Over the long break, you can do some work to improve your ELA grade. You will be getting back your essays today. Please look through the comments and the rubric. I've also included a focus area sheet that indicates your biggest need for improvement.
Revisions for this essay will be due the Monday we return from break.
Friday, December 19, 2014
Thursday, December 18, 2014
Recording the interviews
Today you will venture forth into the village where the lottery takes place. Some advice...
1. Villager: speak into the recording device to help eliminate background noise.
2. Keep your papers still, or keep them away from the recording device.
3. Elaborating on your responses is highly important---simple "yeses and nos" are not quality responses
4. The best questions will address how the villagers feel about the tradition of the lottery and the ethics of participating in it.
5. Most villagers will be defensive (not necessarily abrasive or aggressive though...)
6. If you complete all planned interviews--delve into other possibilities--hot seat someone else as the same character, choose new characters to interview, (possibly characters not mentioned in the book, like law enforcement, the mayor--but save these "obscure" interviews til the end.)
Any interviews not recorded in class must be done on your own time.
Tomorrow we will report to the computer lab. Please bring your devices with you.
1. Villager: speak into the recording device to help eliminate background noise.
2. Keep your papers still, or keep them away from the recording device.
3. Elaborating on your responses is highly important---simple "yeses and nos" are not quality responses
4. The best questions will address how the villagers feel about the tradition of the lottery and the ethics of participating in it.
5. Most villagers will be defensive (not necessarily abrasive or aggressive though...)
6. If you complete all planned interviews--delve into other possibilities--hot seat someone else as the same character, choose new characters to interview, (possibly characters not mentioned in the book, like law enforcement, the mayor--but save these "obscure" interviews til the end.)
Any interviews not recorded in class must be done on your own time.
Tomorrow we will report to the computer lab. Please bring your devices with you.
Wednesday, December 17, 2014
The Interviews
You are going to complete your character interviews today. Remember, you may interview as many of the villagers as you like. You have two options when it comes to interviews:
1. Scripting--the safer, but less authentic approach. You will be able to control the responses the characters give, allowing you to more easily expose the negative qualities of the lottery.
2. Hot Seating- High risk, but high reward. You answer questions, in character, without "scripted responses." This doesn't mean there is no planning involved. Perhaps, before the interview begins, you go over some of the questions together--think of believable and text-accurate responses together.
HOT SEATING IS NOT ACTING. IT IS THINKING IN ROLE.
Remember, the villagers have a different set of values and beliefs than you. Rule of thumb: NO ONE in this village will adamantly (strongly) suggest that the lottery is wrong. You will certainly get the opposite of that (think Old Man Warner), but no one feels strongly enough about ending the lottery to do something about it.
You may: practice hot seating OR begin scripting your interviews.
HW: Each member of the group is responsible for constructing AT LEAST one interview. You may
1. script the interview, questions AND answers on paper.
OR
2. Script questions (6-10) in preparation for a "hot seat" with your group members.
Please bring your work to class tomorrow.
Don't fret if you wanted to hot seat but do not have the resources (a digital recorder like an iPhone) to do it at home. You will be given a chance to do that tomorrow in class.
By Friday, ALL interviews for your podcast must be completed AND RECORDED. Recording MUST be done on a digital device--iPhones are best (voice memo app).
1. Scripting--the safer, but less authentic approach. You will be able to control the responses the characters give, allowing you to more easily expose the negative qualities of the lottery.
2. Hot Seating- High risk, but high reward. You answer questions, in character, without "scripted responses." This doesn't mean there is no planning involved. Perhaps, before the interview begins, you go over some of the questions together--think of believable and text-accurate responses together.
HOT SEATING IS NOT ACTING. IT IS THINKING IN ROLE.
Remember, the villagers have a different set of values and beliefs than you. Rule of thumb: NO ONE in this village will adamantly (strongly) suggest that the lottery is wrong. You will certainly get the opposite of that (think Old Man Warner), but no one feels strongly enough about ending the lottery to do something about it.
You may: practice hot seating OR begin scripting your interviews.
HW: Each member of the group is responsible for constructing AT LEAST one interview. You may
1. script the interview, questions AND answers on paper.
OR
2. Script questions (6-10) in preparation for a "hot seat" with your group members.
Please bring your work to class tomorrow.
Don't fret if you wanted to hot seat but do not have the resources (a digital recorder like an iPhone) to do it at home. You will be given a chance to do that tomorrow in class.
