What is Reality?

A Thematic Unit on Clear and Hidden Representations For 11th grade ELA

Presented By: Stephanie Kalan on December 12, 2012 for AED 341

Table of Contents: Summary ------------------------------------------------------ 3 Rationale ------------------------------------------------------ 3 Project-based Learning ------------------------------------ 4 Interdisciplinary Justification ---------------------------- 4 Respect for Difference ------------------------------------- 5 Assessments ------------------------------------------------- 5 Text Set ------------------------------------------------------- 6 Unit Plan Schedule ----------------------------------------- 8 Culminating Project Handout --------------------------- 19 Culminating Project Rubric ---------------------------- 21

OVERVIEW Summary: Students will be reading the novel Sidekicks by Jack D. Ferraiolo, and recognize that there is always another side to every story. Students will understand that not everything is what it appears to be in text, the media, and in society. Towards the end of the unit, students will create a persuasive video advertisement about a product that theyd like to sell. They will present their advertisements for the class and in the local public library. Students will be able to identify multiple representations in text and the media, recognize a storys clear and hidden messages, and demonstrate tactics that are used to captivate a large public audience. Overarching EQ: What is reality? Overarching EU: Students will understand that there are multiple perspectives in every text. Rationale: Students will engage in and understand the topic of clear and hidden representations as it will help generate their personal judgments and questions regarding texts, experiences and the life course. They will be reading the novel Sidekicks as a tool to better understanding the theme of misrepresentations within human behavior and society. Students knowledge of critical literacy will be utilized to enhance of their reading, writing, and listening skills. By identifying various perspectives and representations, students can construct a firm personal judgment based on their prior knowledge, skills, and experiences. Students will produce a persuasive video production advertising a product theyd wish to sell to a specific audience. They will write and record their oral speech and display their advertisements to classmates and in the local public library.
1. Administrators The components of a narrative and video advertisement complement

the components and form of a written essay. Practice with narrative writing and reallife acting will help students improve their voice, purpose, and structure. The experience and knowledge theyll gain from the assignments and culminating project will be utilized as a method of scaffolding the Regents exam and other standardized tests. Digital video production is a composing activity similar to, but often more engaging than, writing text. Students must produce an introduction, body, and conclusion. They must edit and revise and scrutinize the work spatially, musically, socially, emotionally, and technically (Finn 214). Students will be motivated to participate and create works that are comparable to the writing process used on standards-based tests. In addition, as students practice how to write persuasively, they will in turn learn the skills to produce a strong argumentative paper.
2. Students Students will discover that all text is targeted towards a particular audience

and for a particular purpose. The topic of perceived representations is highly

meaningful to students since they come in contact with written and spoken texts every day. Teacher will motivate students to engage in this unit by touching on popular controversial issues, reality TV programs, propaganda, historical texts, and medias misrepresentations, influence, and impact on them and their generation. Colleagues/practitioners of critical pedagogy/empowering education This thematic unit will promote students lifelong learning by emphasizing the importance of personal perspectives, judgments, and justifications. Students will be taught to read texts with a questioning mind, and to question text and authority. The practice of constant questioning will transfer to make meaning of daily life affairs, relations and communications. Our goal is to foster political learners who take a firm position on an issue and agitate the system or status quo. Therefore, we need to involve students in probing the social factors that make and limit who they are andhelp them reflect on what they could be (Finn 205).This unit will help them reflect not only on their individual lives but on their society and how society shapes them in good and bad ways (Finn 206). Our students must be encouraged to use critical skills to analyze texts and understand the power of literacy, and as a result, use these skills to read, write, and create politically.
3.

Project-based Learning: The rationale of this unit is for students to challenge representations of [multimodal] text, its messages, and the world. According to Barrel, PBL engages students in life as we know it, full of fascinating problematic situations worth thinking about, investigating, and resolving (3). Students will meet with a multitude of tricky situations in life, and theyre responsible for constructing logical meanings and firm decisions on their own. Therefore, by reading historical and multimodal texts with a questioning mindset, theyll come to an understanding about the authors purpose and meaning, and then construct their own reasoning without being persuaded by the source. The culminating project will consist of composing a video advertisement on a product of choice. They will use persuasive and figurative language and diction to convince audiences to buy their product. Their appearance and body language will reflect the intentional message, tone and purpose.

Interdisciplinary Justification: English language arts will be stretched to embrace other disciplines of history, culture, economics, and politics. Controversial articles, images, and/or video clips about each branch of knowledge will be individually and collectively interpreted. Based on students knowledge and experiences, they will brainstorm just/unjust actions and behaviors, and why each is deemed just/unjust.

