort needed other than what you are currently putting out. You just might need to redirect some of your effort. This book is a short easy read and I recommend it to any parent.
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Reviewed in the United States on December 5, 2014
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