By Friday, ALL interviews for your podcast must be completed AND RECORDED. Recording MUST be done on a digital device--iPhones are best (voice memo app).
Monday, December 15, 2014
Getting into groups
"This American Life" podcast model.
What do you notice about the way this story is told?
Review: What is the point of this podcast ---what are you trying to reveal to your listeners
Take out your interview questions
Groups: 3-4 people.
Brainstorm 3-4 reasons on what makes the lottery wrong. Try to get beyond just the physical violence of it. Write these down.
Next--3-4 reasons why the lottery continues. Write these down.
The point of your podcast is to show how all those reasons DO NOT justify the continuation of the lottery.
Which questions will allow the best starting point. Take those out and STAR the ones that seem to be the strongest.
What do you notice about the way this story is told?
Review: What is the point of this podcast ---what are you trying to reveal to your listeners
Take out your interview questions
Groups: 3-4 people.
Brainstorm 3-4 reasons on what makes the lottery wrong. Try to get beyond just the physical violence of it. Write these down.
Next--3-4 reasons why the lottery continues. Write these down.
The point of your podcast is to show how all those reasons DO NOT justify the continuation of the lottery.
Which questions will allow the best starting point. Take those out and STAR the ones that seem to be the strongest.
Friday, December 12, 2014
Preparing to Investigate
Imagine you are journalists investigating the village from Shirley Jackson's short story, "The Lottery."
Before you review your notes (the actual story) on this curious case, I want you to brainstorm some questions that are already on your mind. (In journal)
1. The questions you ask and the answers you get depend on the person you ask. Who are some people of interest for interviews. Remember, you are looking for different perspectives, so just don't focus on a particular type of person.
2. What are some burning questions you have for the villagers?
The 5Ws of journalism: who, what, when, where, and why.
Who: The villagers
Where: (give the village a fictional name)
When: Present day
What: The tradition of the lottery
Why: It is dangerous (not just physically!), and needs to be stopped.
As the producer of your Podcast, I've polled our listeners and these are the questions they want answered most:
1.What reasons do the villagers give for continuing this tradition?
2. Do all villagers feel the same about the lottery?
3. Other than physical harm, are there other negative effects that the lottery poses? Are the villagers aware of these effects?
To get to the bottom of this, you must ask the right questions to the right people, maybe even push some buttons, but I trust that we will be able to air a satisfyingly thorough podcast for our audience!
With those leading questions in mind, reread "The Lottery." Mark up your story--underline strange moments, characters of interest, ah-ha! moments, ANYTHING that needs further investigation. Before we pay for your trip to visit this village, you need to be prepared--have a starting point.
Task: Your goal is to write 20 questions that will blow this case wide open! Please do this on a separate sheet of paper. You will hand this in. I, your producer, will put a red X next to the questions that are off-topic or unnecessary.
Before you review your notes (the actual story) on this curious case, I want you to brainstorm some questions that are already on your mind. (In journal)
1. The questions you ask and the answers you get depend on the person you ask. Who are some people of interest for interviews. Remember, you are looking for different perspectives, so just don't focus on a particular type of person.
2. What are some burning questions you have for the villagers?
The 5Ws of journalism: who, what, when, where, and why.
Who: The villagers
Where: (give the village a fictional name)
When: Present day
What: The tradition of the lottery
Why: It is dangerous (not just physically!), and needs to be stopped.
As the producer of your Podcast, I've polled our listeners and these are the questions they want answered most:
1.What reasons do the villagers give for continuing this tradition?
2. Do all villagers feel the same about the lottery?
3. Other than physical harm, are there other negative effects that the lottery poses? Are the villagers aware of these effects?
To get to the bottom of this, you must ask the right questions to the right people, maybe even push some buttons, but I trust that we will be able to air a satisfyingly thorough podcast for our audience!
With those leading questions in mind, reread "The Lottery." Mark up your story--underline strange moments, characters of interest, ah-ha! moments, ANYTHING that needs further investigation. Before we pay for your trip to visit this village, you need to be prepared--have a starting point.
Task: Your goal is to write 20 questions that will blow this case wide open! Please do this on a separate sheet of paper. You will hand this in. I, your producer, will put a red X next to the questions that are off-topic or unnecessary.
Thursday, December 11, 2014
Figurative Versus Literal
Literal: words, actions, or objects that are understood as factual, truthful, or exact.
Figurative: words, objects, or actions that are meant to represent something other than their literal meaning.
