Thursday Class Outline: Peer Feedback

1. Silent Reading
2. Computers (2103)
3. Peer Review Blog Posts:

1. Find a blog post of a classmate that is on characterization or plot. Make sure every classmate has at least 1 reviewer.
2. Read the blog post.
3. Fill out the reviewer checklist sheet for the post.
4. Read each sentence carefully and give the post a mark for writing conventions.
5. Create a comment for the blog (if the blog does not allow comments, you can write it on the back of the reviewer checklist). List 2 specific things you like about the blog post.
6. Give “next steps” feedback on the back of the checklist sheet. Give at least 1 specific thing the author could try to work on in this post.
7. Repeat for interest or another characterization/plot post.

Media Analysis Assignment

PDF Version of Rubric and Outline

Due: Monday Sept 23. You will have class time on Thursday and Friday to work on it. 

Media Analysis Assignment

How does the filmmaker’s use of persuasive devices and story elements demonstrate the presence or lack of bias in the film Rip! A Remix Manifesto?­­

Media Analysis Format

Your response should be in a 3 paragraph format and approximately 250 words.

Paragraph 1: State the author’s thesis in your own words. State your opinion as to whether or not the film shows bias. Qualify your statement with a primary rationale or sense of how your argument is shown.

Paragraph 2: Provide examples of how bias is or is not shown by using 2 devices or story elements as examples. Explain how each does or does not show bias. Make sure to use correct terminology. For example, “The filmmaker uses appeal to authority by saying…”

Paragraph 3: Summarize your essential argument. Provide a philosophical conclusion with a view to social issues, the future, or overall judgement.

Basic overview:

·         Author’s opinion stated in own words.

·         Student’s opinion to question (bias)

·         Example 1 from devices/elements

·         Explanation 1

·         Example 2 from devices/elements

·         Explanation 2

·         Conclusion logical, insightful and interesting

Knowledge	Level 4 (86-100%)	Level 3 (73-85%	Level 2 (60-72%)	Level 1 (50-59%)
Identifies the filmmaker’s thesis	Thesis fully summarized in a sophisticated sentence	Thesis summarized in a sentence	Thesis summarized in a few sentences	Thesis identified
Strategies	Level 4	Level 3	Level 2	Level 1
Identifies various techniques in text, including story elements* or persuasive devices**	Includes 2+ strong examples of different techniques using specific details and correct terminology	Identifies 2 examples of different techniques using some details and correct terminology	Identifies 2 examples of techniques using appropriate terminology. May be the same technique or weak examples	References 2 examples of techniques. May not use correct terminology or lack sufficient details
Thinking	Level 4	Level 3	Level 2	Level 1
Evaluates how the evidence in the text demonstrates the filmmaker’s argument & bias	Makes insightful inferences about bias using support from devices and elements	Makes logical inferences about bias using support from devices and elements	Makes some logical inferences about bias using some support from devices and elements	Makes few logical inferences about bias using limited support from devices and elements
Communication	Level 4	Level 3	Level 2	Level 1
Multi-paragraph argument shows organization and uses transitions to create flow	Organization is smooth and logical with good transitions and flow	Logically structured argument with explicit connections among ideas/ sections	Structure is logical but not explicitly outlined in intro and/or  connections among ideas not always clear	Limited organization or structure so connections among ideas is unclear
Paragraphs are effectively developed	Individual paragraphs are effectively developed. Conclusion leaves the reader with something to think about	Individual paragraphs are logical. Conclusion follows logically from thesis and development	Logical paragraphing but may lack structure	Paragraph formatting is weak. Conclusion may introduce new ideas or contradict body
Writing conventions (grammar, spelling, etc.)	Few, if any, errors	Few errors, do not affect meaning	Noticeable errors are somewhat distracting	Frequent errors may interfere with meaning

*Story elements: atmosphere, characters, conflict, plot, setting   **Persuasive devices: allusion, analogy, anecdote, appeal to authority, diction, hyperbole, parallel structure, rhetorical questioning

Assignments not yet meeting Level 1 expectations (50%) will be given an “I” for Incomplete.

Media Lesson 7 and 8

Lesson 7 Class Outline

1. ISU Reading

2. "Whose Lathe?" answers

3. Go over Documentary Viewing Sheet Pages 1 and 2 for during film.

4. Start watching Rip!: A Remix Manifesto.

RiP! A Remix Manifesto by Brett Gaylor, National Film Board of Canada

Lesson 8 Class Outline

1. ISU Reading
2. Go over rubric and outline for Media Analysis assignment.
3. Finish Rip! A Remix Manifesto
4. Complete page 3 of Documentary Viewing Sheet (above)
5. Brainstorm ideas for Media Analysis assignment

Media Lesson 6: "Whose Lathe?"

