Lesson+1

The Assignment**
 * Lesson 1

Many of us fall in love daily with technology and its myriad intepretations of success. Simultaneously we acknowledge that we are assaulted, surrounded, and many times over-stimulated by information. Much of it we find enjoyable and thought provoking. Within the context of these lessons, we will use the short film “SixthSense” from Technology, Entertainment & Design (TED) as a deconstruction practice involving the elements of Genre, critical pedagogy, cultural group awareness, and collaboration. The lesson will utilize Pace's (2010) Handbook chapters on Genre and the New London Group’s //Pedagogy of Multiliteracies// of Overt Instruction.

This 45-minute lesson will culminate in group-work. Groups will appoint a spokesperson to present their findings using multiple audio and visual aids of their choice (three). Assessments will be graded on the use of metalanguage, content, understanding, effort, and writing skills. I invite you to be courageous and creative, pulling from your menus of background knowledge, current readings, and future imaginings of where we might be headed with the "SixthSense." Symbols, graphics, sketches, words, poetry, music, Web 2.0 (or other ideas with prior approval) are invited. See below for **Additional Follow-Up Assessment.**


 * Background Knowledge**

Students will come to Lesson I with the knowledge and practice of creating wikis. They will possess metalanguage necessary for elements of Genre, deconstructing short film, pedagogy of multiliteracies, critical pedagogy, and cultural group awareness. They will have been emmersed in literacy practices and collaboration.


 * Purpose**

The purpose of these assignments is to deepen the understanding and learning involved in defining Genre, point of view, and deconstructing a short film with its embedded potential to impact our brains, lives, and thoughts. Emphasis will be placed on the objectives for Language and Content and the desire to teach from a culturally responsible stance (ELL).


 * Objectives**
 * Students will be able to discuss and identify the varying layers and overlapping of defining Genre embedded in the media.
 * Students will be able to tell how the creators of the media using available designs to organize ideas.


 * Language**
 * Students will be able to use the key vocabulary in different contexts.
 * Students will be able paraphrase the key information in the video verbally.
 * Students will be able to participate in-group discussion and express their thinking.


 * Sunshine State Standards**

LA.A.2.4.5 Identify devices of persuasion and methods of appeal and their effectiveness.

LA.A.2.4.2 Determine the author’s purpose and point of view and their effects on the text.

LA. C.2.4.1. Determine main concept and supporting details in order to analyze and evaluate nonprint media messages.

LA.C.2.4.2. Understand factors that influence the effectiveness of nonverbal cues used in non-print media, such as the viewers past experiences and preferences, and the context in which the cues are presented.

LA.C.1.4.4. Identify bias, prejudice, or propaganda in oral messages.

**Overt Instruction: Elements of Genre** We will begin this class by reading the written text of “SixthSense” together. We will pause at the end of the first introductory segment for whole-class discourse analysis and prediction of future developments and possible Elements of Genre. We will use music and literature as examples of categorization in our discussions.

Elements of Genre: This is the phrase used to describe a loose set of criteria for categorization of literature and speech, as well as many other forms of art or culture. Genres are formed by conventions that change over time as new genres are invented and the use of old ones are discontinued. Often, works fit into multiple genres by way of borrowing and recombining these conventions.

We will then watch the visual images in the short film, two times. The first time we will not stop the film for questions. Students will note questions. The second viewing will involve stopping the film to clarify possible elements of Genre, point of view, metalanguage, perspective (POV), and to clear up any language confusion.

We will end in teacher-facilitated small group discussions involving what is the Genre of this short film, and what makes us think this way. Are there overlapping elements? Could there be more than one Genre element in this film. What is the purpose of this film?

Groups will appoint a spokesperson to present their findings using multiple audio and visual aids of their choice (three). Assessments will be graded on your use of metalanguage, content, understanding, effort, and writing skills. I invite you to be courageous and creative, pulling from your menus of background knowledge, current readings, and future imaginings of where we might be headed with the "SixthSense." Symbols, graphics, sketches, words, poetry, music, Web 2.0 (or other ideas with prior approval) are invited.
 * Assessment**

Students will create group wikis that will house uploaded student reflection papers regarding this film and Genre, links and resources, rationales, and captured images with analysis. The use of Voice-Thread, Xtranormal, and other forms of Web 2.0 are encouraged and will give substance to the final grade. 
 * Additional Follow-Up Assessment**

View Noam Chomsky's //Manufacturing Consent// View Michael Moore's //Capitalism: A Love Story//
 * Extended Learning**