Course Profile English, Grade 9 academic, Catholic

Unit 5: Non Fiction: Media and Prose

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6

Time: 20 hours, plus 1 hour skills development (Unit 6)

Unit Description

Students examine, deconstruct, and evaluate media and non-fiction genres in light of their calling to create a just and compassionate society. Students also demonstrate the ability to work as respectful collaborative learners in the discussion, writing, and in the design and creation of their own media productions.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: 1d, 2a, 2e, 3d, 3e, 4a, 4b, 5a, 7j.

Strand(s): Media Studies; Writing; Language

Overall Expectations: LIV.01-.02D, .03B; WRV.01-.03D; LGV.01D, .02B; MDV.01-.02D.

Specific Expectations: LI1.01D, .04-.05D, 07D; LI2.03D; LI3.01D, .03D; WR1.01-.02D; WR3.04D; LG1.03-.04B, .05D, .06-.07B; LG2.02-.03D; MD1.01B, .02-.04D; MD2.01-.03D.

Activity Titles (Time and Sequence)

Activity 1	Bias Detectives: Hearing the Author's Voice	120-180 minutes
Activity 2	Fact from Fiction: Seeking out the Truth	120-180 minutes
Activity 3	Convince Me: The Art of Persuasion via Debate	120-180 minutes
Activity 4	Rhetoric and Conventions of Writing	120 minutes
Activity 5	Looking for the Signposts in the Media World	120 minutes
Activity 6	Media Creation: Extending their Knowledge	300-420 minutes

Unit Planning Notes

· Activities 1 through 5 in this unit are intended to be explored with both media and non-fiction readings.

· The final media creation may take the form of any media genre, based on availability of resources and student preference, e.g., a video, a newspaper, a magazine, a web site, a CD-ROM, an interactive storybook.

· Teachers and students should explore media and non-fiction readings mindful of the counter-cultural example provided by Christ.

Teaching/Learning Strategies

· identify and modify the bias in media and non-fiction

· differentiate fact from fiction in classroom readings

· participate in daily discussions

· read and recognize varied forms of rhetoric

· journal writing

· student debate

· respond to questions as assigned

· prepare and present a media creation

Assessment/Evaluation

Formative Assessment

· response journals

· informal and formal teacher observation

· roving conferences

· preparation of debate presentation (process)

· peer and self evaluation

· small group discussions

· preparation of group media creation (process)

Summative Assessment

· debate (product)

· media creation (product)

· unit test that addresses the four areas of achievement

Resources

collection of media and non-fiction readings

videotapes, video cameras, and VCRs

an instructional media guide, e.g., Teaching Ideas for Media Literacy, Don Walker

assorted media texts

newspapers and magazines

Activity 1: Bias Detectives: Hearing the Author’s Voice

Time: 120 – 180 minutes

Description

In this activity students read a variety of informational texts and examine them for the diction, phrasing, and sentence structure to detect how each of these stylistic devices can be used to contribute to an author’s bias. Students also explore how both the source of the information and the reader’s background can contribute to a reading of the text. To that end, students explore the unique perspective which Catholics assume in their daily lives as they deconstruct the society in which they live and the values which it espouses.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

1d - develop attitudes and values founded on Catholic social teaching and act to promote social responsibility, human solidarity and the common good;

2e - use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

3d - make decisions in light of gospel values with an informed moral conscience;

4a - demonstrate a confident and positive sense of self and respect for the dignity and welfare of others;

5a - work effectively as an interdependent team member;

7j - contribute to the common good.

Strands: Literature Studies and Reading, Writing, Language, Media

Overall Expectations:

LIV.01D - read and demonstrate an understanding of a variety of literary and informational texts, from contemporary and historical periods;

LIV.02D - demonstrate an understanding of the elements of a variety of literary and informational forms, with a focus on plays, short stories, and short essays;

LIV.03B - identify and explain the effect of specific elements of style in a variety of literary and informational texts;

WRV.02D - identify the literary and informational forms suited to various purposes and audiences and use the forms appropriately in their own writing, with an emphasis on supporting opinions or interpretations with specific information;

LGV.01D - use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience;

MDV.01D - use knowledge of the elements, intended audiences, and production practices of a variety of media forms to analyze specific media works.

