Values and Disempowerment: Some tips

As requested by some of you, I included my tips for determining what ads value and how ads disempower.


Values: Ask yourself
-What idea or concept is celebrated or glorified?
-What do ad creators want to highlight as fun, smart, important, or even necessary?

REMEMBER, Values are general, meaning, ads that promote similar products to similar audiences will often promote the same general values. (See Nike ad). This ad values working hard to achieve high expectations of self. Wouldn't you say other athletic ads value something similar?


Disempowerment:
-Ask yourself WHO
is negatively impacted by the ad's message?
-Ask yourself if there are gender, race, or class stereotypes
-Ask yourself: is the message of this ad true or realistic?

Deconstruction Questions

1. Who created or paid or for this ad? Why?

2. Describe the "target" audience? (Age, ethnicity, class, profession, gender, interests, etc.?) Describe the words, images, or graphics in this ad that lead you to this conclusion.

3. What is being valued in the advertisement

4. What groups does this ad disempower or mislead?


Writing a deconstruction paragraph:

1. Start with a general sentence about deconstructing ads and what that reveals about them. Remember: BE GENERAL.


2.  To set up the topic of this paragraph, answer the first question (the question about who the ad is created by and their purpose)

3. Elaborate your response by focusing on the "target audience." Be sure to discuss how the text supports the target audience.

4. Transition to what this "ad" values.

5. Transition to how this ad is disempowering or misleading in someway. Be sure to be specific with WHO it disempowers.

6. Wrap up your body paragraph with strong concluding sentence.

TIP: This response should sound smooth and natural. It should not read like each sentence is a separate answer to a different question.

HW: ALL SECTIONS EXCEPT 7-2. Please complete your response to the Daddy's Money ad that you started in in class. Refer to steps 4-6 above for clarification on the directions.

Using Text to Support Subtext

Even the best ideas always need to have substantial evidence to back them up. When we search for subtext, these are more like ideas. We need to back them up with the "text" (whether that's an image, graphics, colors, symbols, or words).

Your HW over the weekend was an attempt to get you to combine text with subtext.

The Subtext: The purpose and the target audience of the Daddy's Money ad.

Did you back up those ideas with solid examples of text?

Does your response flow?


We are working towards writing a DECONSTRUCTION PARAGRAPH. Every time you make a claim about the text (subtext), you need to back it up. There are two more questions we must answer before we have a complete deconstruction of this ad.

"TEXT" MESSAGE ACTIVITY

What messages does this ad send to its audience or viewers? What would it say if it could directly speak to the target audience?  Write that down on the index card provided. Repeat!

Final five minutes: Brainstorm reward for free-choice reading goals.


HW: NONE

Chutes and Ladders? Yes. Also, Homework.

Today we are going to play Chutes and Ladders: TEXT of DADDY'$ MONEY EDITION. Oh yes.



HW: DUE MONDAY: In your journals or right on the handout given in class, draft a paragraph that responds to the following question: what is the purpose and target audience of the Daddy's Money ad? Remember, I've provided you with answers to those questions. You must decide which text evidence can be used to support those answers.

You will revise your work on Monday in class with more guided instructions. Please put effort into the assignment. You will get full credit as long as I see effort.

Bad Ads Versus "Blah" ads

So, what do you think makes a "bad" ad bad? What do they do? (Remember, from the perspective of people exposed to them, not the ad makers themselves)






We are interested in exposing hidden truths in media messages, which is why our focus in going to be on "bad" ads--ads that contain negative messages, misleading ideas or disempower certain groups of people. On the other hand, "blah" ads use persuasive techniques but don't disempower or mislead anyone, therefore leaving us with no hidden truth to expose.

In summary "bad" ads:
1. misinform/tell lies/ don't tell the whole "story"
2. disempower
3. "spin" information or facts/ show bias
4. stereotype

Terms: 

Disempower: make a person (or group of people) less powerful or confident; to make someone feel inferior, less in control of their lives.

spin: see video

bias:  see video

Stereotype- a widely held, but inaccurate belief about particular people or things. 

ACTIVITY: DADDY'$ MONEY--Please write your responses in COMPLETE SENTENCES

HW: NONE

Intro to Media Literacy

NOTE: This is for WEDNESDAY's CLASS. (I posted it earlier. Sorry about the confusion!)

Warm-up: What is media? Can you give specific examples?



What could media literacy mean?

What is media anyway?


In pairs, please find an ad in the magazine provided. Then do the following:


Describe what you see: pictures, words, graphics, colors, etc.

 Media are constructions

Media products are carefully constructed. They are created with a purpose and from a particular perspective, using specific forms and techniques. Media literacy works towards deconstructing these products, taking them apart to show how they are made and exploring the decisions and factors behind them.

The main parts of this construction are: Text and Subtext 

Definitions:

Text: We often use the word "text" to mean "written words" Here, it means something a little different. The text of a piece of media is what you actually see and/or hear. It can include written or spoken words, pictures, graphics, moving images, sounds, and the arrangement or sequence of all these elements.

