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

Basics In Written Work UPDATED

Basics for Written Assignments

• Neatness
• Spell checked
• Capitals at beginning of sentence
• Capitalize names
• Capitalize titles
• Capitalize dates
• Capitalize I
• Punctuation at the end of sentences
• To/Too/Two
• Their/There/They’re
• You not U
• No inappropriate capitals
• Possessive and plural use of "s" and "'s"
• Does not have multiple run-on sentences
• Does not have multiple sentence fragments

	Excellent	Very Good	Satisfactory	Min. Acceptable
Basics for written work	0-1 error types	2-3 error types	4-5 error types	6 error types

Oral Presentation Goal Setting

Hi class,

You have now signed up for your first 1-minute wonder. Before you present, I would like you to think about setting some goals for oral presentations this year. I would also like you to evaluate your goals withing 1 week of your presentation.

Please copy the following document into your NLC folder and complete the goal setting.

https://docs.google.com/document/d/1YNjQbL5CQEtqcbWNjzsncGOAurtNBwwsB3cqYPsDnhA/edit?usp=sharing

Remember, these are your general oral presentation learning goals.

	Excellent	Very Good	Satisfactory	Min.  Acceptable
Plans and rehearses oral presentations	Clearly rehearsed and thoroughly planned	Planned and rehearsed presentation	Somewhat planned presentation	Reads presentation or is “winging it.”
Uses oral communication techniques (clarity, volume, eye contact, body language, engagement with topic and audience, monitor audience reaction)	Speaks clearly, expressively, with appropriate volume. Frequent eye contact with audience members around the room. Body language shows good engagement. Monitors audience to check for understanding/make adjustments	Speaks clearly and with appropriate volume. Frequent eye contact. Body language shows engagement.	Speaks clearly or with appropriate volume. Some eye contact.	Body language shows limited engagement. Speech unclear or quiet.

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

Class Terms from Rants

Allusion (Pandas, Scientists, Relapse, Teen)

a reference to another literary work, or a person, place, event, or object from history, literature, or mythology, esp. as an artistic device.

Anecdote (Scientists, Relapse, teen, snow)

A short but real story

Appeal to authority (Pandas)

Appeal to authority where it is argued that a statement is correct because the statement is made by an authority figure

Hyperbole (Pandas, Snow)

an extravagant statement or figure of speech not intended to be taken literally

Irony (Pandas, Scientists, Relapse)

Expressing one’s self, by means of language that normally means the opposite.

Repetition (Teen)

the act of repeating

Rhetorical questioning (Relapse, Snow)

a question asked to produce an effect  and not to  get an answer.

Sarcasm (Pandas, Scientists)

The use of irony to mock or convey contempt

Simile (Scientists, Teen)

comparison using like or as

Slang (Snow)

Very informal usage in vocabulary.

Tone (Pandas, Relapse, Teen, Snow)

The way the speaker's voice sounds or the author's attitude towards subject.

Sentence Types

Declarative Sentences (Pandas)

a sentence that makes a declaration

Exclamatory Sentences (Relapse, Teen, Snow)

Any sentence expressing sudden emotion

Imperative Sentences (Scientists, Teen, Snow)

A type of sentence that tells people something that is absolutely necessary or required.

Interrogative Sentences (Scientists, Relapse, Teen, Snow)

A type of sentence that asks a question.

Sentence Fragment (Pandas, Scientists, Relapse)

A section, or piece of a sentence that can be used as an example or to drive a point.

Rant Lesson 2 Wednesday

Since we have been busy with many unexpected items, I am combining earlier classes into this one so we have a outline of today's class.

Class Outline

1. Silent Reading
2. Presentations by Gabe C, Kiera, and Landon.
3. Journal 

• Use the same journal you used for the last activity (what others said about you).

• Make sure your journal is in your NLC folder. Beth will comment on it. If you do not have comments please ensure Beth can see it.

• Write at least 5-10 full sentences answering:

• What was difficult or challenging about the Express Yourself activity?

• What were you impressed by or surprised about in someone else's work?

• Do you think you really expressed yourself to your best ability here? Why or why not?

4. Twitter activity

You will use Twitter to tweet out reflections from the class or share something you think others would find interesting, using the NLC twitter account as your platform.

• Hashtags

• Pictures

• Links

When you take your turn posting to twitter, write your name on the calendar.
What are some examples of things we can reflect on via twitter?

5. Rants continued

• Get in your groups again. This time, use dictionaries, textbooks, online, to come up with definitions for each of your devices  you hypothesised about yesterday. In your shared doc (share with Beth) write down the definitions for each.

• Go back to the rant and find an example of each of the devices. 

• Find another group that has one of the same devices as you. Compare definitions and examples. Come up with a shared definition and list both definitions on a shared doc. Move around the room and do this for all devices.

• You were sent a shared doc with further instructions on devices.

Rant: Devices and Techniques

Class Outline

1. Silent Reading
2. In groups of 2 or 3, watch a few examples of Rick Mercer's Rants from Youtube.
3. As you watch and after each film, brainstorm with your group all the things he says and does to argue his point and convince his viewers. 
4. With your group, you will be given a rant and a list of devices. Watch the rant and come up with a hypothesis as to what the definition of each device might be, and what one example of that device is in the rant.

Videos

Pandas

• Appeal to authority
• Allusion
• Declarative Sentences
• Hyperbole
• Irony
• Sarcasm
• Sentence Fragment
• Tone

Scientists Muzzled Again

• Allusion
• Anecdote
• Imperative Sentences
• Interrogative Sentences
• Irony
• Sarcasm
• Sentence Fragment
•  Simile

Relapse/Question Period

• Allusion
• Anecdote
• Exclamatory Sentences
• Interrogative Sentences
• Irony
•  Rhetorical questioning
• Sentence Fragment
• Tone

Teen Suicide

• Allusion
• Anecdote
•  Exclamatory Sentences
• Imperative Sentences
• Interrogative Sentences
• Repetition
• Simile
• Tone

Snow Day

• Anecdote
• Exclamatory Sentences
• Hyperbole
• Imperative Sentences
• Interrogative Sentences
• Rhetorical questioning
• Slang
• Tone

        

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