Specific Expectations:

LI1.01D - describe information, ideas, opinions, and themes in print and electronic texts they have read during the year from different cultures and historical periods and in a variety of genres, including novels, short stories, plays, poems, biographies, short essays, articles from newspapers, magazines, and encyclopedias;

LI1.02D - select and read texts for different purposes, with an emphasis on recognizing the elements of literary genres and the organization of informational materials, collecting and assessing information, responding imaginatively, and exploring human experiences and values;

LI1.04D - locate explicit information and ideas in texts to use in developing opinions and interpretations;

LI1.05D - analyse information, ideas, and elements in texts to make inferences about meaning;

LI1.07D - explain how readers' different backgrounds might influence the way they understand and interpret a text;

LI2.03D - use knowledge of elements of short essays, such as introductions, thesis statements, topic sentences, supporting details, connecting words, and conclusions, to understand and interpret examples of the genre;

WR2.01D - demonstrate an understanding of literary and informational forms, such as myths, poems, short stories, scripts, advertisements, formal letters, reviews, and supported opinion essays, by selecting and using forms of writing appropriate to different purposes and audiences;

LG1.01B - describe strategies used to expand vocabulary and provide evidence of other vocabulary building activities;

LG2.02D - communicate in group discussions by sharing the duties of the group, speaking in turn, listening actively, taking notes, paraphrasing key points made by others, and exchanging and challenging ideas;

MD1.01B - demonstrate critical thinking skills by identifying the differences between explicit and implicit messages in media works;

MD1.03D - compare and explain their own and their peers' reactions to a variety of media works.

Planning Notes

· The teacher gathers a variety of informational texts which provide the basis for their analysis of stylistic devices. These texts might be found in a class anthology or could be individual pieces teachers have selected from newspapers and magazines.

· This activity also provides an ideal opportunity to conference and/or team teach with the teacher-librarian or Social Science teachers.

· Ensure access to newspapers and magazines. Recommendations for achieving this goal:

a) borrowing copies/castaways from the library

b) ordering a class set for the whole English department to share

c) asking students in advance of the unit to bring in newspapers and magazines (minimum of one per student).

If the last option is selected, teachers should ensure that a variety of newspapers and magazines are represented.

· Teachers should also consider making use of videotapes of news programs or documentaries as sources for analysis.

· Students write their reflections about the media in their response journals.

Teaching/Learning Strategies

· Introduce students to the concept of bias and tone via a teacher-directed lesson. Bring in two articles dealing with the same story and ask students to identify how the two authors have presented the story (differences and similarities). A formal definition of bias and tone is then developed. (Another option is to analyse how two newscasts have dealt with the same play).

· Students find two articles in their newspapers dealing with the same story. They cut out the two stories and place them side by side on a larger piece of paper. Students then analyse the two articles for bias and tone, highlighting in their exposition the clues that allowed them to detect the bias they identified. Some guiding questions might be:

· Who are the newsmakers in this story?

· What are the central events of the story?

· What adjectives are used to describe the newsmakers and the events?

· Group, by newspaper, the adjectives used to describe each person and event, e.g., adjectives used by The Globe and Mail to describe the Prime Minister versus those used by The Toronto Star.

· Which story did you find more compelling and why?

· Which story do you find unconvincing or problematic and why?

· Students present their findings in the larger class setting and the class discusses them.

· Students form pairs. The teacher distributes one magazine per pair and asks the students to find two ads that are selling the same type of product. The students analyse the ads using the following questions:

· In what magazine did you find the ad?

· Where in the magazine did you find the ad? With what other ads or articles is it juxtaposed?

· Who is intended to buy the product and what evidence leads you to this conclusion?

· Is there another group targeted by the ad? Is there a group of people to whom this ad would not speak to at all and why?

· What values are conveyed by the ad and why?

· How do the values presented differ in any way from the Church’s social teaching?

· Based on all your answers thus far, what bias would you conclude is present in this ad?

· Students re-convene as a class and explore what conclusions they can draw based on the preceding exercise.

· The teacher summarizes the key points from the discussion on bias.

Assessment/Evaluation

Formative Assessment:

· Written answers to analysis questions for completion and quality of response

· Roving conferences

· Informal observation of student discussions for attention to task

· Response journals for completion

Summative Assessment:

· Questions of a summative nature on the unit test

Accommodations

· A scribe, as required

Resources

Crossroads. Gage.

SightLines. Prentice-Hall.

Endless Possibilities. Oxford.

Reading and Writing for Success. Prentice-Hall.