This unit could be taught in collaboration with a history class. History students will state various historical facts, data and events. ELA students will debate and decipher other possible perspectives and representations. All students will declare the target audience and intended purpose. Respect for Difference: We are made up of a widely diverse group of people who use different social languages in different settings. Students will demonstrate code-switching and communicate with one another in various settings using corresponding language use (example: when speaking in the home, ones language is more formal. When speaking to a friend at recess, language is much more informal.) The objective is for students to recognize that within each setting there is an intended purpose, message, and representation to be received by the target audience. Assessments: Throughout the unit, students are assigned to read chapters in the class novel Sidekicks by Jack D. Ferraiolo, and answer the corresponding questions. Students will also read other persuasive texts and preview influential video clips regarding issues in and by the media. Written homework assignments are handed in and graded for completion and authentic effort, not correctness. The final culminating production is recorded and each video ad is shown to an audience in the local public library. Students will self-assess their actions, language, behavior, and technique inclass, and write a final 3-4 page self-reflection composition on their processes and the learning experience. Students will have the opportunity to revise and re-submit this final essay. Also, students will publish their digital advertisements on YouTube. Classmates will assess one another as they preview and comment on at least three published ads on the social networking site. In addition, viewers will identify: target audience, purpose, multiple perspectives, what is clearly represented, what is implied/hidden, tactics the speaker used for persuasion, as well as provide constructive feedback criticism. Formative Assessments: Self evaluations Peer evaluations Close observation Cooperation with teachers feedback Questioning strategies Summative Assessments: Persuasive video advertisement Final self reflection composition Skills comprehension

Text Set:
Ferraiolo, Jack D. Sidekicks. New York: Amulet Books, 2012.
Genre: Book Anchor Text Overview: This novel is about a hero named Phantom Justice and his trusty sidekick, Bright Boy who aim to fight off crime and corruption in their fictitious city. Bright Boy, also known as Scott Hutchinson, is typical young adolescent when hes not dressed in his humiliating, tight-fitted costume. He battles ridicule and social isolation in school during the day. At night, he switches roles and transforms into a super strong sidekick next to Phantom Justice. However, his seemingly reliable confidant is the real face of evil the entire time. Relevance: Throughout this novel, the nave Bright Boy highly admires and respects the apparent hero, Phantom Justice. The media portrays Phantom to be a grandiose symbol of power, and Bright Boy never doubts this until the end. Phantom Justice repetitively states that their mission is to defeat the wrongs and evils in their beloved city, yet the supposed hero is in fact the ultimate villain. Therefore, this novel contains concealed representations, false impressions, and a highly influential media.

Drucker, Joel. Steve Jobs Does the Ends Justify the Means? Huffington Post. N.p., 30 Nov. 2011. Web. 27 Nov. 2012. <http://www.huffingtonpost.com/joel-drucker/steve-jobsdoes-the-ends-_b_1118492.html>.
Genre: Newspaper article Overview: Joel, the writer of this article, introduces a controversial standpoint about how the wealthy can slide by and behave unethically without consequence. In connection to the deceased Steve Jobs, the founder of the first Apple computer, he ripped off telephone companies and his co-partner named Steve Wozniak. Joel affirms that Jobs Apple creations were only intended to enhance his personal financial gains and power. He never designed his legendary technology creations with the intention of supporting or benefiting the masses, as many believed. Joel touches on the issue of tyranny. Jobs supposedly aimed to dominate society using his extremely wealthy and powerful status. Also, Jobs is perceived as a cruel, crooked individual who insulted people that he wasnt pleased with, ignored his own child, broke the law, and whimpered when he didnt get his way. The point is that Steve Jobs did whatever it took, moral or immoral, to get ahead. He is widely known only for his Apple inventions and creative brilliance, and not for the malicious tactics he used in order to accomplish his indecent reputation, wealth and respect. Relevance: The wealthy stakeholders appear to be respectable and well-mannered, but many are quite the opposite. Since they possess so much money, they observe in financial greed and selfish ways of acquiring more money and power than they really need. Millions are trapped in poverty-stricken lives, and those who greedily prosper are racking in the cash that they dont even know what to do with. They lie, cheat and overemphasize in order to thrive, and the majority gets away with it. Their behavior and actions seem to be honest and ethical, yet many are misrepresented by the global media.