Think about the word "heart". What is the literal understanding?
What could be a figurative or metaphorical understanding
The phrase white house?
Edmodo poll
If you answered that the lottery should be taken as a literal event, than prove that it exists.
My guess is that you might be referring to similar injustices in the world, but this supports more of a figurative interpretation of the lottery than not a literal one.
Figurative: words, objects, or actions that are meant to represent something other than their literal meaning.
Think about the word "heart". What is the literal understanding?
What could be a figurative or metaphorical understanding
The phrase white house?
Edmodo poll
If you answered that the lottery should be taken as a literal event, than prove that it exists.
My guess is that you might be referring to similar injustices in the world, but this supports more of a figurative interpretation of the lottery than not a literal one.
Tuesday, December 9, 2014
HW: Post on Edmodo by Friday
Author Shirley Jackson begins her story with peaceful, calming, and even playful images. What point do you think the author was trying to make by ending the story in absolute chaos and horror? Be sure to explain yourself clearly and thoroughly.
Topics to consider: hypocrisy, appearance versus reality, peer pressure.
IN CLASS
Journal: Why do you think we did this activity?
Why did you throw "stones" at your fellow classmate? If there was pressure, describe it. If it was fun, describe why?
HW- Tuesday
HW: Please read "The Lottery," By Shirley Jackson (1948)
Expect a reading check. Every class but 7-1 has this due for tomorrow. (check Edmodo if you aren't sure what Section # you are)
Expect a reading check. Every class but 7-1 has this due for tomorrow. (check Edmodo if you aren't sure what Section # you are)
Monday, December 8, 2014
Ground Rules For Edmodo
Edmodo is going to allow for informal and playful conversations between classmates. That being said, this is an academic tool and as such, has academic goals. Do not mistake this site as a center for irrelevant and silly comments. You have Instagram, Twitter, etc. for those. When you post on Edmodo, you post thoughts and ideas that are relevant to the task at hand. The same professionalism, respect, and sensitivity that you display in the classroom must also be exercised here.
Here's the deal: For the rest of this quarter, I will be playing the role of "Watch Dog" when it comes to your Edmodo posts. This means exactly what you think it means: I will be moderating all posts and replies that come in. This is not because I don't trust you. This is because the line between humorous and disrespectful isn't always clear. Therefore, to establish a respectful tone early on, I will be approving (or disapproving) your posts. At the beginning of the third quarter, comments will go unfiltered, and it will stay that way unless, for some reason, posts demonstrate a lack of self-control.
And remember: while being completely random might not be offensive to anyone in particular, it still shows disrespect for class learning goals and expectations.
By all means, have fun with the way you discuss topics or even other classmates' ideas, but be aware of the line between humorous and disrespectful.
-Mr. B.
Here's the deal: For the rest of this quarter, I will be playing the role of "Watch Dog" when it comes to your Edmodo posts. This means exactly what you think it means: I will be moderating all posts and replies that come in. This is not because I don't trust you. This is because the line between humorous and disrespectful isn't always clear. Therefore, to establish a respectful tone early on, I will be approving (or disapproving) your posts. At the beginning of the third quarter, comments will go unfiltered, and it will stay that way unless, for some reason, posts demonstrate a lack of self-control.
And remember: while being completely random might not be offensive to anyone in particular, it still shows disrespect for class learning goals and expectations.
By all means, have fun with the way you discuss topics or even other classmates' ideas, but be aware of the line between humorous and disrespectful.
-Mr. B.
Using Edmodo
One of the larger concepts we've been discussing this year is informal versus formal voice in writing or speaking. Informal voice sounds more relaxed, conversational, and even friendly. Formal is more professional sounding, using standard English grammar, and sounding more objective and logical, than biased and emotional. Check out the blog post below. Do I, the author, have an informal voice or a formal voice throughout?
Hello students! I'm excited to announce that we will be using
Edmodo, an interactive, social-media like website that will allow us to take
our discussions BEYOND the classroom.
Okay, okay. I know what you're thinking:
"Great. More homework." or "Awesome. Just another way
school can take time away from activities we actually enjoy doing." But
hear me out!
First, don't think of this as more work.
Instead, think of this as the same amount work, but done differently or,
actually, shared differently. I often
resent the fact that I can't hear all of your ideas from HW journal entries. It's
just not practical in a 40 minute class period to hear what EVERYBODY has to
say.