Mass Media and Popular Culture, 2^nd edition. HBJ.

Adbusters magazine, The Media Foundation

Newspaper and Magazine:

www.macleans.ca;

www.globeandmail.com;

www.thestar.com;

www.50.org (Amnesty International)

Association for Media Literacy Supplement, AML, 1992

News kit; Media kit; Ad box; Television and Values, Learning Seed Presentations

Ministry of Education Media Literacy Resource Guide, 1989

The Newspaper in Education, The Toronto Star

Activity 2: Fact from Fiction: Seeking out the Truth

Time: 120 – 180 minutes

Description

In this activity students are invited to look at print excerpts to help them detect how one deconstructs media products, in order to distinguish materials which are primarily factual versus those which are primarily fictional or opinion based. At this time students are asked to compose their own response to a piece of prose, emphasizing the conventions of persuasion to which they have been introduced.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

1d - develop attitudes and values founded on Catholic social teaching and act to promote social responsibility, human solidarity and the common good;

2a - listen actively and critically to understand and learn in light of gospel values;

2e - use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

Strand(s): Literature and Reading Studies, Writing, Language, Media

Overall Expectations:

LIV.01D - read and demonstrate an understanding of a variety of literary and informational texts, from contemporary and historical periods;

LIV.02D - demonstrate an understanding of the elements of a variety of literary and informational forms, with a focus on plays, short stories, and short essays;

LIV.03B - identify and explain the effect of specific elements of style in a variety of literary and informational texts;

WRV.01D - use a variety of print and electronic sources to gather information and explore ideas for their written work;

WRV.03D - use a variety of organizational techniques to present ideas and supporting details logically and coherently in written work;

LGV.01D - use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience;

LGV.02B - use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences;

MDV.01D - use knowledge of the elements, intended audiences, and production practices of a variety of media forms to analyze specific media works;

MDV.02D - use knowledge of a variety of media forms, purposes, and audiences to create media works and describe their intended effect.

Specific Expectations:

LI1.04D - locate explicit information and ideas in texts to use in developing opinions and interpretations;

LI1.05D - analyse information, ideas, and elements in texts to make inferences about meaning;

LI1.07D - explain how readers' different backgrounds might influence the way they understand and interpret a text;

LI3.01D - explain how authors use diction and phrasing to achieve particular effects in their writing;

LI3.03D - explain how authors and editors use design elements to help communicate ideas;

WR1.04D - use the information and ideas generated by research to develop the content of written work;

WR2.02D - select first or third person and an appropriate level of language to suit the form, purpose, and audience of written work;

WR3.03D - use a single controlling idea and connecting words to structure a series of paragraphs;

WR4.03D - make constructive suggestions to peers;

LG1.02B - identify and explain examples of slang, jargon, dialect, colloquialism, as well as of standard Canadian English, in literary texts and their own oral and written work;

LG1.07B - recognize, describe, and use correctly, in oral and written language, the conventions of standard Canadian English for spelling, capitalization, and punctuation;

LG2.01D - communicate orally in group discussions for different purposes, with a focus on identifying key ideas and supporting details, distinguishing fact from opinion, asking clarifying questions, and following instructions;

MD1.01B - demonstrate critical thinking skills by identifying the differences between explicit and implicit messages in media works;

MD1.02D - identify how elements of media forms are used in a variety of media works and explain the effects of different treatments;

MD1.03D - compare and explain their own and their peers' reactions to a variety of media works;

MD2.02D - create media works for different purposes and explain how each has been designed to achieve its particular purpose.

Planning Notes

· Draw a connection between the previous activity, and this activity which looks at how bias and personal opinion can also translate into pieces of non-fiction prose.

· This is an ideal time to make use of a class anthology text.

· While the written assignment in this activity should be started during class time, as will any editing, revision and sharing of work, the majority of the writing should be done on the students’ own time.

· The written assignment for this activity could be formally assessed by the teacher, it could be placed in the writing portfolio as a sample, or it could be peer evaluated. It is not a summative requirement for this unit.

· Alert students to the interconnectedness of fact and opinion, making the students aware that there can be different opinions around a factual piece of information.

Prior Knowledge Required

· familiarity with the terms bias and tone from Activity 1

Teaching/Learning Strategies

· The teacher gives students examples of phrases, sentences, or situations and asks students to identify whether they are examples of fact or opinion. This could be done as a teacher-directed activity in pairs or small groups. Some phrases that could be employed include the following:

· The Toronto Maple Leafs is the best team in the National Hockey League.

