Course Profile English (ENG4U), Grade 12, University Preparation, Public
Unit 3: Telling the Story
Time: 29 hours
Activity
3.1 | Activity 3.2 | Activity 3.3 | Activity 3.4
| Activity 3.5
Unit Description
Students investigate
how story telling is grounded in the family unit. The focus is in the
study/viewing of a play such as Hamlet as well as on the literary study
of non-fiction stories and the essay. Students read and analyse a variety of
essays, reviews, editorials, biographies, and other forms of non-fiction. The
culminating activity consists of an argumentative essay, a media work, and a
report. As in Units 1 and 2, students continue to examine issues and themes,
but also use these activities to provide practice and feedback for the written
and oral components in Unit 4.
Strand(s): Literature
Studies and Reading, Writing, Language, Media Studies
K/U – Knowledge/Understanding T/I – Thinking/Inquiry C – Communication A – Application
|
Activity |
Learning Expectations |
Assessment Categories |
Tasks |
|
3.1 8 hours |
LSV.01,
LSV.02, WRV.02, MDV.01, MD1.01, MD1.02, LS1.01, LS1.02, LS2.01, LS2.03,
WR2.02, LAV.02, LA2.01, LA2.02 |
K/U, T/I |
Review of the
construction of the narrative form |
|
3.2 5 hours |
MDV.01, MDV.02,
MD1.02, MD2.02, LSV.01, LSV.02, LS1.01, LS2.01, WRV.02, WRV.03, WR2.01,
WR2.02, WR3.02, LAV.01, LA1.03 |
K/U, T/I, |
Discussion of
visualization of a story. Viewing and comparing productions of the same scene
(artistry, product value of production roles) |
|
3.3 4 hours |
LSV.01, LSV.02,
LSV.03, LS1.01, LS1.02, LS1.04, LS1.05, LS2.01, LS2.03, LS3.01, LS3.03,
MDV.01, MD1.04, MD1.05 |
K/U, T/I, Checklist |
Identification
of target audiences and how the audience negotiates meaning in response to
the construction |
|
3.4 7 hours |
MDV.01, MD1.04,
MD1.05, LSV.01, LSV.02 LSV.03, LS1.01, LS1.02, LS1.04, LS1.05, LS2.01,
LS2.03, LS3.01, LS3.03 |
K/U, T/I, Checklist for
Essay |
Discussion of the
factors that contribute to Maslow’s hierarchy |
|
3.5 5 hours |
LAV.01, LAV.02,
LSV.01, WRV.01, WRV.02, WRV.03, WRV.04, WRV.05, MDV.01, MDV.02, MD2.02 |
K/U, T/I Rubric for Media
Work (See Unit 4) Rubric for Essay |
Selections, in
small groups, of a character from the play |
Time: 8 hours
Students review the
construction of narrative form, reflecting on the choices the author makes and
the effect that these choices have on the delivery of the message. The students
view a Shakespearean or other play in the context of the family unit and how
each character interprets the events of the play as their ‘truth’. Students may
experience the play brought to life on screen, without a detailed
scene-by-scene reading, by concentrating on selected characters brought together
by the common theme of family. Students respond using the method of
deconstruction outlined in the structure of the activities in the unit,
developing their skills for media viewing. Students also read selected essays
to identify devices and techniques used to persuade the reader. Students write
an opinion paragraph stating which family member best perceives the truth.
Strand(s): Literature Studies and Reading, Writing, Language, Media Studies
Overall Expectations
LSV.01 - read and
demonstrate an understanding of complex texts from various time periods,
countries, and cultures, with an emphasis on analysing and assessing ideas,
themes, concepts and arguments;
LSV.02 - demonstrate
an understanding of the elements of fiction, drama, poetry, and non-fiction,
with an emphasis on plays and essays;
WRV.02 - select and
use writing forms suited to various purposes and audiences, with an emphasis on
analytic and argumentative essays and narratives or dramatic scenes;
LAV.02 - use
listening techniques and oral communication skills to participate in classroom
discussions and more formal activities, with a focus on using academic language
appropriately in seminars and presentations of independent study projects;
MDV.01 - demonstrate
an understanding of a variety of media, media theories, and media industry
practices by analysing representations, forms, and techniques in media works
and assessing their implications for individuals and society.
