The Roles for Radio Show

ROLES:

Host: You are responsible for being curious and constantly entertaining and engaging. You are the voice of the show, and you must keep your guests engaged, and your audiences entertained and informed.

Featured Guests:

Up and coming horror author: You are on the show to share the climax of your most recent masterpiece. Please keep it relatively short because there are other guests too. The host will engage you in a Q and A after your reading.

Stephen King: Great American Horror Fiction author has joined us on our Halloween show to discuss the 20 year anniversary of one of the only short stories he’s ever written, “The Man in the Black Suit.”

Horror critic and expert: You are a highly respected scholar of horror fiction and you are here to provide an overview of the genre—to discuss common patterns among horror stories, but more importantly, why these patterns might keep resurfacing. You are also a complete nut over horror stories! You’re a hugely passionate fan of this genre (in film and in literature) and will defend it at any cost.

STORY TIME RADIO SHOW

WELCOME TO STUDIO 120 of WSNA 103.1 STORY TIME RADIO!

You are hosting a story time radio show! This week’s topic is HORROR for obvious reasons and you are going to help us explore the strange phenomenon of why the intensely horrifying fascinates humans.  With the help of author interviews, horror story passages and literary experts on the genre, you will put on an informative and engaging show that will be recorded!!!!

We go LIVE AND ON THE AIR Wednesday, Nov. 5!

Today, please we will take the role of radio host and imagine the types of questions that are meaningful and compelling for each featured guest.

We will then discuss the preparation for each role--things you should do to prepare.

Each group will be responsible for producing a script for the show. You  may ad lib, but it should mostly be planned out, well-rehearsed and roughly 8-12 minutes in length.

HW: 
1.Have physical evidence of your preparation for your show. 
2. Also, put yourselves in the shoes of the host. What interesting questions would you ask your character?

Horror, Day 3

Reading (finishing?) Stephen King's "The Man in the Black Suit"

Discuss the following in your journals:

1. Describe as many similarities as you can between this horror story and "Hansel and Gretel."


2. Describe or symbolically represent (through drawings or cutouts) several general fears that this story plays up in order to instill terror.

EXAMPLE OF NO-NO: This story plays up people's fear of meeting the devil in the woods (too SPECIFIC)

GOOD EXAMPLE: This story plays up people's fear of evil and its randomness/unpredictability.

Horror, Day 2

Agenda: Sharing your ideas

              Comparing your ideas

              Starting "The Man in the Black Suit

After we begin "The Man in the Black Suit," by Stephen King, please note some aspects of this story that are similar to Hansel and Gretel.

Horror in Literature, Day 1

“THE OLDEST and strongest emotion of mankind is fear, and the oldest and strongest kind of fear is fear of the unknown. These facts few psychologists will dispute, and their admitted truth must establish for all time the genuineness and dignity of the weirdly horrible tale as a literary form."

-H.P. Lovecraft, taken from  his essay "Supernatural Horror in Literature"


Most of you have an idea of what makes a horror story horrifying. In your small groups, develop ONE list that contains characteristics or common  patterns among horror stories you've encountered.

Mini-lesson: Strategies for figuring out challenging words.

1. Replace the word in question with another word that fits the context (think of a possible synonym)
2. Read a little before the tough word, and then a couple lines after. This will give you a clearer sense of what the author is saying, perhaps to the point where you can guess what the unknown word means.
3. Study the parts of the word. Perhaps you recognize a root or prefix. Or think of words you do know that have the same root words. For example, you may not know what the word benefactor means, but you do know that the word benefit means something that is good or supportive. Therefore, you can deduce that a benefactor may be a person who supports someone or something.
4. Word charge: given the context, does the word sound like a positive word or a negative word?
5. If all else fails, look it up, either in a dictionary (which I have plenty of) or type it into Google.

Then what? Try to use that new word in conversation, even if it's just to be funny! That's the only way we build vocabulary--to actually use the words we learn!