Secondly, being conversational and even
playful in your writing goes a LONG way in becoming a stronger communicator
(and therefore thinker, listener, reader, speaker, and of course, WRITER).
Being conversational, however, implies an audience. Private journal entries
kind of take away the element of audience, at least temporarily (think about
it: journal entries are awesome for developing ideas and thoughts without fear
of judgment, and by polishing some of the rough edges in your thinking, it
becomes easier for you to share your thoughts with others). So, obviously, we'll
still journal in class, but why do more of the same at home?! Publicly posting
your ideas and interpretations in a light, conversational way, will help you
see the positive implications that informal writing has for communication, the
basis of any ELA class.
Lastly, I cannot promise that you'll love
Edmodo or even come to realize its benefits. And I’m okay with that. I’ve come to
terms with the notion that not all forms of expression are loved or even
appreciated by students. But I do hope,
like any work you do, you put a full, earnest effort into your posts on Edmodo.
If you do, I can promise that I will
be able to recognize and value your ideas in a way that was not previously
possible.
The main thing I want you to come away with is that using this
technology is not just a classroom gimmick or a way for me to appear connected
or in touch with the young crowd. When it’s all said and done, this is about
you. This is about helping you form a relationship to thinking creatively,
critically, seriously, and even humorously. Most importantly, I want you to
form this relationship to your mind in a way that is on your own terms. I feel
like a public forum that is designed especially for your thoughts and opinions
is a big step in that direction.
Friday, December 5, 2014
IREEC response
Today you will write an IREEC response to this question: Does the author of "Two Thanksgiving Day Gentlemen" intend to reveal
1. the dangers of following traditions blindly
or
2. that traditions with moral intentions can result in true happiness?
Please begin with the topic sentence provided and be sure to use IREEC format for the whole response.
Consider this due by the end of class. Please save your work to your computer. Do NOT print it out.
I will be experimenting with possible online discussion forums. If things do not work out, we'll print it out on Monday.
Report to the lab on Monday for Class.
-Mr. B
This class is magic. Sing it!
1. the dangers of following traditions blindly
or
2. that traditions with moral intentions can result in true happiness?
Please begin with the topic sentence provided and be sure to use IREEC format for the whole response.
Consider this due by the end of class. Please save your work to your computer. Do NOT print it out.
I will be experimenting with possible online discussion forums. If things do not work out, we'll print it out on Monday.
Report to the lab on Monday for Class.
-Mr. B
This class is magic. Sing it!
Wednesday, December 3, 2014
Topic Sentences for Handout
Choose the topic sentence that goes along with the message/point of the story you have chosen.
Topic Sentence: Although the ironic ending in O. Henry's "Two Thanksgiving Day Gentlemen" represents the characters as foolish, their tradition still allows them to do good for one another.
OR
Topic Sentence: Although the characters in O. Henry's "Two Thanksgiving Day Gentlemen" act in a way that is selfless, the ironic ending ultimately reveals this tradition as hollow and meaningless.
Be sure to write the one that fits in the appropriate box on the handout (the box underneath the "point" you've selected.)
This is your HW, Due Friday. Do not ask me for the blog post on Friday.
Topic Sentence: Although the ironic ending in O. Henry's "Two Thanksgiving Day Gentlemen" represents the characters as foolish, their tradition still allows them to do good for one another.
OR
Topic Sentence: Although the characters in O. Henry's "Two Thanksgiving Day Gentlemen" act in a way that is selfless, the ironic ending ultimately reveals this tradition as hollow and meaningless.
Be sure to write the one that fits in the appropriate box on the handout (the box underneath the "point" you've selected.)
This is your HW, Due Friday. Do not ask me for the blog post on Friday.
Tuesday, December 2, 2014
Two Thanksgiving Day Gentleman Essential Questions
Is the story a mockery of Thanksgiving and traditions or does it, in someway, celebrate the spirit of this American tradition?
Journal: Imagine that this is where the story ends. Does this impact the way we view the tradition between Stuffy Pete and the old man? Do the consequences of this tradition matter when it comes to judging it? Why or not.
ACTIVITY: Linking text with what the information it reveals to the reader.
How does the author use irony to convey his point?
HW: In your journal, provide a detailed response to this question:
Is the story a mockery of Thanksgiving and traditions or does it, in someway, celebrate the spirit of this American tradition? Include details from the story to support your response.