Specific Expectations
LS1.01 - analyse and
assess ideas, themes, concepts, and arguments in print and electronic texts;
LS1.02 - select and
use significant and compelling evidence from texts to support critical
analyses;
LS1.03 - select and
use a range of effective reading strategies;
LS2.01 - analyse and
assess how key elements of challenging plays and essays reinforce the works,
themes and ideas (intensive study);
LS2.03 - analyse and
assess how elements of demanding non-fiction texts influence their meaning;
WR2.02 - select and
use an appropriate form to produce written work for an intended audience and
purpose;
LA2.01 - communicate
orally in large and small groups for a variety of purposes, with a focus on
challenging and extending the ideas of others; using academic and theoretical
concepts and language; and discussing the coherence, relevance, strengths, and
weaknesses of ideas and arguments;
LA2.02 - communicate
orally in group discussions, applying such skills as the following: leading and
contributing to productive discussions; suggesting possibilities and selecting
directions within the group; generating ideas; contributing information;
connecting ideas and arguments to other knowledge; making inferences; assessing
the process used to reach conclusions; and fulfilling roles and completing tasks
as required to produce presentations and products of high academic quality;
MD1.01 - use
critical thinking skills to identify bias and to analyse the differences
between explicit and implicit messages in media works;
MD1.02 - explain how
representation, form, style, and techniques in media works convey messages with
social, ideological, and political implications.
·
Knowledge of
construction of narrative form
·
An awareness of
the difference in purpose and structure of fiction and non-fiction
·
Knowledge of the
use of a response journal
·
Knowledge of
media techniques and practices
·
Students are to
keep a Response Journal throughout this unit. This journal is a place for
writing about issues and ideas raised in the unit. Students may expect
anecdotal responses to their writing from the teacher.
·
The teacher
provides a selection of essays.
·
The teacher
provides a list of quotable quotes from Hamlet.
3.1.1 The
teacher facilitates a brief discussion to review the elements of the
construction of narrative. Students may refer to plays, novels, and stories
studied in Units 1 and 2. The teacher asks students to compare and contrast
storytelling in a modern, electronic, global world of technology and ask students
to speculate on the future of storytelling in the 21st century.
3.1.2 The
teacher leads a discussion on the portrayal of the family unit in literature,
film, media and television comparing and contrasting the changing profile of
the family values and structure.
3.1.3 The
students view a Shakespearean play such as Hamlet, with an emphasis on
the family unit and how each character interprets the events of the play as
their ‘truth’.
3.1.4 Students
identify the major family units in the play and develop a family tree to
illustrate the relationships among the family members. The focus of the study
of the play will be on the family members and the examination of how they deal
with crises affecting the family. Students also compare and contrast how the roles
of a stereotypical nuclear family are fulfilled in the play. Students in small
groups discuss these stereotypical roles.
3.1.5 Students
examine the constructed reality of the play and analyse how each character
translates this reality into his/her own and how this reality influences the
final outcome for each character. The students write Journal Response
reflection on the importance of the family unit to society.
3.1.6 Students
examine the following themes in the play: generation gap, parental advice, ideas
about marriage, advising a younger brother or sister about romance, following
the advice of an elder, being embarrassed by family, right of parents to check
up on children. Students identify quotable quotes from a play such as Hamlet
based on the identified themes and apply them to modern social context in an
advertisement. (“Something is rotten in the state of Denmark,” “Neither a
borrower or a lender be.” “To thine own self be true.”)
3.1.7 Students
discuss the purpose of an essay as a form of writing. (Essays are stories meant
to sell a point of view. Stories move us to feel and create personal images
about our world and ourselves and to connect us to a diverse world. Essays try
to shape our point of view about how the world works and what is important.)
3.1.8 Students
identify methods writers use to develop essays and to support a thesis studying
selected essays on family and on media. (e.g., Methods: rhetorical questions,
reference to authority, statistics, comparison/contrast, etc.)
