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Multimedia Thematic Project Part III Lesson One

Multimedia Thematic Project Part III Lesson One. Tiffany Cherry CMP 555 April 30, 2012 Mark Clauburg. Objective for Unit.

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Multimedia Thematic Project Part III Lesson One

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  1. Multimedia Thematic Project Part IIILesson One Tiffany Cherry CMP 555 April 30, 2012 Mark Clauburg

  2. Objective for Unit • Given access to word processing software and a list of two persuasive articles over the same topic with differing conclusions, the eighth grade English students will generate a word-processed table that shows 3 similarities and differences on how the authors reached their conclusions inputting evidence from the texts to support their findings.

  3. Monday • Daily Objective: Students interpret and evaluate the techniques used in media and speeches to influence the message and the audience. • Have you ever changed your opinion about an issue because of something that you read or heard someone say? • Can speeches be persuasive? • You are going to watch a clip of a speech. As you watch the speech think about the information that you are learning from the speech and how that information is helping you to form an opinion.

  4. Nelson Mandela Speech • Watch the video for Nelson Mandela’s first speech after being elected as president of South Africa. • http://video.search.yahoo.com/video/play?fr2=piv-web&p=video+clip+of+nelson+mandela+speeches&vid=1167842345834&dt=1296629453&l=545&turl=http%3A%2F%2Fts3.mm.bing.net%2Fvideos%2Fthumbnail.aspx%3Fq%3D1167842345834%26id%3D9c09d92237cfd1211e7f4bfc7122d5ac%26bid%3D6wyNO8ZgOtY5hw%26bn%3DThumb%26url%3Dhttp%253a%252f%252fwww.cnn.com%252fvideo%252f%253f%252fvideo%252fworld%252f2011%252f02%252f01%252fmandela.inauguration.speech.sabc&rurl=http%3A%2F%2Fwww.cnn.com%2Fvideo%2F%3F%2Fvideo%2Fworld%2F2011%2F02%2F01%2Fmandela.inauguration.speech.sabc&tit=1994%3A+Mandela%26%2339%3Bs+inauguration+speech&sigr=12imdkra7&newfp=1

  5. Questions to ask Yourself • What information did we learn about the issue? • Did the information affect my opinion of the issue? • What was the message of the video or speech? • What visual and sound techniques were used in the speech that influenced the message? • How did those techniques create a particular point of view? • How does that impact an audience?

  6. Tuesday • Objective: Students evaluate a newspaper article for facts and opinions and determine point of view.

  7. Newspaper for Fact and Opinions • The students will gather in small groups. • The students will be handed a printout of the article from the New York Times newspaper found at the following link: http://www.nytimes.com/2012/04/30/us/politics/paul-ryans-kinetic-rise-in-gop.html?_r=1&hp • The students will read the article and evaluate the article for facts and opinions and determine the point of view.

  8. Questions • How can writer’s point of view influence a reader’s attitude toward a subject? • After reading the article in small groups answer the following questions. • What is the subject? • Who is the audience? • What is the purpose of the article? • How did the facts and opinions found create the point of view and purpose of the article? • How does an author influence the attitude and/or actions of others through an informational article?

  9. Wednesday • Objective: Students compare and contrast two persuasive articles and identify the bias of both.

  10. Comparing and Contrasting • Students will use the article from the previous day to identify any bias that may exist. • Bias is a prejudice or preference for one particular point of view. • A biased persuasive article can influence a reader’s feeling and opinion about a specific topic. • For example: PETA’s bias toward the treatment of animals vs. the bias of the meat industry executive.

  11. Questions • Students will gather into the small groups from the previous day and discuss what bias the author may have and how it affected their feelings and opinions on the topic. • Students answer the following question: • How does an author influence the attitude and/or actions of others through persuasive text?

  12. Thursday • Objective: Students compare and contrast two persuasive articles and create a T-Chart depicting their findings.

  13. Should texting be banned while driving? • The students will watch a clip about texting and driving and read an article about texting while driving. • http://www.youtube.com/watch?v=u2ldZvMRSz8&feature=player_detailpage • http://www.wired.com/politics/law/news/2002/12/56733 • After watching and reading both, the students will create a T-chart over the pros and cons of texting while driving.

  14. Individual Assignment • Students will then work on creating their individual chart comparing and contrasting their selected article.

  15. Friday • Objective: Students will enter the computer lab and complete their final product assignment using word processing software.

  16. Final Product • Students will create a word-processed table showing a minimum of 3 similarities and 3 differences on how the authors reached their conclusions inputting evidence from the texts to support their findings. • After the students have completed the assignment, they will print and turn into the teacher by the end of class.

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