Influence of Reality TV. YouTube. N.p., 06 Dec. 2010. Web. 27 Nov. 2012. <http://www.youtube.com/watch?v=h_pxQOYCTFs>.

Genre: Broadcast media Overview: This YouTube clip demonstrates how reality TV shows are highly influential to the 21stcentury generation of adolescents. Many youngsters look up to these reality celebrities who act foolishly, illegally and violently on an aired regular basis. Shows such as The Real World, Jersey Shore, Survivor, American Idol, and The Apprentice are corrupting and shaping todays society. The reason for the increased air time of reality TV shows is due to financial greed by production companies. This greedy scheme is beneficial for the companies and the reality stars. Meanwhile, these shows are damaging to viewers worldwide because theyre idolizing these celebrities and mimic their outlandish, unethical behaviors. The point is that the media is severely powerful, manipulative and influential to the public eye. As long as the television company receives high ratings and views, theyll continue to produce reality TV shows. This corrupting trend leads to twisted values, depictions, and behaviors in todays society and future generations. Relevance: Reality TV appears to be entertaining and harmless, but most reality shows dont actually represent reality. These programs are misleading and offensive. The public is negatively affected as many are glued to their televisions and convinced that reality is about drinking heavily, resorting to violence, acting promiscuously, and competing for the win. As the media hypes the trends, slogans and behaviors of reality stars, society replicates such corrupt conduct and a standard is set.

Jenkins, Beverly. 10 Celebrities Who Are Real-Life Heroes. Oddee. N.p., 6 Sept. 2011. Web. 27 Nov. 2012. <http://www.oddee.com/item_97886.aspx>.
Genre: Website article Overview: A hero is someone who is out for the greater good of others, not for oneself. Author Beverly Jenkins writes about a handful of rich, well-known celebrities who have greatly impacted the lives of many. For example, Sanda Bullock donated $1 million dollars to the American Red Cross after an earthquake and tsunami hit Japan. Tom Cruise stopped what he was doing at the time to help a woman who was critically hit by a car. Vin Diesel rescued two young children from a car that was burning on fire located in Hollywood, California. Also, commemoration goes to Rihanna, Demi Moore, and Donnie Walberg who are titled the Twitter Heroes. Walberg gave a simple shout out on the social network, and his retweets ended up saving a life because he found a donor for a kidney transplant. Similarly, Rihanna occasionally retweets in search for bone marrow donors in the hopes to help cancer patients, and shes also saved lives due to her shout outs on Twitter. Since these celebrities are internationally recognized and followed, their voices are extremely powerful and effective. Although they are super wealthy, they dont outwardly portray greedy, superior or narcissistic personalities. Therefore, they are celebrated as Heroes. Relevance: Celebrities appear to have an abundance of riches, self-confidence and egocentric lifestyles, but many of them use their wealth and powerful voices to aid those who are less fortunate. Theyre concerned about their fans, community and the world. Many notorious celebs will support the general well-being of the public whether through online social networks, song lyrics or live interviews.

Unit Plan Schedule

Week One

8 Monday Task Analysis Characters Topical EQ How does the media represent a hero? Topical EU
Students will understand the customary role and function of a noble hero, and the medias perspective, portrayal and influence of representation.

Common Core Standard

Reading: LiteratureAnalyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed.)

Learning Objective: Students will learn about how to use and analyze literal and figurative language in order to identify clear and concealed representations. Assignments: 1. Read = 10 Celebrities Who Are Real-Life Heroes. 2. Answer: a)Why does the author justify these celebrities as heroes? b) Do you agree or disagree? Why or why not? 3. Read: Sidekicks pages 1-37 4. Answer: a) Who is the narrator? What is his/her role in this fictitious society? b) List at least 2 quotes/slogans that represent the hero. c) Who are the regular characters? Who are the extraordinary characters? Identify the gender for each. d) What is the narrators main concern? Tuesday Task Analysis Characters/Tone Topical EQ What is the purpose and symbolism of an alias/nickname? Topical EU
Students will understand the function, symbolic representation, and possible intentions behind a given alias.

Common Core Standard

Reading: LiteratureDetermine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or

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language that is particularly fresh, engaging or beautiful.

Learning Objective: Students will learn about the use of pronouns and adjectives, and how each help to develop the character. Assignments: 1. Read Sidekicks pages 38-71 2. Answer: a) List the real and alias names of all characters thus far. b) What do their costumes reveal about their character/identity? c) How powerful is the media in this novel? How so? Use quotes to support your answer. Wednesday Task Analysis Characters Topical EQ What are superficial and clear representations of the central characters? Topical EU
Students will understand how ones identity is connected to their image, representation, and speech.