· Jean Chretien is the Prime Minister of Canada.

· Mother Teresa is a saint.

· Smoking is harmful to your health.

· In small groups of three or four, students review their understanding of bias.

· Students read a sample of non-fiction prose, selected because of the presence of bias.

· Students identify the author’s thesis or main argument. They then examine the text for techniques employed by the author to convince the reader of his/her argument. In so doing, students examine how fact is often intertwined with opinion. Some focus questions are:

· What is the main argument/thesis of the piece?

· What is the tone?

· What words, phrases, or expressions help to convey the tone of the piece?

· What do you consider to be the “straight facts”?

· Has the author taken into account alternate points of view?

· How has the author dealt with alternate points of view?

· Who is the intended audience of the piece? How do you know?

· Students participate in a large group discussion summarizing the main points from their discussion.

· Students read a second piece of prose.

· Students have a small group discussion, intended to highlight their understanding of the main argument of the selection.

· Students write an individual response to the second piece of prose, agreeing or disagreeing with the author, in which they support their own opinion by employing a minimum of one item of factual information.

Assessment/Evaluation

Formative Assessment:

· Analysis questions for completion and thoroughness of response

Summative Assessment:

· Written response by holistic evaluation and anecdotal feedback (optional)

· Questions of a summative nature on the unit test

Accommodations

For greater challenge, students select a topical issue, such as gun control, animal testing, or legalization of marijuana, and formulate questions in order to accumulate data. Students then access two different Internet sites on the issue and examine the techniques employed by each author to convince the audience. Attention is given to distinguishing the common facts and how they have been interpreted by the two authors.

Resources

See texts listed in Unit 1, Activity 1.

Activity 3: Convince Me: The Art of Persuasion via Debate

Time: 120 – 180 minutes

Description

Students are given a topic to debate in this activity. They employ the techniques of persuasion to which they have been introduced in Unit 4, Activity 5 and Unit 5, Activities 1 and 2. They articulate their views orally, while also displaying careful listening and critical skills when trying to discredit their opponents. The skills of formal debating are introduced as students learn the structure of the pro – con forum. Values are explored as the topics should relate to the students’ life experiences and to the society in which they live.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

1d - develop attitudes and values founded on Catholic social teaching and act to promote social responsibility, human solidarity, and the common good;

2a - listen actively and critically to understand and learn in light of gospel values;

2e - use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

3d - make decisions in light of gospel values with an informed moral conscience;

3e - adopt a holistic approach to life by integrating learning from various subject areas and experience;

4a - demonstrate a confident and positive sense of self and respect for the dignity and welfare of others;

4b - demonstrate flexibility and adaptability;

5a - work effectively as an interdependent team member;

7j - contribute to the common good.

Strand(s): Literature Studies and Reading, Writing, Language

Overall Expectations:

LIV.03B - identify and explain the effect of specific elements of style in a variety of literary and informational texts;

WRV.01D - use a variety of print and electronic sources to gather information and explore ideas for their written work;

WRV.03D - use a variety of organizational techniques to present ideas and supporting details logically and coherently in written work;

LGV.01D - use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience;

Specific Expectations:

LI1.04D - locate explicit information and ideas in texts to use in developing opinions and interpretations;

LI1.05D - analyse information, ideas, and elements in texts to make inferences about meaning;

WRI.01D - investigate potential topics by formulating questions, identifying information needs, and developing research plans to gather data;

WRI.02D - locate and summarize information from print and electronic sources, including vertical files, periodicals, dictionaries, encyclopedias, electronic newsgroups, e-mail messages, and electronic data bases;

WRI.03D - group and label information and ideas; evaluate the relevance, accuracy, and completeness of the information and ideas; and discard irrelevant material;

LG1.04B - select words and phrases appropriate to informal and formal styles, to suit the purpose and intended audience of oral and written work;

LG1.07B - recognize, describe, and use correctly, in oral and written language, the conventions of standard Canadian English for spelling, capitalization, and punctuation;

LG2.02D - communicate in group discussions by sharing the duties of the group, speaking in turn, listening actively, taking notes, paraphrasing key points made by others, exchanging and challenging ideas and information, asking appropriate questions, reconsidering their own ideas and opinions, managing conflict, and respecting the opinions of others;

LG2.03D - plan and make oral presentations to a small group or the class, selecting and using vocabulary and methods of delivery to suit audience and purpose;

LG2.04D - use specific examples, facial expressions, gestures, intonation, humour, visual aids and technology, as appropriate, to engage the audience's interest during oral presentations.

