Constructing a Media Message

Constructing a Media Message
Choose a social cause, political issue, or any message that you would like to communicate to an 8^th grade audience. Focus on which print medium and non-print medium would best communicate this message and develop the message using the print medium and non-print medium you have selected.You may work in groups ( no more than four people) on constructing this media message. Each group member will submit a different print medium promoting the group media message. As a group, you will submit one non-print medium focusing on the same message. The non-print medium will be a group project and each member must contribute to this part of the assignment. Each group will decide where and when the group will meet and the task of each group member. In addition, the group will give a five minute oral presentation to present the media message. Print Message - 55% of the grade. This is the independent work and research expected of each group member. Any late submissions will be downgraded and will affect the student only. The quality of the message will be assessed based on the Five Principles for Deconstructing a Media Message.Non-Print Message -25% of the grade. Each member will contribute to this aspect of the assignment. Any late submissions will be downgraded and will affect each group member. The quality of the message will be assessed based on the Five Principles for Deconstructing a Media Message.Oral Presentation- 20% of the grade. Each member will be ready to give an oral presentation on February 27. Groups may be called at any time during that week. Presentations will be assessed based on a checklist of important components of an oral presentation. Students in the audience will assess the group using this checklist. Please note the schedule/ deadlines listed below. Failure to meet the deadline may result in a group member being asked to leave the group. Remember, you are not only earning an individual grade, but a group grade, too. Each member’s contribution will affect the overall group grade. Students may opt to work alone.Wednesday 2/1 - distribute and discuss this assignment
Wednesday 2/8- Individual Planning Sheet is due. The first draft of the print message is due. Any late drafts will be downgraded by 5 points for each day late.
Wednesday 2/15 - Group Planning Sheet is due. The second draft/revision of the print message is due. Any late second drafts/ revisions will be downgraded by 5 points for each day late.
Friday 2/17 - all print messages and Planning Sheets will be returned to students and groups
Monday 2/27 - all polished/published Print Messages are due from every group member regardless of the date of the oral presentation. Groups are prepared to give an oral presentation and prepared to show their non-print message. Students who are not presenting will assess the effectiveness of the media messages.

The grade you earn will be reflective of the work each member puts forth. An individual grade will be given for the quality and effectiveness of the print message. A group grade will be given based on the non-print medium used and its effectiveness as a message, and the quality of the oral presentation. Below is a breakdown of how this assignment will be graded:

Essay Questions due October 24

Choose one of the following questions as the culminating writing assignment for Of Mice and Men. An important component of the essay is the Writing Plan and Graphic Organizer. A deadline for all parts of the essay is listed below and will be a part of the overall grade. Focus on what we have learned in class and your individual writing goals.
1. Identify one moral and one immoral character from the novel. Find two passages that prove the character you have identified is moral. Quote that passage and explain how that passage proves that this character is moral. Find a second passage in the novel and cite or paraphrase what is happening in that passage. Explain how that passage proves that this character
is moral. Follow the same procedure with the immoral character you have identified. Be sure to include the page number for each passage.
2. Do you think George Milton is a moral character or an immoral character? Find a total of three passages that support your thesis. Quote two passages and elaborate on that quote. This connects your thesis to the passage. Include the page number. Cite or paraphrase a third passage and elaborate and connect this passage to your thesis. Include the page number. 3. Answer question two. Now consider George’s final action with Lennie. Does his final scene with Lennie support or refute your claim about George being a moral or immoral character? Quote a passage from chapter six and write a strong logical argument to support your thinking. (10 pt. bonus for choosing this question)
October 3- Graphic Organizer and Writing Plan
October 6- Thesis Statement and Introduction (first draft)
October 11- Body Paragraphs (first draft)
October 14 - Conclusion (first draft)
October 17- Revised Thesis and Introduction and Body Paragraphs
October 19 - Revised Conclusion
October 21 - Early Submission of Final Essay (all parts drafts must be included)
October 24- Final Essay
Any essay that is submitted late will be downgraded by 5 points for each school day it is late.
　Tentative Deadline　
　

Poetry Homework for September 12, 2011

In school today we discussed how Robert Frost uses allusion in his poem Nothing Gold Can Stay.

                                             Nothing Gold Can Stay
          Nature's first green is gold,
          Her hardest hue to hold.
          Her early leaf's a flower;
          But only so an hour.
          Then leaf subsides to leaf.
          So Eden sank to grief,
          So dawn goes down to day.
          Nothing gold can stay.


Read the following three sentences.  Which part of the sentence is an allusion?  What does the allusion mean?

1. My siblings were gone, but I was in the house slaving like Cinderella.
2. His family sat there like the three bears eating porridge.
3. Their marriage was no Romeo and Juliet, but they were happy.

8th Grade ELA

In September our class will engage in a very close reading and analysis of John Steinbeck's Of Mice and Men.  We will look very closely at the relationship between Lennie and George and study parallel relationships, like those of Curley and his wife and Candy and his dog.
While this is a seemingly easy read, a book that an elementary student could read, the themes Steinbeck explores are very complex.  I cannot wait to begin reading this book with my students. 

Reading and Writing Narrative Non-Fiction

We are in the midst of a biography unit of study in both Reading and Writing Workshop.
 Reading Workshop
We read about Eleanor Roosevelt and practiced taking notes.   We jotted down our notes on the chart below.  We learned how this chart can help us organize our thinking and set a purpose for reading.              
  KNOW    (confirm)  WANT TO LEARN  LEARN   (((new wondering)

KNOW in this column we jot down everything we think we  know about our subject before we read our book.

confirm   in this column we confirm what we thought we knew.  Sometimes we discover that we had misconceptions or incorrect information.  When this happens, we correct our thinking by jotting down the accurate fact.  If we discover that our before reading was correct, we simply place a check in this column next to the fact in the KNOW column.  We jot down notes in this column during our reading.

WANT TO LEARN in this column we jot down what we want to learn about our subject.  This is done before reading. 

LEARN  in this column we jot down facts we are learning about our subject.  This is done during our reading.

new wondering in this column we jot down questions or thought we have about our subject.  This is done during and after our reading.

After reading and jotting  down notes, we are ready to write about our reading and research. We should have developed a "big idea" about our subject. Ifyou have a thesis then you are ready to draft a literary essay. 

The literary essay should include at least 4 paragraphs.  The essay should be structured and organized with the following paragraphs:

Introduction Paragraph  this introduces the subject and incudes a thesis statement.

At least three body paragraphs  each paragraph is organized to connect to the thesis.  State your point in the beginning of each paragraph and connect it to your thesis.  Remember to use the same language used in your thesis.

Conclusion  this is a summary of your entire essay.  You are simply restating your thesis.  Do not include any new information.

Always reread as you write. It is also wise to reread out loud.   Focus on clarity and your individual writing goals.