Common Core Standard

Reading: LiteratureCite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Learning Objective: Students will learn about the use of expressive language and its designed meaning in context. Assignments: 1. Read: Sidekicks pages 72-110 2. Answer: a) What does Phantom Justice advise Bright Boy to do at the end of chapter 7? Name at least 2. b) Compare/contrast the identities of Bright Boy and Scott Hutchinson. Use quotes to support your answer. c) What act does Allison put on? How does this affect her character inside and outside of school?

10 Thursday Task Analysis Setting Topical EQ

How can you overcome complex situations?

Topical EU
Students will understand that overcoming complex experiences and struggles will help to strengthen awareness, personal point of view and development.

Common Core Standard

Reading: LiteratureAnalyze how an authors choices concerning how to structure parts of a text (eg., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Learning Objective: Students will learn about internal and external conflict.

Assignments: 1. Read and analyze the quote said by John F. Kennedy, A revolution is coming: a revolution which will be peaceful if we are wise enough, compassionate if we care enough, successful if we are fortunate enough but a revolution which is coming whether we will it or not. We can affect its character, we cannot alter its inevitability. 2. Answer: a) Identify the apparent and underlying meaning in this quote. Relate to the novel Sidekicks, what could be a possible revolution? How can we prepare? b) Write a thorough response to the question: What is inevitable in your life?

Friday Task Analysis Setting Topical EQ

How does the news/media/newspapers influence society?

Topical EU
Students will understand that TV and media shape society with its clear and superficial representations.

Common Core Standard

Speaking & Listening Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among

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the data.

Learning Objective: Students will learn how the media is influential among their generation. Theyll view and respond to a YouTube clip, The Influence of Reality TV.

Assignments: 1. Read: Sidekicks pages 111-141 2. Answer: a) What is your definition of justice? Make connections with the setting and character. b) Do you think any societal influences have been present thus far? If so, which ones? How has it impacted this fictitious society? c) Predict what could possibly happen next. Write an alternative ending to the story given what youve read until now.

Week Two Monday Task Analysis Tone/Theme Topical EQ How are newspaper articles persuading? Topical EU
Students will understand that articles published in the news are convincing texts that target a specific audience, and contain a specific purpose.

Common Core Standard

Reading: Informational Text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

12 Learning Objective: Students will learn how to portray a specific image and representation through a written work.

Assignments: 1. Read the newspaper article by Joel Drucker, Steve Jobs Does the Ends Justify the Means? 2. Answer: a) What stands out to you? b) Whats the authors message/theme of his article? c) What is the dominant narrative? d) What is being emphasized in this article? How can you tell by his structure?

Tuesday Task Analysis Theme/Language Topical EQ How can you frame intentional issues? Topical EU
Students will understand the power of persuasive language and literary elements, which is used to persuade the audience for a particular purpose.

Common Core Standard

Reading: LiteratureAnalyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Learning Objective: Students will learn and practice how to read and identify when the author is trying to persuade their audience, and what literary elements he/she uses to accomplish this. Assignments: 1. Read: Sidekicks pages 142-176 2. Answer: a) Describe the narrators description of Phantom Justice.

13 b) How do you think their relationship affects Bright Boys actions and personal beliefs? c) Do you think the narrator is a nave character? Why or why not?

Wednesday

Task Analysis Tone/Theme

Topical EQ
How does tone impact the meaning of a text?

Topical EU
Students will understand that the tone of the text reveals the authors perspective and message.

Common Core Standard

Speaking & Listening Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Learning Objective: Students will learn that what the speaker says and how he/she says it represents their stance on the subject, authenticity, and their intended message.

Assignments: 1. Read: Sidekicks pages 177-207 2. Answer: a) What does Allisons tone of voice reveal about her character? Does she fit the traditional female gender role? b) How is Phantom Justice a contradicting character? Use quotes to support your answer.

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Thursday Task Analysis Tone Topical EQ

What is diction?

Topical EU
Students will understand that diction can be interpreted to identify authenticity of character and speech.

Common Core Standard

Reading: Literature Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging or beautiful.