Journal: Imagine that this is where the story ends. Does this impact the way we view the tradition between Stuffy Pete and the old man? Do the consequences of this tradition matter when it comes to judging it? Why or not.
ACTIVITY: Linking text with what the information it reveals to the reader.
How does the author use irony to convey his point?
HW: In your journal, provide a detailed response to this question:
Is the story a mockery of Thanksgiving and traditions or does it, in someway, celebrate the spirit of this American tradition? Include details from the story to support your response.
Monday, December 1, 2014
Happy Thanksgiving...again...
REVIEW of IRONY
Pass the plate activity
Two Thanksgiving Day Gentlemen Part 1
Part 2
Intentions versus Deeds
NO HW
Monday, November 24, 2014
Traditions
Agenda:
1. Analogies review
2. Questions about paper?
3. Irony
Ahhh. Thanksgiving. A time of traditions.
Traditions: what causes people to follow them? What different types of traditions exist?
Do you think traditions can ever pose a danger?
Irony: A contrast between what is expected to happen and what actually happens.
1. Analogies review
2. Questions about paper?
3. Irony
Ahhh. Thanksgiving. A time of traditions.
Traditions: what causes people to follow them? What different types of traditions exist?
Do you think traditions can ever pose a danger?
Irony: A contrast between what is expected to happen and what actually happens.
Friday, November 21, 2014
Thursday, November 20, 2014
HW UPDATE, Thursday
Hello all!
Following our body paragraph activity today, I got the sense that people still had strong questions about their own work. In the spirit of fairness and learning, I want to extend the essay due date to Tuesday. But that means for tomorrow you must complete your first draft.
HW: Please complete the first draft of your essay (ALL 4 PARAGRAPHS) for tomorrow. This will be a 20pt. HW assignment ( a big grade considering most HW assignments are 5-10 points in my class). Take advantage of this extension by having an earnest, SOLID first draft to review in class tomorrow.
-Mr. B.
Following our body paragraph activity today, I got the sense that people still had strong questions about their own work. In the spirit of fairness and learning, I want to extend the essay due date to Tuesday. But that means for tomorrow you must complete your first draft.
HW: Please complete the first draft of your essay (ALL 4 PARAGRAPHS) for tomorrow. This will be a 20pt. HW assignment ( a big grade considering most HW assignments are 5-10 points in my class). Take advantage of this extension by having an earnest, SOLID first draft to review in class tomorrow.
-Mr. B.
Wednesday, November 19, 2014
The Lady or the Tiger: Body Paragraphs
First: Please do self-check of your intro:
1. You have a hook (an exciting opening statement that introduces the topic of your paper WITHOUT mentioning the story)
2. You introduce the story and provide the necessary context for your thesis. Ask yourself: Do these details help lead up to my thesis?
3. You include a thesis with a main opinion and TWO reasons to support.
Body paragraphs: These will focus on your reasons. Body paragraph #1 will include reason #1, Body paragraph #2 will be on reason #2. Makes sense, right?
Inserting Counter Claims Activity.
1. Share your first topic sentence (your first reason)
2. Have someone take the opposite opinion.
3. Jot it down as a possible counter claim.
4. Find another person to disagree with you.
HW: Please write at least ONE body paragraph. It would be wise to write both.
1. You have a hook (an exciting opening statement that introduces the topic of your paper WITHOUT mentioning the story)
2. You introduce the story and provide the necessary context for your thesis. Ask yourself: Do these details help lead up to my thesis?
3. You include a thesis with a main opinion and TWO reasons to support.
Body paragraphs: These will focus on your reasons. Body paragraph #1 will include reason #1, Body paragraph #2 will be on reason #2. Makes sense, right?
Inserting Counter Claims Activity.
1. Share your first topic sentence (your first reason)
2. Have someone take the opposite opinion.
3. Jot it down as a possible counter claim.
4. Find another person to disagree with you.
HW: Please write at least ONE body paragraph. It would be wise to write both.
Tuesday, November 18, 2014
Vocab with analogies
per·ceive
pərˈsēv/
verb
- 1.become aware or conscious of (something); come to realize or understand."his mouth fell open as he perceived the truth"
synonyms: discern, recognize, become aware of, see, distinguish, realize, grasp,understand, take in, make out, find, identify, hit on, comprehend,apprehend, appreciate, sense, divine; More
- 2.interpret or look on (someone or something) in a particular way; regard as."if Guy does not perceive himself as disabled, nobody else should"
sfer·vent
ˈfərvənt/adjective- having or displaying a passionate intensity."a fervent disciple of tax reform"
synonyms: impassioned, passionate, intense, vehement, ardent, sincere, fervid,heartfelt; More
- archaichot, burning, or glowing.
in·cor·rupt·i·ble
ˌinkəˈrəptəb(ə)l/adjective- 1.not susceptible to corruption, especially by bribery.
synonyms: honest, honorable, trustworthy, principled, high-principled, unbribable,moral, ethical, good, virtuous
"an incorruptible man" - 2.not subject to death or decay; everlasting.