Planning Notes

· Speak to the teacher librarian in advance of this activity to facilitate opportunities for students to visit the library/resource center to complete their research for this assignment. Note that while the research might be initiated during class time, the majority of the preparation for the debate is done on the students’ own time.

· If the Independent Study Project (ISP) has not been initiated at this point in the course, this will be the first activity that demands research skills, so either the classroom teacher or the teacher librarian should provide an orientation to the school library and its use.

· Teachers encourage attitudes of respectful dialogue, whether agreeing or disagreeing.

Teaching/Learning Strategies

· Introduce the debate assignment to the students, outlining the expectations and the format which is as follows:

· Pro A: 3-minute opening argument

· Con A: 2-minute question period for Pro A

· Pro B: 3-minute opening argument

· Con B: 2-minute question period for Pro B

· Repeat in reverse, i.e., Con A begins with a 3-minute opening argument

· 2 minutes to prepare final rebuttal

· Pro side, 2-minute rebuttal

· Con side, 2-minute rebuttal

· Class verdict regarding the winner, based on information presented.

· The teacher presents a variety of topics to the class. Each debate has four participants, two pro and two con debaters. Possible topics include the following:

Be it resolved that:

· The testing of animals provides valuable information for medical research.

· Capital punishment is legalized murder.

· The industrialized world must be held accountable for the poverty of the Third World.

· Smoking should not be permitted in any public place.

· Schools have the right to practise censorship as they see fit.

· Messiness is a sure sign of a creative thinker, (sample of a “non-research” topic).

· Students complete research before the presentation of their debate. Again, it should be noted that if the students have not been introduced to research practices in the ISP project, teachers bring students to the library/resource center for an initial orientation.

· Students complete preparation of a three-minute opening argument.

· Students participate in their debate. Winners of the debate are chosen by the students, based on the following criteria:

· thoroughness of research;

· organization of the research into a logical speech;

· confidence of delivery style, including projection, voice and facial expression, and eye contact;

· overall effectiveness.

Assessment/Evaluation

Formative Assessment:

· Roving conferences during the preparation phase

· Research notes for completion

Summative Assessment:

· Debate product via a holistic grade, with anecdotal feedback

Accommodations

· A position paper for those students unable to present orally

· A peer helper to aid students in the completion of their research

· For greater challenge, students could attempt topics that require superior research skills. e.g., The economic policies of the world bank have left Third World countries in a debt crisis from which they can never recover, or The UN has lost its usefulness.

Resources

The Internet, potential web sites include:

Newsworld Online

www.cbc.ca/

info on info

www.zgram.net/journalism.homepage

www.journalismnet.com/;

The Worldwide Web Virtual Library

www.earthsystems.org/All.shtml.

Newspapers, magazines, and periodicals

America, Commonwheel, National Catholic Reporter, Catholic New Times, Catholic Register

Library texts

ResourceLines 9/10. Prentice-Hall.

Activity 4: Rhetoric and Conventions of Writing

Time: 120 minutes

Description

In this activity students are introduced to the concepts of rhetoric and conventions of writing as they apply in speeches. Students listen to excerpts from a few different speeches and subsequently deconstruct the speeches to determine what devices have been employed by the author. Students write their own speech, which may be delivered to the class or filed in their writing portfolio.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

2a - listen actively and critically to understand and learn in light of gospel values;

2e - use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

3d - make decisions in light of gospel values with an informed moral conscience.

Strand(s): Literature and Reading Studies, Writing, Language, Media

Overall Expectations:

LIV.03B - identify and explain the effect of specific elements of style in a variety of literary and informational texts;

WRV.03D - use a variety of organizational techniques to present ideas and supporting details logically and coherently in written work;

LGV.01D - use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience;

MDV.02D - use knowledge of a variety of media forms, purposes, and audiences to create media works and describe their intended effect.