Learning Objective: Students will learn that ones choice of words can be analyzed through multiple perspectives to determine persuasiveness, intention, sincerity or insincerity. Assignments: 1. Read: Sidekicks pages 208-240 2. Answer: a) What is Phantom Justice and Dr. Chaotics intentions in chapter 16? How can you tell? Use quotes to support your answer. b) How does Phantom Justice confuse and control Bright Boy? Use quotes to support your answer. c) Who betrays who? Cite textual evidence to support your answer. Friday

15 Task Analysis Setting Topical EQ

What is the significance of setting?

Topical EU
Students will understand that the setting instigates the actions of the characters.

Common Core Standard

Reading: Literature Analyze how an authors choices concerning how to structure parts of a text (eg., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Learning Objective: Students will learn that the setting of the story plays a significant role in the actions and responses of the main characters.

Assignments: 1. Read: Sidekicks pages 241-end 2. Answer: a) What is the significance of the cameras? b) What is Scotts weakness? How does this amplify the final scenes? c) Phantom Justice planned his battles. What was the purpose of each particular location?

Week Three Monday Task Analysis Topical EQ Topical EU Common Core Standard

16 Multimodal Narrative Structure

How can you compose a digital production? Students will understand that digital productions are very similar to writing a traditional essay.
Writing Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.

Learning Objective: Students will learn how to write a narrative using the proper structure format. Assignments: Students will write a narrative based on a traumatic experience theyve encountered in their lives. Students will read aloud an overview of their written works in class, and student feedback will be provided after each presentation.

Tuesday Task Analysis Multimodal Video Composition Topical EQ

How does a digital advertisement persuade a public audience?

Topical EU
Students will understand how to use explicit and figurative language, body language, tone and diction to present audiences with their message and purpose.

Common Core Standard

Writing Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

Learning Objective: Students will learn how to compose their digital advertisement using an introduction, body, transitions, and end.

Assignments: Students will select a product that they will attempt to sell on their video advertisement. They will be persuasive in speech, and their tone, appearance and body language will reflect their purpose.

Wednesday Task Analysis Topical EQ Topical EU Common Core Standard

17 Multimodal Video Production

How does language affect the overall presentation of a digital advertisement? Students will understand that their visual, spoken, and kinesthetic literacy (body movements) influence their audience, message and purpose of ad.
Language Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully while reading or listening.

Learning Objective: Students will learn that their chosen style of language and body language represents their purpose and representation of their product and overall advertisement.

Assignments: Students will act out a spoken version of their video advertisement and record. Ads will be previewed in class and student feedback will be given.

Thursday Task Analysis Multimodal Video Production Topical EQ

How do you appropriately edit your video advertisement?

Topical EU
Students will understand how to edit, revise and inspect their work in order to perfect their digital piece.

Common Core Standard

Speaking & Listening Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Learning Objective: Students will learn how to edit, modify and examine their video ads. They will make appropriate adjustments to the physical, audio, emotional, and oral techniques.

Assignments: Students will fine-tune their video advertisements at home to ensure that their productions are accurate, refined, sharp, flawless and ready to present and publish.

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Friday

Task Analysis Multimodal Video Production

Topical EQ
What is apparent in a digital production?

Topical EU
Students will understand that their advertisement contains clear and hidden representations of their selected product.

Common Core Standard

Speaking & Listening Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Learning Objective: Students will learn that their spoken tone, language, word choice, and diction (what they say and how they say it) emphasize their intentional message and purpose, and target a specific audience.

Assignments: Students will preview each others recording and analyze the clear and hidden representation(s), the speakers perspective, audiences perspective, the product, persuasive tone and technique, and its authenticity.

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Week Four Monday Task Analysis Final Reflection Composition Topical EQ

How do you assess your final works?

Topical EU
Students will understand and reflect on the learning process, individual and collaborative assignments, and skills and techniques used during video production.

Common Core Standard

Writing Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content

Learning Objective: Students will learn how to reflect on their knowledge of the learning process, skills and techniques used to complete the culminating project.

Assignments: Students will write a 3-4 page reflection essay about what theyve practiced and learned throughout this thematic unit. Opportunity for revising and editing will be provided, along with feedback from the teacher.

Tuesday

Task Analysis Final Presentations

Topical EQ What is an authentic audience?

Topical EU
Students will understand that the audience watching in the local public library is a reliable source for feedback, criticism and multiple perspectives.

Common Core Standard

Speaking & Listening Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

20 Learning Objective: Students will learn that by presenting their video advertisements to an audience in the public library, they are exposed to multiple perspectives, comments and criticisms on their individual and collective works. Assignments: Students will receive back their reflection papers, revise and re-submit. Theyll include an additional paragraph about their experience with presenting their digital productions to a public, authentic audience. Wednesday

Task Analysis Publishing

Topical EQ
How can you publish your culminating project?