INTRO PARAGRAPH:-Include an exciting HOOK sentence that introduces the subject matter of your essay.- Include necessary background info about the story-Write your thesis statement
HW: Please write your Introduction paragraph. This is due tomorrow.regard, look on, view, consider, think of, judge, deem, adjudge
"she was perceived as too negative"
Monday, November 17, 2014
Counter-argument
What is something you feel strongly about, something you have a clear-cut opinion on?
Identify an opposing claim to that opinion.
example: At the beginning of the hockey season, I felt that the Sabres, despite how bad they were last season, were going to contend for a playoff spot. Because the youth on the team had a chance to mature, they signed some quality veterans, and they got the second overall pick, I had confidence that they would win at least 30 games. Many people, however, thought that Sabres would still be bottom-dwellers because how inexperience they were and the fact that the upcoming draft is supposed to be the the strongest in years, leading many to believe they would "tank" (lose on purpose).
Counter-claims: A viewpoint that opposes your own.
Video
On ONE sheet of lined paper, please log 5 words from EACH of your lists (making for a list of 15-20 words TOTAL). For the ones you are "sort of familiar with," guess the meaning. Make sure the list is combination of "sort of familiar" and "unfamiliar words".
Identify an opposing claim to that opinion.
example: At the beginning of the hockey season, I felt that the Sabres, despite how bad they were last season, were going to contend for a playoff spot. Because the youth on the team had a chance to mature, they signed some quality veterans, and they got the second overall pick, I had confidence that they would win at least 30 games. Many people, however, thought that Sabres would still be bottom-dwellers because how inexperience they were and the fact that the upcoming draft is supposed to be the the strongest in years, leading many to believe they would "tank" (lose on purpose).
Counter-claims: A viewpoint that opposes your own.
Video
On ONE sheet of lined paper, please log 5 words from EACH of your lists (making for a list of 15-20 words TOTAL). For the ones you are "sort of familiar with," guess the meaning. Make sure the list is combination of "sort of familiar" and "unfamiliar words".
Thursday, November 13, 2014
Free Style Friday
Be sure to bring your free-choice reading book to class tomorrow.
You will begin the PLANNING process of your essay.
As of right now, the essay is due NEXT Friday. Your behavior for the substitute will dictate whether that stays or slides to an earlier date.
You will begin the PLANNING process of your essay.
As of right now, the essay is due NEXT Friday. Your behavior for the substitute will dictate whether that stays or slides to an earlier date.
Friday, November 7, 2014
Friday, October 31, 2014
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?
Wednesday, October 29, 2014
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.
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.
Tuesday, October 28, 2014
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.
Monday, October 27, 2014
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.
Friday, October 24, 2014
Conclusion Tips
HW: Please type your final draft for the bad ad essay. This should be four paragraphs. Due Monday.
WRITING A CONCLUSION:
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.
Thursday, October 23, 2014
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)
Wednesday, October 22, 2014
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.
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.
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.
Tuesday, October 21, 2014
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.
Monday, October 20, 2014
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)
Abercrombie and Fitch
they disempower preteens and adolescents
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
Sunday, October 19, 2014
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)
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)
Friday, October 17, 2014
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.
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.
Thursday, October 16, 2014
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.
Wednesday, October 15, 2014
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.
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.
Tuesday, October 14, 2014
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:
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
7th 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!
Monday, October 13, 2014
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?)
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?)
Thursday, October 9, 2014
Wednesday, October 8, 2014
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:
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.
Tuesday, October 7, 2014
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.
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.
Monday, October 6, 2014
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.
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.
Friday, October 3, 2014
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
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
Thursday, October 2, 2014
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.
Tuesday, September 30, 2014
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?
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.
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.
Monday, September 29, 2014
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
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
Friday, September 26, 2014
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.
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.
Wednesday, September 24, 2014
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.
Tuesday, September 23, 2014
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.
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.