Specific Expectations:

LI1.04D - locate explicit information and ideas in texts to use in developing opinions and interpretations;

LI3.01D - explain how authors use diction and phrasing to achieve particular effects in their writing;

WR3.05D - structure expository paragraphs using a topic sentence, supporting sentences to develop the topic, connecting words to link the sentences, and a concluding sentence;

WR4.01B - revise drafts to ensure that ideas are adequately developed with supporting details, and to achieve clarity and unity;

LG2.03D - plan and make oral presentations to a small group or the class, selecting and using vocabulary and methods of delivery to suit audience and purpose;

MD1.01B - demonstrate critical thinking skills by identifying the differences between explicit and implicit messages in media works.

Planning Notes

Gather speeches from a variety of sources; a minimum of two is recommended. Some suggestions include: Mark Antony’s “Friends, Romans Countrymen, Lend me your ears” in Julius Caesar; Martin Luther King’s “I Have a Dream”; John F. Kennedy’s “Ask Not What Your Country Can Do for You”; Gordon Gekko’s “The Nature of Greed” in the film Wall Street; Jean Vanier’s “On Being Human”; The Massey lectures on CBC; David Mahoney’s “Living to 100”, found in SightLines; the valedictory address from your school’s last graduation ceremony.

Teaching/Learning Strategies

· Complete a socratic lesson on the nature of rhetoric and the conventions of speech writing, (i.e., purpose, audience, tone, diction, the rhetorical question, and the use of the following: the anecdote, statistics, quotations, repetition, and figures of speech, such as metaphor and analogy). As well, the importance of the strategies of delivery, such as pacing, expression, inflection, intonation, and emphasis is a focus.

· Model the explication of one speech, either in combination with the delivery of the main lesson on the conventions or as a follow up to it.

· Students form groups of four and explicate a second speech on their own.

· Students share their findings in a large group discussion.

· Students complete the writing of a two-minute speech on a topic of their own choosing. Encourage students to select a topic that speaks to the issues that most concern them. Further, it is an opportunity for them to continue in the development and articulation of their own personal voice and moral conscience.

· Students share their speech in small groups or with the whole class. If time does not permit, it may be filed as a sample in the writing portfolio.

Assessment/Evaluation

Formative Assessment:

· Informal observation of classroom discussion

· Roving conferences as students draft their personal speeches

Summative Assessment:

· Speech delivery via a checklist for use of rhetorical conventions and delivery style (optional)

· Questions of a summative nature on the unit test

Accommodations

· Audio cassette recordings of the speeches under study

· Audio cassette recordings of their own personal speeches

· Note-taking on NCR paper by a peer or educational assistant

Resources

Elements of English. HBJ.

SightLines 9 and ResourceLines 9/10. Prentice-Hall.

Crossroads. Gage.

On Becoming Human. Anasi Press.

Shakespeare. Julius Caesar.

Wall Street. Warner Bros.

Activity 5: Looking for the Signposts in the Media World

Time: 120 minutes

Description

Students deconstruct a variety of television advertisements. Their goal is to identify the intended audience, the tools employed in the construction, the values conveyed, and the overall message/intent of the ad. This activity is directly linked with Activity 6, where students create their own ad. This activity provides students with an ideal opportunity to examine how the values espoused by the corporate and marketing world can oftentimes be in opposition to those espoused by Christ. Further, they might explore if this tenuous relationship is problematic for them as Catholics. If so, how does one address the challenge confronting Catholics to live out their faith in our changing consumer society?

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

1d - develop attitudes and values founded on Catholic social teaching and act to promote social responsibility, human solidarity, and the common good;

2e - use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

3d - make decisions in light of gospel values with an informed moral conscience;

4a - demonstrate a confident and positive sense of self and respect for the dignity and welfare of others;

5a - work effectively as an interdependent team member.

Strand(s): Language, Media

Overall Expectations:

MDV.01D - use knowledge of the elements, intended audiences, and production practices of a variety of media forms to analyse specific media works

Specific Expectations:

MD1.01B - demonstrate critical thinking skills by identifying the differences between explicit and implicit messages in media works;

MD1.03D - compare and explain their own and their peers' reactions to a variety of media works;

MD1.04D - identify factors that influence media production and distribution and explain the effect of these factors on specific media works.

Planning Notes

· Collect a variety of television ads. Some possible sources are The Cannes Film Festival (ADFilms, Toronto), Scanning Television, Prentice-Hall, The Bessies or The Cleos, (The Canadian and American Commercial Awards Shows).

· This activity provides the required knowledge and skills necessary to complete Activity 6, which deals with the creation of their own television advertisement.

