Day #43, Tuesday

Period 4: To Kill a Mockingbird!
2 sleeps until assignment is due? (HELLO!)
3 sleeps until unit test!

Life lessons- As we read the novel and came across life lessons that the characters learnt we discussed them!  Let’s brainstorm together: lesson’s learned, situations that surrounds them and who taught the lesson.

LEARNING TARGETS:
-I can connect ideas, opinions and emotions of the characters to understand To Kill a Mockingbird and themes and motifs within the novel
-I can respond personally and critically to the values and beliefs presented in To Kill a Mockingbird
-I can see how To Kill A Mockingbird reveals the thoughts and beliefs of a society.
-I can understand how language reveals insight into characters and shows human diversity.
-I can read, interpret and summarize parts of To Kill a Mockingbird.
-I can relate main ideas, themes and motifs to specific lines in To Kill and Mockingbird.

Let’s grab our books and go through lessons we learned along the way!
WORK PERIOD the rest of the time.

Period 5: YOUR VIDEOS!
Storyboarding:
I can explain why a storyboard is needed for various pieces of media.
I can make a storyboard from a completed piece of work.
I can create a storyboard for an original piece of work.
I can articulate the importance for storyboarding all media productions.
I can represent larger scale ideas in a brief manner to allow for planning and choreographing scenes.
I can write to express understanding.
I can write and represent messages in different ways.
I can summarize large detailed plans in a direct manner.

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Promo Video:
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I can explain how words are used to persuade and ignite within a promotional video.
I can explain how visuals are used to persuade and ignite within a promotional video.
I can explain the difference between an ad, psa and a promotional video.
I can create a promotional video.
I can use writing, sounds, voice and tone to persuade.
I can explain the difference between a promotional video and a public service announcement.
I can identify the persuasion techniques used in promotional videos.
I can explain how promotions are used to sell products and ideas.
I can explain times when promotions have mis led the consumer.
I can explain times when promotions have mis led myself.

News Story:
I can explain the who, what, where, why and when of a news story.
I can create a news story with; who, what, where, why and when.
I understand how the Federal Broadcasting Act regulates tv broadcasting.
I can outline the who in a news story.
I can outline the what in a news story.
I can outline the where in a news story.
I can outline the why in a news story.
I can outline the when in a news story.
I can evaluate the reliability of information.
I can articulate why discrepancies exist even in the most professional news casts.
I understand the steps in ensuring reliable information is conveyed when writing a news story.
I can write, direct and produce a news story that is meaningful and follows all required expectations.
I can identify the persuasion techniques used in news stories.
I can explain how technological developments shape society.

Ad Campaign:
I can explain how the various facets of advertising; creators, producers, directors, contract writers, marketing, analyst and so on
I can develop an advertising campaign geared to a specific audience.
I can critique advertising campaigns and give examples as to why it is successful.
I can critique advertising campaigns and give examples as to how it could be improved.
I can explain the impact of advertising on personal and social values and behaviours.
I can read, interpret, and communicate facts and figures through reports, charts, and graphs.
I can produce a print and non-print advertisement for a product or service.
I can recognize how stereotypical views can lead to prejudicial attitudes and discriminatory practices in media.
I can attempt to understand an author’s purpose and intentions.
*Make sure and note many of the learning targets from: Selling Images and Values
I can recognize the role and power of advertising in the mass media.
I can recognize advertising claims and techniques.
I can define the term marketing strategy.
I can explain what a marketing strategy is.
I can create a marketing strategy.
I can create and design an advertising campaign.
I can ‘position’ a product for a particular audience.
I can identify the persuasion techniques used in advertising campaigns.
I can produce an advertising campaign that follows a theme.
I can produce a persuasive but ‘true’ advertising campaign.
I can use different forms of writing and visual representations to sell a product.
I can produce a print and non-print advertisement for a product/service.
I can explain how ethical issues in advertising must be adhered to.

Radio Ad: (English 20)
I can explain the close relationship between radio and the recording industry.
I can interpret and evaluate a radio production.
I can understand the relationship between law and what is put on ‘air’.
I can produce a radio program.
I can write to express understanding.
I can speak using inflection and tone of voice to convey meaning.
I can analyze the ‘conventions’ and forms of radio.
I can explain how radio and music impact what a person things and believes.
I can research and explain the history of the radio.
I can respond critically to a radio documentary or dramatization.
I can identify the specific persuasive techniques in print and audio advertising.
I can identify the specific language techniques and media conventions in a radio presentation.
I can identify the audiences, purposes, and messages of a radio documentary or dramatization.
I can evaluate critically information obtained from listening to an audio presentation.
I can produce an audiovisual presentation for a specific audience and purpose (inform/influence/entertain).
I can analyze the scope of radio programs and articulate its impact on my life.
I can identify the persuasion techniques used in radio.
I can explain how the radio and recording industries rely upon one another.