3.1.9 Students
respond in their Response Journals to the following: In what way does an essay
tell a story? The teacher collects completed responses for formative
assessment.
3.1.10 Students
write an opinion paragraph stating which family member best perceives the truth
using specific references to the play.
|
Task |
Tool |
Achievement Chart Categories |
|
Small group
discussion |
Checklist |
Knowledge/Understanding, |
|
Journal Response |
Anecdotal Comment |
Knowledge/Understanding |
|
Opinion Paragraph |
Rating Scale |
Knowledge/Understanding |
Essays: Family
Brown,
Christy. “M-O-T-H-E-R.” Dimensions II. edited by Glen Kirkland and Richard Davies. Toronto: Gage Educational
Publishing, 1996. ISBN 0-7715-6856-8
Callwood,
June. “A Village Childhood.” Dimensions II. edited by Glen Kirkland and
Richard Davies. Toronto: Gage Educational Publishing, 1996. ISBN 0-7715-6856-8
Jacox, Dave.
“The Day the Old Man Melted.” Dimensions II. edited by Glen Kirkland and
Richard Davies. Toronto: Gage Educational Publishing, 1996. ISBN 0-7715-6856-8
Kalman,
Judith. “Flight”. Dimensions II. edited by Glen Kirkland and Richard
Davies. Toronto: Gage Educational Publishing, 1996. ISBN 0-7715-6856-8
Kleiman,
Carol. “My Home Is Not Broken, It Works.” Thought and Style. edited by
Brian Kellow and John Krisak. Scarborough: Prentice-Hall, 1987. ISBN
0-13-283573-8
Laurence,
Margaret. “Where the World Began.” Thought and Style. edited by Brian
Kellow and John Krisak. Scarborough: Prentice-Hall, 1987. ISBN 0-13-283573-8
Porter,
Katherine Anne. “Marriage is Belonging.” Thought and Style. edited by
Brian Kellow and John Krisak. Scarborough: Prentice-Hal, 1987. ISBN
0-13-283573-8
Quindlen,
Anna. “Married.” Dimensions II. edited by Glen Kirkland and Richard
Davies. Toronto: Gage Educational Publishing, 1996. ISBN 0-7715-6856-8
Schultz,
Kevin. “Adopted Son Finds Kinship With Daughter.” Dimensions II. edited by
Glen Kirkland and Richard Davies. Toronto: Gage Educational Publishing, 1996.
ISBN 0-7715-6856-8
Syfers, Judy. “Why I
Want a Wife”. Thought and Style. edited by Brian Kellow and John Krisak.
Scarborough: Prentice-Hall, 1987. ISBN 0-13-283573-8
Essays: Media
Duncan,
Barry, et al., “What Are the Mass Media and Popular Culture?” in Duncan, Barry,
et al., Mass Media and Popular Culture. Toronto: Harcourt Brace, 1996.
ISBN 0-7747-0170-6
Greer,
Sandy, “The Distorted Mirror” in Worsnop, Chris, edited by Popular Culture.
Toronto: McGraw-Hill Ryerson, 1994. ISBN 0-07-551454-0
Ingram, Roy,
and Steve Kennedy, Media Focus: The News. Toronto: Copp Clark Pitman,
1989.
ISBN 0-7730-4973-8.
Levin,
Sandy, Media Focus: Advertising. Toronto: Copp Clark Pitman, 1991. ISBN
0-7730-4975-4
Suzuki,
David, “Television's Electronic Curse: Views of World are Distorted” in Duncan,
Barry, et al., Mass Media and Popular Culture. Toronto: Harcourt Brace,
1988. ISBN 0-7747-0170-6
Worsnop, Chris, “The
Camera Always Lies” in Worsnop, Chris, Popular Culture. Toronto:
McGraw-Hill Ryerson, 1994. ISBN 0-07-551454-0
Find an example of
each of the following devices and techniques and explain how each supports the
thesis:
·
rhetorical
question
·
examples
·
quotations
·
reference to
authority
·
contrast
Time: 5 hours
Students read
excerpts from the play viewed in Activity 3.1. Students investigate the
different tools used to move from written form, to live performance, to film
presentation. This comparison provides the opportunity to identify the role of
the reader/viewer/director and to discuss the tools of construction. Students
complete a chart comparing the various elements of construction for each medium.