· Possible supplementary readings for this activity include the following: Barry Duncan et al. Mass Media and Popular Culture, 2^nd edition; Mediacy, AML; Popular Culture, Issues Collection, Nelson; Advertising, Copp Clark; Teaching Ideas for Media Literacy, Don Walker, TCDSB.

Teaching/Learning Strategies

· The teacher discusses that there are three signposts or prisms through which we view media products. The teacher introduces these three signposts, purpose and values, codes and constructions, and audience. Purpose refers to the intention of the creator of the media text; it might be something as simple as telling a story or the selling of a product. Values refer to the implicit and explicit meanings derived from the text, which are employed to achieve the desired intent. Codes refer to those techniques used to achieve desired effects, such as sound, lighting, camera angles, and camera shots. Constructions refer to the idea that all media products are created and are products of multiple decisions and revisions. Audience refers to the intended receivers of the media text; one needs to consider gender, age, economic status, and stereotyping.

· Invite students to examine television ads that are aimed at their specific age group and to look for the three identified signposts. Focus questions include the following:

· What is the message of this particular ad?

· What are the values at work, both explicit and implicit?

· Are there messages about lifestyle? about consumerism? about sexuality?

· How are these messages constructed through the different codes or conventions employed in this ad?

· What visual or oral elements combine to produce such a meaning? Consider colour, camera angles, camera shots, special effects, sound, music, and dialogue.

· For whom is the message intended?

· Does the content of the ad reflect the intended audience? Describe that intended audience in terms of gender, age, economic status, and attitude.

· Do the values proposed or promoted in the ad correspond to our values?

· In what ways might they contradict our values?

· How might cultural, religious, and individual differences influence our perception of the values proposed by the ads?

· How might the ad shape our perception of ourselves?

· The teacher then invites students to examine a set of ads aimed at another age group, such as senior citizens, and poses the same questions to the students. What differences do they notice in their responses? Has either group been stereotyped in any way? If so, how?

· Students draw conclusions about the nature of television ads and media texts in general via a large group discussion.

Assessment/Evaluation

Formative Assessment:

· Informal observation of small and large group discussions

Summative Assessment:

· Questions of a summative nature on the unit test

Accommodations

· Reduction and/or modification of the analysis questions posed

Resources

See Planning Notes above.

Media Literacy Resource Guide. Ministry of Education.

Following Christ in Consumer Society: The Spirituality of Cultural Resistance. John Francis Kavanaugh.

Teaching the Media. Len Masterman.

AML Anthology, 1990 and Anthology Supplement, 1992. Association for Media Literacy.

Aetatis Novae (on Social Communication), Pontifical Council for Social Communications.

Clipboard (a twice yearly publication of the Jesuit communication project)

www.mediaawareness.ca/eng

(Media Awareness Network)

http://interact.uoregon.edu/MediaLit/jcp/index..html

(Jesuit Communication Project)

Activity 6: Media Creation: Extending Their Knowledge

Time: 300 – 420 minutes

Description

Students have the opportunity to draw upon all of the skills and knowledge to which they have been introduced in this unit. This activity becomes a creative extension of the analytical skills that they have acquired thus far. Students create a 30-second public service announcement targeted to their age group which is published in video form. If equipment is not available, they present it live in conjunction with a storyboard.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

1d - develop attitudes and values founded on Catholic social teaching and act to promote social responsibility, human solidarity, and the common good;

2a - listen actively and critically to understand and learn in light of gospel values;

2e - use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

3d - make decisions in light of gospel values with an informed moral conscience;

3e - adopt a holistic approach to life by integrating learning from various subject areas and experiences;

4a - demonstrate a confident and positive sense of self and respect for the dignity and welfare of others;

4b - demonstrate flexibility and adaptability;

5a - work effectively as an interdependent team member;

7j - contribute to the common good.

Strand(s): Writing, Language, Media

Overall Expectations:

LGV.01D - use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience;

MDV.02D - use knowledge of a variety of media forms, purposes, and audiences to create media works and describe their intended effect.

