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English SOL Institute Secondary Media Literacy Strand English SOL Institute Secondary Media Literacy Strand Corbin Wright Media Literacy and Rhetoric.

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Presentation on theme: "English SOL Institute Secondary Media Literacy Strand English SOL Institute Secondary Media Literacy Strand Corbin Wright Media Literacy and Rhetoric."— Presentation transcript:

1 English SOL Institute Secondary Media Literacy Strand English SOL Institute Secondary Media Literacy Strand Corbin Wright Media Literacy and Rhetoric

2 2 Secondary Media Literacy Key Points in Media Literacy Embed Media Literacy throughout content Pair with research to create a research “product” Pair with persuasive/analytical reading and writing Key Points in Media Literacy Embed Media Literacy throughout content Pair with research to create a research “product” Pair with persuasive/analytical reading and writing

3 Secondary Media Literacy Key Points in Media Literacy Distinguish between fact and opinion Identify author, audience, content, and purpose of media messages Compare/contrast auditory, visual, and written media messages Key Points in Media Literacy Distinguish between fact and opinion Identify author, audience, content, and purpose of media messages Compare/contrast auditory, visual, and written media messages 3

4 4 Key Points in Media Literacy Review media for persuasive or rhetorical devices Provide opportunities for collaboration and use of 21 st century skills Opportunities to write/analyze blogs, Web sites, Pod casts, wikis, etc. Key Points in Media Literacy Review media for persuasive or rhetorical devices Provide opportunities for collaboration and use of 21 st century skills Opportunities to write/analyze blogs, Web sites, Pod casts, wikis, etc. Secondary Media Literacy

5 Chief Reader for the AP Language Exam, Hepzibah Roskelly, says: “The first thing that [you] need to know about rhetoric, then, is that it’s all around us in conversation, in movies, in advertisements and books, in body language, and in art. We employ rhetoric whether we’re conscious of it or not…” 5

6 Overview: This lesson will introduce students to rhetoric through advertising culture and modern media, as well as our nation’s most noteworthy speeches and nonfiction. It will culminate in a collaborative assessment that will involve the entire student body. 6

7 Objective: Student familiarization with rhetorical strategies: logos, ethos, pathos Student ability to identify logos, ethos, and pathos in a wide range of contexts Student understanding of media culture and its hidden messages Student familiarization with rhetorical strategies: logos, ethos, pathos Student ability to identify logos, ethos, and pathos in a wide range of contexts Student understanding of media culture and its hidden messages 7

8 Step 1: Introduction to Rhetoric “Introduction to Rhetoric: The Basics” – Informational handout “Introduction to Rhetoric: The Basics” – PowerPoint “Introduction to Rhetoric: The Basics” – Informational handout “Introduction to Rhetoric: The Basics” – PowerPoint 8

9 Step 2: Student Practice “Rhetorical Analysis Assignment” – a sample assignment sheet Potential ads for classroom use “Rhetorical Analysis Assignment” – a sample assignment sheet Potential ads for classroom use 9

10 Sample 1: Timotei Styling Mousse 10

11 Sample 2: KISS FM 11

12 Sample 3: PSA 12

13 Sample 4: iPhone 13

14 Sample 5: PETA 14

15 Sample 6: Under Armour 15

16 Step 3: Rhetoric in Writing “Identifying Rhetoric in Writing” – Instructional handout Bush’s Bullhorn Speech on September 14, 2001 – an example of logos, ethos, pathos “Identifying Rhetoric in Writing” – Instructional handout Bush’s Bullhorn Speech on September 14, 2001 – an example of logos, ethos, pathos 16

17 Sample: Bush’s Bullhorn Speech CROWD: U.S.A.! U.S.A.! THE PRESIDENT: Thank you all. I want you all to know -- Q: Can't hear you. THE PRESIDENT: I can't talk any louder. (Laughter.) I want you all to know that America today -- that America today is on bended knee in prayer for the people whose lives were lost here, for the workers who work here, for the families who mourn. This nation stands with the good people of New York City, and New Jersey and Connecticut, as we mourn the loss of thousands of our citizens. Q: I can't hear you. THE PRESIDENT: I can hear you. (Applause.) I can hear you. The rest of the world hears you. (Applause.) And the people who knocked these buildings down will hear all of us soon. (Applause.) CROWD: U.S.A.! U.S.A.! THE PRESIDENT: The nation sends its love and compassion to everybody who is here. Thank you for your hard work. Thank you for making the nation proud. And may God bless America. (Applause.) CROWD: U.S.A.! U.S.A.! (The President waves small American flag.) CROWD: U.S.A.! U.S.A.! THE PRESIDENT: Thank you all. I want you all to know -- Q: Can't hear you. THE PRESIDENT: I can't talk any louder. (Laughter.) I want you all to know that America today -- that America today is on bended knee in prayer for the people whose lives were lost here, for the workers who work here, for the families who mourn. This nation stands with the good people of New York City, and New Jersey and Connecticut, as we mourn the loss of thousands of our citizens. Q: I can't hear you. THE PRESIDENT: I can hear you. (Applause.) I can hear you. The rest of the world hears you. (Applause.) And the people who knocked these buildings down will hear all of us soon. (Applause.) CROWD: U.S.A.! U.S.A.! THE PRESIDENT: The nation sends its love and compassion to everybody who is here. Thank you for your hard work. Thank you for making the nation proud. And may God bless America. (Applause.) CROWD: U.S.A.! U.S.A.! (The President waves small American flag.) 17

18 Step 4: Authentic Assessment Mock election – Students hold a mock election after developing print, radio and television advertisements for a candidate. Media campaign – Students develop a media campaign for a school organization to be used to garner future student support. Mock election – Students hold a mock election after developing print, radio and television advertisements for a candidate. Media campaign – Students develop a media campaign for a school organization to be used to garner future student support. 18

19 Extension Activities Analyzing a Visual – as a preface to this lesson Persuasive Techniques – in addition to introducing logos, ethos, and pathos Music and Pathos – as an addition to rhetorical strategy study Analyzing a Visual – as a preface to this lesson Persuasive Techniques – in addition to introducing logos, ethos, and pathos Music and Pathos – as an addition to rhetorical strategy study 19

20 Contact Information Corbin Wright Corbin Wright 20

21 21 Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education. DisclaimerDisclaimer


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