Students study selected reviews and analyse the techniques used to present the
reviewer’s point of view. Students write a movie review. Students begin the
argumentative essay outline by formulating theses questions.
Strand(s): Literature Studies and Reading, Writing, Language, Media
Studies
Overall
Expectations
LSV.01 - read and
demonstrate an understanding of complex texts from various time periods,
countries, and cultures, with an emphasis on analysing and assessing ideas,
themes, concepts, and arguments;
LSV.02 - demonstrate
an understanding of the elements of fiction, drama, poetry, and non-fiction,
with an emphasis on plays and essays;
WRV.02 - select and
use writing forms suited to various purposes and audiences, with an emphasis on
analytic and argumentative essays and narratives or dramatic scenes;
WRV.03 - use a range
of organizational structures and patterns to produce unified, coherent, and
effective written work;
LAV.01 - use
knowledge of recent developments in the English language, vocabulary and
language structures, and the conventions of standard Canadian English to read,
write, and speak effectively;
MDV.01 - demonstrate
an understanding of a variety of media, media theories, and media industry
practices by analysing representations, forms, and techniques in media works
and assessing their implications for individuals and society;
MDV.02 - demonstrate
an understanding of the relationships among form, content, purpose, audience,
and production techniques by designing or creating media works, independently
and collaboratively, based on ideas, themes, and issues examined in this
course, and assessing their effectiveness.
Specific
Expectations
LS1.01 - analyse and
assess ideas, themes, concepts, and arguments in print and electronic texts;
LS1.02 - select and
use significant and compelling evidence from texts to support critical
analyses;
LS1.03 - select and
use a range of effective reading strategies;
LS2.01 - analyse and
assess how key elements of challenging plays and essays reinforce the works’
themes and ideas (intensive study);
WR2.01 - demonstrate
an understanding of the uses and conventions of various forms by writing
analytic and argumentative essays, critical reviews, expressive works such as
narratives or dramatic scenes, and an independent research essay or report;
WR2.02 - select and
use an appropriate form to produce written work for an intended audience and
purpose;
WR3.02 - select and
use appropriate organizational devices and patterns to structure creative works
and multimedia presentations;
LA1.03 - select
appropriate academic and technical language and use it with precision in oral
and written work;
MD1.02 - explain how
representation, form, style, and techniques in media works convey messages with
social, ideological, and political implications;
MD2.02 - demonstrate an understanding of the
relationships among form, content, purpose, audience, and production options in
their creations; assess the effectiveness of the works; and evaluate the
choices made during the production process.
·
Knowledge of
narrative techniques
·
Knowledge of
dramatic techniques
·
Knowledge of
essay structure
·
Knowledge of
response writing
·
Knowledge of
research skills
·
Knowledge of
paragraph structure
·
Knowledge of the
elements of essay writing
·
Knowledge of
media techniques and practices
·
The teacher
provides student copies of script.
·
The teacher finds
different reviews of the film versions of play.
·
The teacher
provides handout: Appendix 3.2.1 – Deconstruction for Voice:
3.2.1 Students
discuss the visualisation process that happens in a reader’s mind during the
reading of a story. The teacher provides an excerpt from a script from the play
in Activity 3.1. The students review the characters and events prior to the
selected scene. Students view this scene in a variety of film versions. The
students discuss how this scene was effectively staged and filmed with the use
of a comparison chart to identify differences and similarities.
3.2.2 The
teacher introduces the concept of the imposition of the director/author’s
interpretation, taking into consideration the era in which it was produced. The
viewer/reader is less active in negotiating meaning. Students use the
comparison chart to identify the director/author’s bias when producing the
film.