Expert in role: Psychologists  

"Hansel and Gretel" fairy tale: Why are we reading a fairy tale if we are studying horror stories? I'll let you, the well-respected psychologists, answer that question.


1. Using your list that you composed at the beginning of class, take note of any moment from the story that relates to one of your items.

2. Then, as psychologists, write several reasons for why humans (or more specifically, children) have a deep interest in this story. Think about it: how could there not be a deep fascination, considering that it was orally told for possibly hundreds of years before being recorded in 1812, and that it is still told today! This is a 500 year old story that most people are familiar with. Impressive, right? So why are people so interested in a story about two innocent children encountering a cannibalistic witch in the woods?

HW: Finish "Hansel and Gretel" (click here) Complete #2 in your journals. This will be checked tomorrow.

Conclusion Tips

HW: Please type your final draft for the bad ad essay. This should  be four paragraphs. Due Monday.

WRITING A CONCLUSION:

TIPS FOR WRITING A STRONG CONCLUSION PARAGRAPH:

·        Use the specific-general conclusion format.  This means the conclusion must begin by restating the thesis.  Restating  does NOT mean copying.  The thesis must be re-worded. 

·        You may restate some of your main points, but eventually you want to build toward your last sentence which is a general overall sentence about advertising, based on your specific findings.

Sample Conclusion #1:

            A father’s fear for a son that he will not be “manly” enough, in addition to simple solutions, are techniques blatantly used in Nike’s “Raise a Champion” advertisement. These techniques are used to heighten the stereotype that boys need to do “manly sports” and that if they are not good enough, their fathers will be forced to endure watching them perform ballet. As a result, Nike sells their products, and fathers-at least for a brief period- believe that, miraculously, the shoes have completely changed the abilities of their son. Advertisers identify their target audience and then use psychology to convince them to buy their product.

Sample Conclusion #2:

          By offering a simple solution to cultivating athletic sons, the “Nike: Raise a Champion” ad convinces parents to purchase the cleats.  The use of images and text persuades parents that the product is essential to their child’s manhood.  Once companies identify a desire, they can better understand their target audience and apply effective techniques to sell their product.      

HW FROM THURSDAY

1.Take out your Intro and First Body Paragraph
2. At the top of the page, please write one question/concern you have about your work

I will try to address it while you read for the first 10-15 of class.







HW: Please complete the persuasive technique body paragraph. Have a TYPED draft of ALL THREE (3) PARAGRAPHS  (Intro, Body paragraph #1, Body paragraph #2)

HOMEWORK PLUS FREE CHOICE READING TOMORROW

Please bring your book for free-choice reading. I'm thinking we will devote around 15 minutes of class tomorrow toward this.
HW: Please complete the first two paragraphs of the Bad Ad essay (introductory paragraph and the 1st body paragraph) You may type this OR do this in your journal. 

Intro to IREEC

Mini Lesson: IREEC


       Ads use words and images to send a message, oftentimes negative or misleading. The Daddy's Money ad features three teenage girls who appear very fashionable and happy. Perhaps Daddy's Money is suggesting that their brand of shoes can provide girls with a better appearance, leading to happier lives. The ad also includes multiple dollar signs and the word "money" is even in the brand name. This implies that wealth is of great importance, and that spending that wealth on material goods like Daddy's Money is not only acceptable, but the "popular" thing to do. Taken all together, these messages can be seen as negative to young girls. Young girls are lead to believe that money can buy happiness and a better life. These ideas are not true and can work to disempower young women, Even though these messages are not on the surface, they are communicated through the ad's text.

HW from Tuesday

HW: Please make sure you complete at least two text/subtext boxes for HW. Also, please bring revised thesis statements to class tomorrow. You will be drafting the intro, the first body paragraph and possibly begin your work on the 2nd body paragraph. We are on schedule to have your first draft due by Friday.