Documentary Analysis/Instructional Video:
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I can explain the difference between an ad, psa, documentary and instructional video.
I can analyze a documentary for codes and conventions that were used to create interest and appeal.
I can evaluate the effectiveness of a documentary.
I can evaluate the effectiveness of an instructional video.
I can create a documentary or instructional video that provides specific details on a specific topic.
I can explain the purpose of a documentary.
I can identify the persuasion techniques used in documentary videos.
I will complete an extensive body of amateur work as writer/directors.
I will become proficient in other production and postproduction skills as they relate to a documentary (editing, camera, sound).
I will be able to research, gather, and synthesize information.
I will be able to develop and present my own arguments.
I can explain the purpose of an instructional video.
I can break a large concept into steps.
I can identify the persuasion techniques used in instructional videos.
I can prepare a short film or video.
I will become proficient in other production and postproduction skills as they relate to an instructional video (editing, camera, sound).
I will be able to research, gather, and synthesize information.
I will be able to develop and present my own arguments.

INFORMATIONAL:

QUESTIONS from REVOLUTION:

  1. Choose one word to describe your reaction to the film.
    (Determine the most common responses and discuss.)
  2. What image will stay with you? Why?
  3. How would you describe this film to a friend who has not seen it?
  4. What do you think is the main message of the film? What techniques did the filmmaker use to convey the message? Do you think he achieved his goal?
  5. Were you surprised by anything in the film? Were there any points you disagreed with?
  6. Were all voices heard on the issues? Is any perspective missing?
  7. What did you learn that you did not know before? What would you like to know more about?
  8. What do you see as the biggest problem to overcome to make positive change?
    (Re-visit the responses to Pre-viewing Questions #1 and #6 and compare.)
  9. What advantages or disadvantages do you think your generation has over previous ones to tackle global problems?

Selling Images and PSA:
I can explain the difference between a public service announcement and an advertisement.
I can provide an example of an advertisement that does not require the viewer/consumer to ‘think.’
I can provide an example of a PSA that does pose a question/though to the viewer/consumer.
I can explain and provide examples of how businesses sell products to specific audiences; senior/teenager/parents/children.
I can explain and provide examples of how businesses gear a PSA to specific audiences;
senior/teenager/parents/children.
I can create a PSA that follows a specific theme.
I can critique other PSA’s to suggest ways to improve it to better suit a specific audience.
I can articulate how various different camera shots can portray specific feelings or messages.
I can explain how images and video ‘sell’ products.
I can describe the deliberate choices made in each media text.
I can state the message of specific ads.
I can recognize the visual and textual clues that aid in deconstructing messages from ads.
I can articulate how the mass media affects my local community.
I can articulate how the mass media affects the Canadian image.
I can recognize biases and fallacies as they relate to selling images and values.
I can explain how social responsibility applies to selling images and values.
I can explain how personal integrity applies to selling images and values.  
I can explain the importance of social responsibility and personal integrity in the use of language and media.
I can explain how advertising can impact personal values.
I can explain how advertising can impact social values.
I can explain how advertising can impact people’s behaviours.  
I can list crucial events in the historical development of advertising.
I can explain the difference between an advertisement and a public service announcement.
I can portray a message using images, sound and video rather than words.
I can describe the deliberate choices made in each media text.
I can state the message of specific psa’s.
I can recognize the visual and textual clues that aid in deconstructing messages from psa’s.

Period 6: 3:00 (Media/English/Photography)

Social Media Matters:
I can give positive uses for social media.
I can give examples for ways that social media has been used in a negative manner.
I can use social media to research.
I understand the difference between traditional marketing and social media marketing.
I can evaluate the best social media platform(s) for specific audiences, businesses, missions.
I understand four concrete advantages of using Twitter/Instagram/PInterest as a marketing tool.
I can develop social media marketing goals and objectives.
I can develop an internal social media policy, including management, timing, and frequency
I can establish a process for dealing with negative comments.
I understand how to effectively brand their Facebook/Twitter/Instagram/Pinterest page using cover photos and profile pictures.
I understand the importance of monitoring and responding to the community that forms around your message or lack of message.
I can explain how the choice of social network and social media tools affects the distribution of the message and the audience that is reached.
I can identify cases where social networks have influenced political movements.
I can point out the limitations of account and sharing policies in various social networking platforms and discuss the ethics of violating terms of use.

Published on Mar 20, 2015

In 1998, says Monica Lewinsky, “I was Patient Zero of losing a personal reputation on a global scale almost instantaneously.” Today, the kind of online public shaming she went through has become a constant. In a brave talk, she takes a look at our “culture of humiliation,” in which online shame equals dollar signs — and demands a different way.

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