3.2.3 Students
discuss the concept that the medium changes the way a story is told. The
teacher indicates that many directors have transformed the selected play into
film. The teacher provides excerpts from reviews and director’s reflections for
each film version to lead a discussion about the social, ideological and
political influences working on each piece. The teacher emphasizes that the
objective is to identify whose voice, whose values, and whose reality is really
being presented in the film. The teacher provides students with a handout to
facilitate discussion surrounding the construction of the film. (Appendix 3.2.1
– Deconstruction for Voice)
3.2.4 Students
identify the main idea and supporting points of the review. The teacher
discusses techniques of effective organization. Students, as an advocate for
privacy in the family, write a review of the film version of the play.
3.2.5 The
students investigate the tools of construction as they apply to the writing of
an essay. Students practise deconstruction of a selected essay as a class, as
outlined in Appendix 3.2.1 – Deconstruction for Voice. Students record their
observations. The teacher draws the students’ attention to the parallel between
narrative point of view and personal point of view. The teacher emphasizes how
each genre uses constructive realities and values to persuade.
3.2.6 Using the tools of construction, students
develop a thesis question and create an outline for an argumentative essay
based on the question: “Is there one truth to a story?” as presented in the
play. A good thesis derives from a good question. Students need to ask
thoughtful questions of the topic and primary source material. A thesis is good
if the question it answers is significant, complex, and original. A good thesis
question can be based on a search for the truth through questioning observation
of the primary source e.g., “Was Gertrude involved in King Hamlet’s murder?” or
may challenge accepted perceptions; “Was Hamlet really pretending to be mad?”
|
Task |
Tool |
Achievement Chart Categories |
|
Comparison Chart |
Anecdotal Comments |
Knowledge/Understanding |
|
Response
Journal |
Anecdotal
Comments |
Knowledge/Understanding |
|
Thesis Question
and Outline |
Observation
Checklist |
Knowledge/Understanding |
|
Written Review |
Checklist |
Knowledge/Understanding |
Hamlet
and The Lion King:
http://www.lionking.org/text/Hamlet-TM.html (student essay)
Texts and
Fan-fiction:
http://www.lionking.org/text/
Review of
1996 Hamlet:
http://movie-reviews.colossus.net/movies/h/hamlet.html
Hamlet
Movie Review 2000:
http://www.mediacircus.net/hamlet.html
Mel Gibson vs.
Kenneth Branagh:
http://www.spectrum.ndsu.nodak.edu/Backissues/1997-1998/1031/A1031hamlet.html
Author:
Title:
Publication
Documentation:
Thesis:
Supporting
Ideas:
Types of
support used:
Conclusion:
References
cited:
What
evidence of bias exists in the essay?
Whose voice
is presented?
What
relevant voices are not presented?
Evaluate the
credibility and validity of this source as a resource for academic research.
What form(s) of
censorship is/are evident in this essay?
Time: 4 hours
Students identify
the target audience as the group to take ownership of the viewpoints presented
in selected plays and essays. Students determine how the audience negotiates
meaning in response to the construction of the play or essay. Students identify
and respond to the techniques used to promote a point of view. Students identify
the thesis as the first step in taking ownership of a topic. By developing
thesis statements from thesis questions in Activity 3.2, students learn the
importance of identifying a point of view in literature. Students complete
outline for argumentative essay.
Strand(s): Literature Studies and Reading, Writing, Language, Media
Studies
Overall Expectations
LSV.01 - read and
demonstrate an understanding of complex texts from various time periods,
countries, and cultures, with an emphasis on analysing and assessing ideas,
themes, concepts, and arguments;
LSV.02 - demonstrate
an understanding of the elements of fiction, drama, poetry, and non-fiction,
with an emphasis on plays and essays;
LSV.03 - analyse the
elements of style in a variety of texts and assess their effects;
MDV.01 - demonstrate
an understanding of a variety of media, media theories, and media industry
practices by analysing representations, forms, and techniques in media works
and assessing their implications for individuals and society.