HW: Monday

HW: Plug the answers to the form below (given out in classes 7-3, 7-4, 7-5) into the online thesis builder (click here to access online thesis builder)

Name________________________                                                 Building a thesis

Reference this to help you build a solid thesis:

Topic: what is the specific company behind your ad?

Your main opinion: SPECIFICALLY WHO is mislead or disempowered?

STRONGEST reason for your opinion: How is the ad disempowering or misleading?

Another reason for your opinion: 

 Main argument against your opinion:

What message does the ad company want their audience to believe (what do they value)?

-or-

What are some general techniques used to attract the target audience?

Here's my model:

Name Mr. B.                                                                                         Building a thesis

Reference this to help you build a solid thesis:

Topic: what is the specific company behind your ad?

Abercrombie and Fitch

Your main opinion: SPECIFICALLY WHO is mislead or disempowered?

they disempower preteens and adolescents

STRONGEST reason for your opinion: How is the ad disempowering or misleading?

they send negative messages about body image

Another reason for your opinion: 

young people are required to pose in inappropriate ways

 Main argument against your opinion:

What message does the ad company want their audience to believe (what do they value)?

-or-

What are some general techniques used to attract the target audience?

Abercrombie and Fitch want their audience to believe their clothes will   make them beautiful

The TV ads. (Please just focus on your own)

(go to 1:08 to get to the right commercial) 

Building your thesis with interactive online tools! WHOA!

Please watch/look at your ad very carefully. Think about the deconstruction questions as you analyze your ad:

1. Who created the ad and for what reason
2. Who is the target audience and how do you know (TEXT EVIDENCE)
3. What does the ad value?
4. Does this contain negative messages (who is mislead or disempowered?)


You have 20 minutes to answer these questions in your journal. Please use your time wisely. CLICK HERE TO ACCESS THE BLOG WITH ALL THE ADS



Last twenty minutes of class: Please go to the thesis builder by clicking here.

Reference this to help you build a solid thesis:

Topic: The specific company of your ad

Main opinion: SPECIFICALLY WHO is mislead or disempowered?

Supporting argument for your opinion: (provide a GENERAL idea with NO text evidence)

Another supporting argument for your opinion: again: provide a general idea! no text!
Main argument against your opinion: Consider who the target audience is and how the company attracts that specific group (think like the ad creator--what do they want their audience to believe?)

And boom. You have all the pieces for a highly complicated and awesome thesis statement! (Don't worry, I'll model this bad boy for you)

Starting the "Bad" ad essay

ACADEMIC VOCAB TERM:

Thesis statement: an argument or claim that you set out to prove.

Your essays will be due Friday Oct. 24. We will be working on the writing process in class, yet you will have to draft parts of the essay at home so we can workshop in class as well.

MANTLE of THE EXPERT: We are hosting a focus group for the Coke Ad to get some feedback before we air it across the nation. We have invited professionals from all over the country to add their input on this commercial.


SURVEY
Collecting Media Literacy Activities/Beginning the writing process.

Infiniti ad

https://www.youtube.com/watch?v=Id8CQ-vsojQ

Lays Chip Ad (HW from THURSDAY)

   HW: Please get your assessments signed and please do corrections on the second page if you lost points there. This is due tomorrow. I posted the chip ad in case you wanted to reference it. 

Choosing a "Bad" ad

Yes. That is right. These ads are "bad," and for various reasons. Some stereotype and disempower, while others mislead their potential consumers. They all, however, send negative messages beneath the surface, and you have been tasked to decode them.


You can choose among print ads and TV ads, but you must have your choice by the end of class. You will put your choice on a slip of paper and it will be your ticket out the door.

So, sit back, relax and enjoy some awful advertising.

HW: Bring free-choice reading to class tomorrow. 

HW: Proofreading the letter

Here are the directions for HW. Below, I've included the "good copy" if you get stumped.

DIRECTIONS
- Proofread this mess of a letter. Circle errors and label them with the commandment that needs to be applied.