Specific Expectations:

WRI.04D - use the information and ideas generated by research to develop the content of written work;

WR2.02D - select first or third person and an appropriate level of language to suit the form, purpose, and audience of written work;

WR4.03D - make constructive suggestions to peers;

LG1.02B - identify and explain examples of slang, jargon, dialect, colloquialism, as well as of standard Canadian English, in literary texts and their own oral and written work;

LG1.04B - select words and phrases appropriate to informal and formal styles, to suit the purpose and intended audience of oral and written work;

LG2.03D - plan and make oral presentations to a small group or the class, selecting and using vocabulary and methods of delivery to suit audience and purpose;

LG2.04D - use specific examples, facial expressions, gestures, intonation, humour, visual aids and technology, as appropriate, to engage the audience's interest during oral presentations;

LG2.07D - analyse their own and others' oral presentations to identify strengths and weaknesses, and plan ways to improve their performance;

MD2.02D - create media works for different purposes and explain how each has been designed to achieve its particular purpose;

MD2.03D - create media works appropriate to different audiences and explain why a particular design should appeal to a particular audience.

Planning Notes

· This activity is ideally completed as a 30-second video commercial. Therefore, teachers book the necessary video equipment and, if possible, editing equipment, to ensure completion of the students’ work. If video equipment is not available, teachers might try to acquire either Bristol board or chart paper to be used by students for a formal presentation of their storyboard for the commercial.

· The teacher may wish to conference with the teacher librarian, as this activity provides students with a research component. In some cases this research is conducted in the library. In some cases it is research of a more practical nature, where students are surveying their peers or staff within the school.

· Invite students to share their final products with an audience beyond their classroom, (e.g., the guidance department, Grade 8 open house visitors, physical education class, the chaplaincy team).

Prior Knowledge Required

· proper use of a video camera, as acquired in Unit 2, Activity 4

· the signposts of the media world, as acquired in Unit 5, Activity 5

Teaching/Learning Strategies

· Describe and outline the expectations of the assignment.

· Students brainstorm possible topics for the public service commercial. Possibilities include:

· environmental awareness;

· anti-racism;

· charitable fundraising for organizations such as UNICEF and Sharelife;

· informational video on Covenant House, Children’s Aid or comparable organization;

· anti-smoking;

· anti-violence;

· responsible driving;

· volunteerism;

· healthy body image;

· special events within the school, (e.g., Grade 9 orientation, student council elections, club activities, sporting events);

· promotional video of the school targeted to Grade 8 students.

· Students gather into groups of four or five and select a topic.

· Students research information about their product/service and about their target audience, in terms of promotional techniques they would employ to capture that audience.

· Students then craft a rationale where they outline and describe in some detail the following facets of their commercial presentation: Who is your audience? What is the purpose of your commercial, i.e., is it promotional, informational or cautionary? What is the content of your presentation? What are the roles and responsibilities, as well as the intended schedule for the completion of your project?

· The teacher approves the rationale before students proceed to the scripting, storyboarding, and filming of their commercial.

· Students engage in the writing process to prepare a script. Steps include brainstorming, drafting, revising, conferencing, and publishing.

· Students create a storyboard. Those students who ultimately film their commercial, complete a standard storyboard (see Appendix 5.1), but for those who do not have access to equipment, a challenge may be to create a poster-size storyboard to use as part of their presentation to the class. The storyboard includes: simple drawings of what will be seen in each shot; a description of camera angles, shots, and movement employed; and the dialogue, or other oral elements, including sound effects or musical selections.

· Approve the storyboard before the students proceed to the rehearsal.

· Students rehearse their commercial.

· Students tape and edit their commercials, or act it out live for the class during their presentation.

· Students share their final products with the class, which include their rationale, their storyboard, and their video or live performance of the public service announcement.

· Students then share oral feedback and assessments of the final products, addressing whether students achieved their intended goals and successfully captured their target audience.

Assessment/Evaluation

Formative Assessment:

· Informal and formal teacher observation of group process

· Conferences for appropriateness of subject material, clarity of purpose, time management and equal distribution of responsibility

· Response journals on the process and product, for completion

Summative Assessment:

· Peer and self evaluation of final script by checklist for attaining stated goals (see Appendix 5.2)

· Final presentation via a rubric

· Questions of a summative nature on the unit test (optional)

Accommodations

· Cue cards for students who are unable to memorize lines

· Heterogeneous groupings to ensure a mix of student strengths

Resources

Liz Flynn. Video in Focus.

Don Walker. Teaching Ideas for Media Literacy.

Association for Media Literacy Supplement, AML, 1992

For examples of hard-hitting public service announcements see Adfilms, Cannes Film Festival Award winners, distributed by Adfilms.

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