Class Outline:

1. ISU Reading
2. Go over answers from "The Importance of Being Earnest"
3. Look at definition of analogy.
4. Read "Whose Lathe?" and find the devices used.

Final English 11 Blog Rules and Internet Safety

English 11 Blog Rules and Internet Safety

1.       Ask permission before using other people’s personal information/photos

2.       No inappropriate content (nudity, drug/alcohol references, cursing, racist content, discriminatory content, offensive terms, threats, violence, sexual content)

3.       Don’t give out personal information (credit card info, revealing photos, contact info, address, phone number)

4.       Never agree to meet strangers

5.       Make sure you set security information to level where you and your parents are comfortable

6.       No plagiarism. List where you got your info from

7.       Be respectful to other blogs

8.       Have an open mind

Media Lesson 5: Persuasive Devices

1. ISU Reading
2. Finish the Internet Safety and Blogging Rules if not already done.
3. Definitions for Persuasive Devices. Fill them in on sheet. Handout on Persusive Devices.

4. The Importance of Being Earnest
5. Read "The Importance of Being Earnest" by Lynn Coady
6. Find each devices listed in the essay.
7. Journal: What does this article have to say about Power and Censorship?

Media Lesson 3 and 4

Class Outline Lesson 3

http://elections.thinkaboutit.eu/2009/06/iran-no-revolution-but-potential-for-change-anyway/

1. ISU reading
2. Go to the lab
3. Use the PDF instructions I have created to set up your blog.

Class Outline Lesson 4

1. ISU reading
2. Look at other class's brainstorming
3. Look at our class guidelines for blogging.
4. Internet safety article.

http://www.huffingtonpost.com/kat-cohen/the-truth-about-social-media-admissions_b_3325839.html

http://blog.web20classroom.org/2011/08/taking-care-of-your-digital-self.html

1. Look over district policy on acceptable use. 
2. Revise our class guidelines for blogging. 

Internet and Blogging Safety Guidelines Draft

Respect Others
1. Ask permission before using other people’s personal information/photos

2. Don’t spread rumours

3. Don’t post things you wouldn’t say to someone

Appropriate content
4. No inappropriate content (nudity, drug/alcohol references, cursing, racist content, discriminatory content, hate speech, offensive terms, threats, violence, sexual content)

5. Don’t post anything your Grandma wouldn’t like

Keep private information private
6. Don’t give out personal information (credit card info, contact info, address, phone number)

7. Never agree to meet someone

8. Make sure you set security information to supreme capacity (level where you and your parents are comfortable)

9. No personal pictures of yourself

10. Keep your life private

11. Don't share passwords (except with parents)

Be a good member of the “blogosphere”
12. Be positive and  child appropriate

13. Use an appropriate font size

14. No plagiarism. List where you got your info from

15. Don’t put false information

16. Try to keep posts on topic

17. Be respectful to other blogs

18. Don’t spam 

19. Report inappropriate activity on your blog or in comments.

Respect Yourself

19. Don’t believe everything you see

20. Don’t put in minimum effort

21. Have an open mind

Media Lesson 2

http://www.flickr.com/photos/fredcavazza/2564571564/

Class Outline

1. ISU reading.
2. Homework check: Social Media Article and check for ISU dates on outline (work habits)
3. Presentation on Social Media Article by groups.
4. Define the term "blog." 
5. Blogs handout.
6. Go over elements of a blog.
1. "The Science of Sport" http://www.sportsscientists.com/
2. "YA Awesomesauce" http://yaawesomesauce.wordpress.com/
7. In groups, develop a list of 5-10 guidelines for blog safety. We will develop class guidelines to be posted on your blog.

Beth

Media Lesson 1

Censorship (noun):

The institution, system or practice of censoring; the actions or practices of censors; especially: censorial control exercised repressively. 

Censor (transitive verb)

To examine in order to suppress or delete anything considered objectionable <censor the news>; also: to suppress or delete as objectionable <censor out indecent passages>

     Example

·                  The station censored her speech before broadcasting it.

·                  The government censored all references to the protest.

(From Merriam-Webster Dictionary)

Some Questions for this Unit and Semester

• What does power mean?
• What gives someone power?
•  How can media increase or decrease an individual’s power?
• What is the relationship between censorship and power? 

Class outline
1. 15 Min. Silent Reading for ISU.
2. Hand in Introduce Yourself Activity.
3. Go over email home.
4. Definition of Censorship/Censor
5. Graffiti on questions
     -write a answer, thought or connected question for each of the questions on the board.

6. Social Media Revolution
7. Social Media Articles. Alone, jot down notes on the article. As a group, answer the questions in full on the Social Media Article handout
"Meet Joe Blog"
"London, Egypt and the nature of social media"
"Movement Began With Outrage and a Facebook Page That Gave It an Outlet"

Beth