-Use the "magic brackets"  [       ] when you think you can delete strange or unwanted phrases.


-You may reference the good copy if you're stuck, but try your best to do this with just your brain.


Here's the "good version" of the letter:

Hello 7^th graders.

You are in an English class. You may think this is a strange concept, given that you speak the language every day. This, however, is a class that is not designed to teach you basic language skills you naturally have. That would be quite the waste of time. This class, rather, aims to give you greater control and power over your native language. Why might this be important, you ask? The answer is quite simple: the more you understand how your language works, the better you communicate with the world around you. Don’t tell me communication is not something you value.

The past few weeks have been quite telling in regards to your writing abilities. I have been both impressed and, yes, a bit discouraged. Many of you are writing beautiful ideas, but you are careless with the vehicle that delivers those ideas: language. While some are making understandable errors, others are making mistakes that seventh grade writers should really be avoiding. We, as a class, need to pledge to be more prideful and thoughtful with the use of our language, and listed below are several items that will help us achieve this goal:

1. We will use complete sentences, avoiding run-ons and sentence fragments.

2. We will capitalize the first letter in each sentence, and always capitalize “I.”

3. We will try to avoid first-person (I, me, my) in formal writing (essays, short response

 to literature, in-class assessments, etc.).

4. We will use apostrophes appropriately

5.We will reread our work out loud, making sure we have written exactly what we mean.

6. We will proofread our work to eliminate words that don’t belong, or to include words that we accidentally left out.

7. We will try to be efficient with our use of language, without wordy ramblings, or having choppy, short sentences.

8. We will know when to use their, there, or they’re.

9. We will spell all words correctly when using a word-processor (it tells you, for heaven’s sakes!).

While I recognize some of these are more challenging than others, we must be mindful of all of them moving forward. The more we think about our writing and what we need to improve, the sooner we improve. I for one cannot wait to see the leaps you will make with writing this year!

The Ten Commandments for Writing

Good morning, and welcome back!

I got to know you a bit more over the break, despite not seeing you. Yes, I learned about you through your writing assignments that I so joyously graded over the break. I have begun to detect some patterns (both positive and negative) about writing and it's time to share my findings!!!

ACTIVITIES:
-Ten Commandments for Writing Activity.

-The magical [     ] (brackets)

-Reading my grammatically horrifying letter

(NOTE, THE SET-UP BELOW IS MERELY ROLE PLAY. MOST OF THIS IS ACTUALLY FALSE. SORRY.)

I've written a letter about the power of studying our English language, but I need you, professional 7th grade grammarians, to look over my work. I have a lot riding on this, as Mr. Kilbridge, our principal, has requested a copy of this letter for our newsletter.

And, boy,  is it a disaster!   I have phrases that make no sense, run-ons, fragments, improper capitalization, reckless use of apostrophes, unneeded phrases, rambling sentences, and missing words throughout. HELP ME!

Love,

Your super qualified ELA teacher, Myster. b.


CLASS WRAP-UP:
Please note that while I have pointed these things out to you, I do not expect 100% follow through immediately. Writing is a process. We will be mindful of these points all year long (and the list will most likely grow), and you will be held accountable for them. (We're starting an essay this week, so not a bad time to start thinking about these points, right?)

Mexico Via Pacifico ad for reference

Update from Wednesday

Today we reviewed for tomorrow's mini-assessment. Hopefully you've reviewed the terms, but as I've said in class, your success is more dependent on your ability to use and apply them in the right situations.

Here is a run down of terms and their meanings:

Key Terms:

 Interpretation: the act of finding or explaining the meaning of something.

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.

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

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

DECONSTRUCTING “bad” ADS:

1.     Determine the purpose of the ad

2.     Determine the target audience and the text evidence that suggests it

3.     Determine what the ad values. In other words, what message does the ad want its target audience to believe?

4.     Determine how the ad disempowers: consider stereotypes (consider groups that are negatively affected) and misleading information (is the ads message realistic or true?)