Subtext: The underlying meaning or hidden message that we create from the text (what we see and hear). Subtext cannot be heard or seen.

________________________________________________________________________

BLAH versus BAD

What do you think makes for a "bad" ad? Hint: the term "bad" is in relation to the audience, not the ad company or creator. BONUS HINT: a "bad" ad doesn't necessarily mean that it's unattractive or boring--many people actually are highly entertained by "bad" ads. 

HW: No Homework Tonight. Optional: Bring in an ad that you think has "bad ad" potential. So, Max, you have no official homework. 

Finishing Up Presentations

Today we will finish up our small group presentations.

HW: Please work on your reflection paper. 7-3, 7-4, 7-5: DUE TOMORROW
                                                                      7-1, 7-2: DUE WEDNESDAY  
Please be sure to reference my model paper in regards to any confusion with the outlined directions.

Update from Friday's class

Sections 7-1 and 7-2 (Periods 2 and 3 on Monday): You did not yet receive the directions to the reflection paper on your presentations. Therefore, you will have another night to complete it once I give it to you on Monday.

7-3,7-4, 7-5: Your papers are due on Tuesday, September 23. Please take time to read through the directions and compare your thoughts to my model paper. Some of you have correctly assumed that much of the work you put into preparing your presentation can be used for this paper.

Enjoy your weekends!

-Mr. B

Preparing your Presentation- some helpful hints

Hello all! Below are some helpful hints for your Symbolic Story Representation.

- Even though you are presenting to small groups, there is still a great need for you to be focused and serious. Run through your presentation a couple times by yourself, using your pieces

-There's no need to write a script, but make a few notes for yourself-key points you don't want to leave out

-Remember that there are 2 key elements to this presentation:
 1. Your cutouts/objects and what they represent
 2. Your thoughts, feelings, questions about the scene as it unfolds. Your cutouts should help you here.

-Don't second guess your symbols. If it works for you and you can explain how, then it works!


Please complete the checklist I give out so you can see your current progress.


I'm also providing you with a group of graphic organizers that will help you plan your presentation. Treat these as notes for yourself. My logic is if you are able to organize the information on paper, then you will have a more organized presentation.

HW: Use the notes I provided to help you prepare for your presentation. Practice your presentation. Force your siblings, parents, or pets to listen to how you read. You might amaze them : )

                                                                                   

HW FROM WEDNESDAY

On lined paper or your journal, please make a list of all the symbols/figures/objects you plan on using for your Symbolic Story Representation.


Here's an example based on my presentation

1. Sword of justice/broken sword- Villefort
2. Painting of trapped sad, woman- Madame de Villefort
3. Camera/heart- me, as the reader
4. picture of author
4. red rectangle/black circle- revenge
5. black rectangle/yellow circle (like a spotlight)- justice
6. the word greed in an empty box- greed/emptiness

Reminders and notes from Tuesday's class

Hi everyone,

You will have tomorrow's class to prepare your Symbolic Story Representation presentation.

Being prepared will allow you to be more focused:
-gather potential supplies and reread the scene you want to present (must be from summer reading)
-BRING THE BOOK TO CLASS

If tomorrow is productive, you will get SOME of Thursday's class to work.



***A note on the blog:

I'm concerned that students are not taking advantage of the blog. I've noticed some students are not following assignment directions, or they are unaware when work is due. Also, I think we could get more done in class if students were to use the blog as a resource. I've found that some of your concerns or questions are often already answered within the blog.

 In the beginning of the year, I explained the importance of checking the blog every night. I believe that we can move towards being more independent in this regard.

IMPORTANT: I will be giving a "pop quiz" tomorrow, just one question. And if you're checking the blog, you will know what that question is:

                In Mr. Bodensteiner's ELA class, what is the blog? In general, what can you find on the blog?


Have a good night,

Mr. B.

How do you Read? Part 2

Do you believe that the act/experience of reading can change you? Explain (which means there should be a "because" in there somewhere)






Here is one perspective on the question above: How fiction can change reality.




Let's say you do not enter the story world, don't get interested in action, don't connect to characters, and really don't visualize the world of the story. This becomes problematic for determining the significance of what you read. You may have "done" the reading, but have you experience it?

What happens if you do those 4 things? You begin to think about the reading on a deeper level:

You can relate your life to the story, and the story back to your life.
You can elaborate on the story--imagine events that did not take place--either for fun, or to fill in a story gap (making logical inferences)
You can recognize complex literary devices, like symbolism and irony
You can begin determining significance and what the story means for humans or the world

In essence, you begin to engage the process of interpretation.

(start a section in your notebook labeled: Academic vocabulary)

Academic Vocabulary- terms that are used across all subjects of learning that require different types of thinking. (ex. You have to think differently to describe something, versus relating to something)

Interpretation: the act of finding or explaining the meaning of something. (picture)


Before we move onto this (which will be a focus all year), we are going to engage in one more activity that suggests the importance of deeply getting involved with a story.