Specific Expectations
LS1.01 - analyse and
assess ideas, themes, concepts, and arguments in print and electronic texts;
LS1.02 - select and
use significant and compelling evidence from texts to support critical
analyses;
LS1.04 - compare
values, perspectives, and world views in texts;
LS1.05 - analyse the
influence of social, cultural, and economic values and perspectives on the
themes and interpretations of texts;
LS2.01 - analyse and
assess how key elements of challenging plays and essays reinforce the works’
themes and ideas (intensive study);
LS2.03 - analyse and
assess how elements of demanding non-fiction texts influence their meaning;
LS3.01 - analyse how
language and syntax are used in texts to create particular effects;
LS3.03 - assess the
effect on the reader of authors’ choices of language, syntax, and literary and
rhetorical devices by examining their own and others’ interpretations of the
style of texts;
MD1.04 - apply key
concepts of media theory to analyse specific media works;
MD1.05 - identify
and explain the conditions that affect media industry practices governing the
production, financing, and distribution of media works.
·
Knowledge of
concepts of voice and values
·
Knowledge of
observation and recording skills
·
The teacher
provides sample essays.
·
The teacher
provides examples of written and visual narratives.
·
The teacher
provides prepared note on oppositional and preferred reading.
·
The teacher
prepares a definition of a target audience.
3.3.1 The
teacher provides a note on preferred and oppositional readings with visual and
written textual examples. (Preferred Reading: the viewer’s interpretation of
the media message agrees with the values and ideology of the dominant groups -
the owners and producers of the media. Oppositional Reading: the viewer’s
interpretation of the media message disagrees with the dominant view.) Using
the selected work, such as Hamlet, students determine whether or not
their reading of the work is a “preferred” or “oppositional” reading and
explain why. Students also identify to whom the play appeals and why. The
students identify reasons and discuss why the play appeals to a specific group
and not others. Students identify this group as the “target audience” and
develop a definition.
3.3.2 Students
identify how the family is used as the target market for literature. Students
identify how the enduring qualities of the family are used to target the
audience, e.g., comfort, belonging, history, power, love, trust.
3.3.3 Students
identify the dominant voice, the theme, the values and target audience in the
selected play. Using the work selected above, students research how the values
and beliefs of the family expressed reflect political and cultural perspectives
of the time period. Students identify the target audience for the play and list
supporting details from the play to show ownership of the group. Students
identify the source of ownership in the expression of the values of the author’s
time period.
3.3.4 Students
discuss who has the power and the influence (patrons, royalty, theatre owners,
publishers, newspaper owners) to ensure the presentation of the author’s point
of view to the target audience.
3.3.5 Students
identify the truth in the play for a specific character as an integral member
of a family and develop their thesis from their thesis question. Students
incorporate research into the essay outline created in 3.2.
|
Task |
Tool |
Achievement Chart Categories |
|
Thesis Statements |
Anecdotal Comments |
Knowledge/Understanding |
|
Thesis Statement
and Support (Graphic Organizer) |
Checklist |
Knowledge/Understanding |
·
The teacher may
provide students with public domain samples that have easily observed family.
Duncan,
Barry et al. Mass Media and Popular Culture. Toronto: Harcourt Brace
1996.
ISBN 0-7747-0170-6
www.brocku/ca/commstudies/courses/2f50
Time: 7 hours
Students identify
the components that create the reality for characters in fiction and
non-fiction. By investigating, analysing, and debating the changing nature of
the family unit, students analyse the role of family values and interactions as
motivators for the actions of the characters in the play and the people in
non-fiction. Students research, debate and write an essay.
Strand(s): Literature Studies and Reading, Writing, Language, Media
Studies
Overall
Expectations
LSV.01 - read and
demonstrate an understanding of complex texts from various time periods,
countries, and cultures, with an emphasis on analysing and assessing ideas,
themes, concepts, and arguments;
LSV.02 - demonstrate
an understanding of the elements of fiction, drama, poetry, and non-fiction,
with an emphasis on plays and essays;
LSV.03 - analyse the
elements of style in a variety of texts and assess their effects;
MDV.01 - demonstrate
an understanding of a variety of media, media theories, and media industry
practices by analysing representations, forms, and techniques in media works
and assessing their implications for individuals and society.