PERSUASIVE TECHNIQUES:

-You will not have to memorize the techniques. You may use your language of persuasion handouts for this section.

GENERAL VERSUS SPECIFIC

-General: subtext (messages, values, persuasive techniques)

-Specific: text (using clear evidence from the ad to back up the general stuff J )

-We begin most paragraphs with a general statement that introduces the topic.

Update from Tuesdays class

Today was a writing workshop day to improve the deconstruction paragraphs handed in last Friday.

Here is a recap of my key points:

STYLE:

1. Avoid first-person (I, my, me. . . )
   -Analytic paragraphs are an example of FORMAL writing. You want to avoid sounding too conversational or too biased. Being too informal makes you seem less credible (believable).

2. Combine thoughts and ideas to form stronger sentences.
     -I noticed too many choppy sentences.


CONTENT:

1. What a company values is an IDEA, not a specific image from the text.
2. If you overlooked the exchange OR the slogan, "All The Spanish You Need To Know" as text evidence, then you most likely have a weaker interpretation of this ad's subtext.
3. LASTLY, MESSAGES DISEMPOWER, NOT PRODUCTS THEMSELVES. Remember, you are not disempowered by the Pampers commercial on the grounds that the product is not meant for you. Or, you are not disempowered by an ad that takes place in a warmer climate because you like cold weather better. Disempowerment refers to negative messages towards groups of people, often leaving  people with feelings of legitimate hurt or a sense of inferiority.

HW from MONDAY

HW: 1. Please have the free-choice reading form signed by parents
         2. Sections 7-2, 7-2: Please complete the persuasive techniques handout gone over in class. Choose 1 ad (from anywhere, either print or electronic) and discuss TWO persuasive techniques used. Please use the "Language of Persuasion" sheet to help.

You can find ads anywhere, but some of you wanted me to post the Superbowl ads I was playing in class. Here there are: Superbowl ads, 2014.
   
FRIENDLY FLEX REMINDER:

Please remember to come see me during FLEX with questions if you have them. You needn't stay the whole time. Sometimes clarification on an issue or concern takes about 10 seconds.
Some of you have voiced concern that my room fills up too quickly, and therefore I'm not available for assistance. Please know that while I have peer learning in my class everyday, ELA help is also available everyday. Even if my room has reached its "peer learning capacity," I purposely leave about 5-6 desks open for students who need help in ELA. Just be sure to tell me, as you walk in, that you're here for help and not peer learning.

Free Choice reading update

Free choice reading day: Thursday

October's class goal is:____________

TIME TO VOTE:        Popcorn/snack and movie day
                                       Dress-down
                                       Board game day



Today you put on a commercial for a product using a specific persuasive technique!

HW: Class 7-1, 7-3, 7-5 have received their HW on persuasive techniques in ads. Please follow the directions (the models should help guide you). Do NOT simply list the persuasive techniques and leave it at that. Enjoy your weekends!

****PLEASE ATTEMPT TO FIND A SMALL PICTURE OF YOUR FACE FOR THE FREE CHOICE READING BOARD : )


P.S. I thoroughly enjoyed your humor, creativity, and positive attitude with today's commercial activity. Some of you could totally make a living out of providing creepy commercial voice overs.
-Mr. B

Language of Persuasion

UPDATE: We will have a mini-assessment (50 points versus 100), in class on Thursday, Oct. 9. Topics to consider: general versus specific, subtext versus text, deconstructing "bad" ads: target audience, purpose, values, and disempowerment, persuasive techniques, interpretation versus description.

This will be an interactive assessment, which means you will have to USE the skills more often than tell me what they mean (such as just defining or matching words with definitions)


Today you will have________minutes to finish your deconstruction paragraph of the Mexico via Pacifico ad.

Today we will begin looking at persuasion techniques. And there are a TON : )


HW: Please complete your Language of Persuasion exercise.