Feedback and Thinking About Rants

Reminder of our questions for this project:

How can we build a media campaign to express our voices to a public audience?

•  What is the difference between speaking for yourself and having others speak for you?
• How are different viewpoints presented in the media?
•  How does the media influence concepts of self and others?
• What are the elements of different forms of media?

Class Outline

1. Silent Reading

• If you did your 1 min wonder last week, please go back and fill in your goal setting journal. I will give you your mark on the rubric.

2. "Basics" rubric: Some edits I see.

3. Hand back feedback from blog posts. Please go through and edit your posts. If you think you mark should be adjusted, please come speak with me and bring your rubric.

4. Read over the blog posts of all other students. Please comment on at least 3 giving two things you like. You may not be able to post comments on all blogs.

5. Pick your rant topic!

In your rant, you will need to pick a topic that allows you to:

• defend a position on a controversial issue after considering a variety of perspectives
• analyse roots of present-day regional, cultural, and social issues within Canada

We will develop the requirements for the rant over then next couple of weeks. At this stage, you should be doing some basic research on areas of interest to you.

• You will be picking a modern regional cultural or social issues within Canada (may also be worldwide). 
• You will need to find information from both sides of the issue and some background about the deeper historic roots of the issue. For example, if you want to do women in the media, you will also go back to look at the history of women's rights. 
• You should be looking to see if there is good information about the topic online (more than Wikipedia or ask.com). 
• When you find a good source, paste its URL in a doc in your NLC folder. 

Over the next couple of days you will be asked to pick a topic that you think you can research and argue well based on your preliminary searches. 

Great Thinking by NLC Students

NLC students were asked to write about their opinion on the film "Miss Representation." These are some of their great responses!

Conor: http://kangarooconor.blogspot.ca/2013/10/miss-representation-response.html
Gabe J: http://gabriel-nlc.blogspot.ca/2013/10/miss-representation-gabe-j.html
Hudson: http://hudsonsnlcstuff.blogspot.ca/2013/10/miss-representation-responses.html
Jade: http://thisismyblog9898.blogspot.ca/2013/10/miss-representation-blog-post-2.html
Kiera: http://kierasblog8.blogspot.ca/2013/10/respond-to-ideas.html
Kira: http://iamkirathisismyblog.blogspot.ca/2013/10/reaction-to-miss-representation.html
Marissa: http://amazingrissalearning.blogspot.ca/2013/10/my-opinion-on-movie-was-that-i-agree.html
Ming: http://stayhappyandlove.blogspot.ca/2013/10/my-opinion-of-movie-miss-representation.html
Sylvie: http://steampunkdystopia.blogspot.ca/2013/10/miss-representation-thoughts-feelings.html
Tyson: http://tasmaniantyson.blogspot.ca/2013/10/miss-representation-blog-post-2.html
Zach: http://zachlearning.blogspot.ca/2013/11/miss-representation-blog-post-2.html

Students' Posts on Devices Used in "Miss Representation"

The students watched a very interesting video called "Miss Representation." You can see a trailer of the film here: http://film.missrepresentation.org/.

Here are some student posts analyzing how different persuasive devices or elements are seen in the film:

Appeal to Authority

Kiera: http://kierasblog8.blogspot.ca/2013/10/miss-representation.html
Megan: http://just-that-leo.blogspot.ca/2013/10/miss-representation-corrected.html

Hyperbole

Amber: http://ambercandy11.blogspot.ca/2013/10/hyperbole-in-miss-representation.html
Gabe: http://gabegabegabegab.blogspot.ca/2013/10/miss-representation.html
Nikki: http://nikkislearingandpicture.blogspot.ca/2013/10/hyperbole-miss-representation.html

Irony

Jade: http://thisismyblog9898.blogspot.ca/2013/10/miss-representation.html
Tyson: http://tasmaniantyson.blogspot.ca/2013/10/miss-representation-tyson-and-jade.html

Rhetorical Questioning

Hudson: http://hudsonsnlcstuff.blogspot.ca/2013/10/miss-representation-rhetorical-ouestions.html

Ming: http://stayhappyandlove.blogspot.ca/2013/10/miss-representation-rhetorical.html

Sarcasm

Conor: http://kangarooconor.blogspot.ca/2013/10/sarcasm-is-miss-representation.html
Sylvie: http://steampunkdystopia.blogspot.ca/2013/10/miss-representation-sarcasm_29.html

Slang and Repetition

Landon: http://landonlandonland.blogspot.ca/2013/10/miss-representation-point-of-movie-was.html
Zach: http://zachlearning.blogspot.ca/2013/10/miss-representation-movie.html

Simile

Gabe: http://gabriel-nlc.blogspot.ca/2013/10/similie.html
Parker: http://parkersbogger.blogspot.ca/2013/10/simile-comparison-using-like-or-as.html

Tone

Kira: http://iamkirathisismyblog.blogspot.ca/2013/10/miss-representation.html
Marissa: http://amazingrissalearning.blogspot.ca/2013/10/tone.html

Miss Representation

You will look at devices in the film "Miss Representation" to help you learn about how to apply persuasive devices to your own work. You will watch the film "Miss Representation" paying attention to the device your group is focusing on.

After-Viewing

Blog Post

After viewing, you will create a blog post explaining what the device you studied is and how it is represented in the film. This will be used to teach devices to other students.

Steps

1. Discuss with your partner the different examples of the device seen in the film.
2. Come up with a few good examples of how the device is seen in the film.
3. Share your examples with another group for feedback.
4. Develop a written work "basics" checklist and rubric.
5. Write a blog post. It should include:

• the definition of the device
• the title of the film
• the argument (thesis) of the film summarized in a sentence
• examples of how the devices is seen in the film
• an explanation as to how this device is used to help develop or argue the filmmaker's perspective

6. Send Beth the link to your post (from 'View Post'). These will be collected and posted in one section.

Blog Post: Devices

		Excellent		Very Good	Satisfactory	Min.  Acceptable
Socials: select and summarize information from sources		Fully and thoroughly identifies all necessary information from the source		Identifies all necessary information from the source	Identifies most information from the source, some may be misunderstood or omitted	Identifies some of the information from the source
Reading and Viewing: recognize and explain how persuasive devices shape viewers’ construction of meaning to support filmmaker’s argument		Identifies an example of the device and fully explores how the filmmaker uses it to advance his/her argument		Identifies an example of the device and connects its use to the filmmaker’s argument	Identifies an example of the device.	Identifies an example of the devices. May not be fully correct or misinterpreted.
Oral: use strategies to understand, recall, and analyse texts to identify main points		Accurately identifies the filmmaker’s argument in concise terms		Accurately identifies the filmmaker’s argument	Somewhat identifies the filmmaker’s argument	Identifies the main points in the film without phrasing it as an argument. May be incorrect or misinterpreted.

Blog Post 2: Respond to Ideas

1. Create a formal paragraph (topic sentence, support, closing sentence) describing your reaction to the film. Include a image or link to another site.
2. Extension: Support your idea and learn more by visiting some of these sites:
http://www.bbc.co.uk/news/magazine-24522060
http://www.cbc.ca/player/AudioMobile/As%2BIt%2BHappens/ID/2412250245/ (7:30 mark)

Blog Post: Response

	Excellent	Very Good	Satisfactory	Min. Acceptable
Writing: explains and supports personal responses to texts by  making connections with prior knowledge and experiences
Oral: identifies and analyzes purpose and messages in the film