Topical EU
Students will understand how to upload and share their digital advertisements on YouTube, and explore other publishing options.

Common Core Standard

Speaking & Listening Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Learning Objective: Students will learn how to publish their video advertisement on YouTube sharing network.

Assignments: 1. Students must comment on at least three advertisements done by fellow classmates. 2. Students will receive reflection papers back and they must revise and re-submit. Theyll include an additional paragraph about their experience with publishing their digital ad to a global audience of Internet users.

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ITS SHOWTIME, FOLKS!

Dear Talented Students, You will all be participating in composing a video advertisement on any product of choice. As you read the in-class novel, Sidekicks by Jack D. Ferraiolo, you will meet with various understandings about clear and hidden representations, impressions, and perceptions, as well as forming your own. For your final digital ads, your goal is to be persuasive, convincing and engaging for a target audience. Ample class time will be dedicated to expressive literacy training. We will all learn how to express our emotions, words, and messages using dramatic body movements, language and techniques. This culminating project will utilize the expressive ELAs of writing, speaking, and composition. Audio, visual, and kinesthetic literacies will be put into practice and employed as well. This may sound like a challenge, but worry not. I will proudly be guiding you along the entire way. Our goal is to practice questioning what appears to be, and identifying authentic truths in society and in the media. Steps for Successful Completion: 1. Critically read and analyze Sidekicks 2. Complete corresponding HW assignments 3. Read and respond to multimodal auxiliary texts 4. Discover and identify literary elements and key components in each 5. Question strategies and representations 6. Compose a persuasive, staged narrative regarding selected object 7. Practice with body language, tone/speech, backdrop + expressive ELAs 8. Record video advertisement 9. Edit and modify 10. Re-play to classmates and in public library 11. Publish to YouTube network 12. Comment on three or more ads done by peers

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13. Compose final self-reflection essay [concerning your style, language, behavior, purpose & technique]

Students will meet the ELA standards of: Reading Literature Reading Informational Text Writing Speaking & Listening Students will come to a cohesive understanding about: What is reality? How do tone, diction, and setting impact the text and digital ad? What is the symbolic representation of a hero and given alias? What are superficial and clear representations? How does the media influence and shape society?

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Culminating Project Rubric CATEGORY

Digital Production:

Exceeding Expectations
No use of filler words, constant eye contact, loud & clear speaking voice, use of proper tone throughout, able to hear everything clear Responds clearly and effectively using appropriate & ample course content + outside sources

Above Expectations
Minimal use of filler words, proper eye contact, clear speaking voice, use of proper tone at points, able to clearly hear Responds clearly using appropriate course content + outside sources

Meets Expectations
Use of some filler words, average use of eye contact, low speaking voice, minimal use of proper tone able to partially hear Responds clearly using appropriate course content only

Approaching Expectations
Hesitation, use of filler words, better eye contact, low speaking voice, slight use of proper tone, slightly to hear Responds using some supportive course content

Below Expectations
Hesitation, whispers, use of filler words, poor eye contact, incorrect use of proper tone Does not respond & uses no supportive course material

Conceptual Understanding:

Organization/ Flow + Creativity

Highly detailed, accurate and clever descriptions. Very smooth flow, clear & precise organization, order & structuring

Detailed and accurate descriptions, pretty smooth flow, clear organization, order & structuring Key words, ideas and concepts used, appealing and somewhat persuasive word choice & diction On-time submissions of organized essay, properly published, 3 peer comments.

Some detailed descriptions, semi-smooth flow, slight organization, order & structuring Some key words, ideas and concepts used, average choice of words, slightly persuasive word choice & diction On-time submissions of standard essay, properly published, 3 peer comments.

Few detailed descriptions, lack of flow, little organization, order & structuring

No detailed descriptions, no flow, no organization, order and/or structuring

Language & Literacy Use:

Key words, ideas and concepts correctly used, very interesting & intriguing, persuasive word choice & diction Early or on-time submissions of wonderfully cohesive essay, properly published, 3+ peer comments.

Few key words, ideas and concepts used, poor choice of persuasive words & diction Late submissions of average essay, difficulty/late publishing, 1-2 peer comments.

No key words, ideas and concepts used, very poor and unpersuasive choice of words & diction Late submissions of unorganized essay, late publishing, 0-1 peer comments.

Self-reflection, Publishing & Peer Assessment

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