Specific
Expectations
LS1.01 - analyse and
assess ideas, themes, concepts, and arguments in print and electronic texts;
LS1.02 - select and
use significant and compelling evidence from texts to support critical
analyses;
LS1.04 - compare
values, perspectives, and world views in texts;
LS1.05 - analyse the
influence of social, cultural, and economic values and perspectives on the
themes and interpretations of texts;
LS2.01 - analyse and
assess how key elements of challenging plays and essays reinforce the works’
themes and ideas (intensive study);
LS2.03 - analyse and
assess how elements of demanding non - fiction texts influence their meaning;
LS3.01 - analyse how
language and syntax are used in texts to create particular effects;
LS3.03 - assess the
effect on the reader of authors’ choices of language, syntax, and literary and
rhetorical devices by examining their own and others’ interpretations of the
style of texts;
MD1.04 - apply key
concepts of media theory to analyse specific media works;
MD1.05 - identify
and explain the conditions that affect media industry practices governing the
production, financing, and distribution of media works.
·
Knowledge of
narrative forms
·
Knowledge of
writing process
·
Knowledge of
persuasive writing techniques
·
The teacher
provides resources for narrative topics/issues.
·
The teacher books
the necessary computer facilities for the typing of final drafts.
3.4.1 The
teacher introduces Maslow’s Hierarchy and facilitates a student discussion of
the factors that contribute to their personal realities. Students describe
Hamlet’s personal reality using Maslow’s Hierarchy.
3.4.2 Students
discuss the motivation for Hamlet’s transformation (Hamlet Act 2, Sc.
ii, l-4-7) and to what extent his transformation (both internal and external)
is both successful and convincing (speech, appearance, actions, thoughts and
feelings). How is Hamlet’s transformation accepted by the people closest to
him? (Claudius, Horatio, Gertrude, Ophelia)
3.4.3 Students
determine how it is possible for individuals to transform their inner and outer
selves and change the reality of who they are and how others perceive them. How
are we influenced by modern media to transform ourselves both internally and
externally?
3.4.4 Students
discuss the media’s reality of the attributes of how a ‘typical adolescent’
should be in the new millennium. Students create a media work (such as a
musical collage, electronic presentation, videotape, photo essay, mock
interview, comedy skit, news article) to represent the new millennium
adolescent. Students identify the economic, social, political, and cultural
forces that determine this profile of the individual.
3.4.5 Students
identify the media’s reality of family. Students list the various family units
(nuclear, extended, single parent, blended) and discuss the various ways the
media has presented the family. Students research the reasons for the variety
of ‘realities’ presented.
3.4.6 The
teacher reviews persuasive techniques used in essay writing (emotional appeal,
celebrity endorsement, bias language, rhetoric, exaggeration, satire). In
groups, students examine and present the extent to which their voice is
influenced by media as seen in the list provided:
a) Image of the family in magazines
b) Depiction of the family in TV shows
c) Role of the family in Society
d) Family Stereotypes in literature
3.4.7 Students
select persuasive techniques to develop a five-paragraph argumentative essay to
address the statement, “You are the constructor of your own reality.” Students
write an in-class essay for formative assessment.
3.4.8 Students submit their completed Response
Journal for summative evaluation.
|
Task |
Tool |
Achievement Chart Categories |
|
Media Work |
Checklist |
Knowledge/Understanding |
|
Response Journal |
Rubric |
Knowledge/Understanding |
|
Persuasive Essay |
Checklist |
Knowledge/Understanding |
·
Provide students
with access to a word processor and extra time, if necessary.
·
The teacher may
allow students to choose a topic of their preference with teacher approval for
essay writing.
·
Provide samples
of media works if necessary.
http://7-12educators.about.com/cs/sspsychology/
(brief biography of Abraham Maslow and outline of his theory of hierarchy of
needs)
http://www.connect.net/georgen/maslow.htm
(brief summary of Maslow’s theories)
Time: 5 hours
Students working in
small groups identify the various possible points of view presented in a story
or play such as Hamlet. Students select one of the identified points of
view and develop the truth of the story from that perspective. Each student
creates a media work to best represent the “truth” of the story as seen from
the identified point of view. The class responds in discussion and
argumentative essay to the central question: “Is there one truth in every
story?”