Last 5 minutes: Any questions on visualization HW?

HW: Please complete your floor plan OR director's notes. They are due tomorrow, Tuesday September, 16)

Seeing The Story World

Reading is seeing. If you can't see the world of the story, it's kind of hard to talk about what you read. Think about it: it's like trying to explain something in detail without ever experiencing what you're trying to explain.

But first, let's review everything we've discussed so far:
1. Entering the story world
2. Getting interested in story action
3. Connecting to characters
4. Seeing the story world (visualizing)

If these items needed to be put together in a filing cabinet, can you think of a creative category title?
Jot down some ideas in your notebook.

Let's see how you see the story,

Choose a book from summer reading and do the following:

You have been working on a new movie adaptation for the book you chose, and the most important scene needs to be done RIGHT! You've been working under-budget and, as a result, have taken on multiple roles: set designer, music director, and director (not to mention you're even starring in the film yourself).  Also,  your movie crew isn't the most talented out there. You need to help them every, and I mean EVERY, step of the way. Your vision of this scene needs to be done exactly the way it looks in your mind.

Do ONE of the following:

1. Create a detailed floor plan of the scene. See an example of a floor plan here.  Make sure you have symbols or some figures that represent the characters. Place them EXACTLY where they need to be at the most important part of the scene. Please be neat and add color.

2. Write clear and easy-to-follow director notes for your lighting crew, camera crew, special effects crew, and actors! Describe the scene as it unfolds--get every last detail so that the final product is exactly what you want your viewers to see and feel.

ADVICE--Reread the scene or recall it from memory. Whatever you do, let the author's writing simply guide or inspire you, instead of CONTROL every decision you make.

THIS IS NOT HOMEWORK...YET.

Connecting to Characters Activity

Finally, do ONE of the following:
1. Write a diary entry about an important event from the story. What are your character's innermost thoughts?
2. Write a letter to another character from the same story
3. Write a fan letter to another character from another story/movie that has similar character traits
4. Bring the character to our times!!! Write a passionate speech from this character's point of view about a particular current event or controversial issue.
5. Create a yearbook page devoted to this character--include a portrait, character interests (favorite activities, song, band, movie, etc.), character's role models (real life or fictional), character's favorite quotes (from the book or real life), and anything else you want to add!


This will be due tomorrow, Friday September 12.

Connecting to Characters

FREE WRITE:   How do you relate to characters? Do you judge them? Think of people that are similar to them? Become them yourself? Etc! Etc!


Literary Term: Characterization

What is characterization? Well, it refers to the various means by which an author describes and develops character. It allows the characters of a story to come alive, to feel real to us. So how do authors have their characters "come alive"? 

Here are a few ways:

describing characters' thoughts, emotions, physical appearance, family, culture, environment, actions, and conversations.

There are two types of characterization:

direct characterization- explicitly presenting information about the characters (telling the reader about the characters)

indirect characterization- depicting who characters are through their actions, values, words, thoughts, and feelings (showing the reader what a character is like)

Please choose a character from any of the three books that you strongly connected to--this doesn't mean you would be friends with this character or that you are similar to the character. Connecting to characters means you had strong feelings toward them, negative or positive. 


Next, BECOME this character. Please fill out some "personal" info on the sheet provided.

HW: Please complete the Connecting to Characters handout  

Entering the Story World and Showing Interest in Story Action

Essential question: HOW do you read?

In other words, what do you do or think about when you first start reading,  during the middle of a book, and when you're done? For the next 2 weeks, my goal is for you to get a much greater understanding of what you do when you read, and what you need to do to get more out of the reading act.

What to bring to class in the future: Summer reading books, if  you have them.









First "experiment"


You have been given an object that you are 100% foreign to. You have never seen anything like it! Perhaps it's from another planet, or maybe from another time, EVEN THE FUTURE!!! You've been tasked to figure out what your object might be used for and present your findings the to a group of interested community members. Your goal will be to describe EVERYTHING your team of highly skilled scientists did with this foreign object to get a better understanding of it.
Some things to consider:
1. What the object reminds you of (are there similar objects you can think of?)
2. What catches your attention/ what did you want to know right away?
3. Describing all the parts and your assumptions on how those parts work together
4. Who might be interested in using your object
5. How the object makes you feel
6. Things that puzzle you about the object/things you want to know more about
7. Is there anything helpful written on your object?
8. What kind of person would be able to make this object?

9. Is there anyone who wouldn't be able to use the object?

10. What does the weight or size of the object tell you?

ANYTHING!!!

FREE WRITE: What's the first thing you notice or think about when you begin reading a book? What distracts you? What interests you? What bores you? Do you ever stop and think or do you just plow ahead?

Class Brainstorm:

What do you first notice when you pick up a book to read (these could be things that positively or negative impact the reading experience)

What types of thoughts do you begin to have once you are interested? How about when bored or confused?

HW: Complete questions on "entering story world"

First Homework : )

FOR MONDAY: Please bring in Summer reading log and notes to class. Please bring a notebook and folder as well.