Strand(s): Literature Studies and Reading, Writing, Language, Media
Studies
Overall
Expectations
LSV.01 - read and
demonstrate an understanding of complex texts from various time periods,
countries, and cultures, with an emphasis on analysing and assessing ideas,
themes, concepts, and arguments;
WRV.01 - use a range
of print and electronic primary and secondary sources to gather and assess
information and ideas and to develop and refine topics for writing;
WRV.02 - select and
use writing forms suited to various purposes and audiences, with an emphasis on
analytic and argumentative essays and narratives or dramatic scenes;
WRV.03 - use a range
of organizational structures and patterns to produce unified, coherent, and
effective written work;
WRV.04 - revise
their written work, independently and collaboratively, with a focus on
sufficient development of content, coherent organization, clear expression, and
effective style;
WRV.05 - edit and
proofread to produce final drafts, using correctly the grammar, usage,
spelling, and punctuation conventions of standard Canadian English, as
specified for this course, with the support of print and electronic resources
when appropriate;
LAV.01 - use
knowledge of recent developments in the English language, vocabulary and
language structures, and the conventions of standard Canadian English to read,
write, and speak effectively;
LAV.02 - use
listening techniques and oral communication skills to participate in classroom
discussions and more formal activities, with a focus on using academic language
appropriately in seminars and presentations of independent study projects;
MDV.01 - demonstrate
an understanding of a variety of media, media theories, and media industry
practices by analysing representations, forms, and techniques in media works
and assessing their implications for individuals and society;
MDV.02 - demonstrate
an understanding of the relationships among form, content, purpose, audience,
and production techniques by designing or creating media works, independently
and collaboratively, based on ideas, themes, and issues examined in this
course, and assessing their effectiveness.
·
Knowledge of the
four key media concepts: constructed reality, techniques and practices used;
audience; industry ownership; and technical control
·
Knowledge of the
interplay among the four key concepts
·
Knowledge of
techniques and practices of media tools, e.g., storyboarding, video production,
news article writing
·
Knowledge of
techniques of argument modeled and taught through the essay component of the
unit, e.g., inductive and deductive logic, rhetorical language
·
Knowledge of
current events
·
The teacher will
provide examples of a story as represented from various characters showing the
range of perspectives on the “truth”.
·
Production values
of finished products will vary widely according to student and school resources
and previous opportunity to practise. In Media Awareness, it is very important
that analysis and not slick production values are the focus of evaluation.
3.5.1 Teacher assigns students to groups of four
or five.
3.5.2 Each
group chooses a story to examine from various points of view or selects a main
character from the play studied to identify and compare the various “truths”
presented in the story.
3.5.3 Each
member of the group selects a character and presents the “truth” of the issue
from his/her unique point of view.
3.5.4 Each
group member develops, for his or her character a media work (such as advertisement,
program cover, selection of music for soundtrack, interview with character,
costume design, game, toy, shadow box, videotape, promotional material, menu,
plan for media release and conference) to present the truth as he or she sees
it.
3.5.5 Students
write a justification in report form to identify the point of view taken in
their media work, which details the exact techniques employed to create the
stated bias, e.g., narrative and image selection choices for specific implicit
and explicit purposes; editing for juxtaposition; known vs. unknown actors or
real people; exact audience targeted and why.
3.5.6 Students
present the various points of view to the class to illustrate various versions
of the truth. The teacher facilitates a class discussion around the central
question, “Is there one truth to a story?” and the ramifications of the various
answers given.
3.5.7 Students
write an argumentative essay on the topic, “ Is there one truth to a story?”
Students write their argumentative essay based on the essay outline developed
throughout Unit 3.
|
Task |
Tool |
Achievement Chart Categories |
|
Argumentative
Essay |
Rubric |
Knowledge/Understanding |
|
Media Work |
Rubric |
Knowledge/Understanding |
Overview | Course Profiles Main
Menu