Download FOA power point FURTHER ORAL ACITIVITY power

FOA
Part 1
FURTHER ORAL ACITIVITY
Purpose in your 12-15 minutes (under Rubric “2” – Over = “2”)
To demonstrate orally and visually your acquired knowledge of:
• The Languages and… that we studied in class.
• Your ability to choose a significant text that deals with the human condition
and/or archetypes
• Your ability to analyze the text type (you chose) for the Big 5 of analysis.
Details
• Your ability to demonstrate your knowledge of vocabulary studied in class
• Your ability to identify structure and organization of the text – how this creates new
meaning for the viewer.
• And how the use of such devices MAKE the text Meaningful
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Poetic terms
Rhetorical devices
Tone
Propaganda techniques
Dividing a visual into sections
Gender theories
• Your ability to organize a strong presentation following the traditional format.
• Intro
• Body(ies)
• Conclusion
Power point – Text & Analysis= split screen
Keep the text available – Handout a copy – to the
class..
• Title? Author? ( implications)
• Target Audience and Target
Market - implications
• Content ( @ 2 sentences)
• Context ( Language of… and why)
• Purpose: ( author’s purpose to the
best of your analytical ability
• Theme-Claim – utilizing the active
verbs- the human conditionarchetypes
Introduction to any and all FOA’s
• Rebecca Cohen – on-line comic strip
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rebeccacohenart.tumblr.com Freelance cartoonist &
illustrator. Creator of The Adventures of Gyno-Star.This
blog brought to you by Gyno-Star Studios. Looking for
prints? Check out my Etsy shop. (Get to know me
better on my personal tumblr: Rebecca's Random
Crap )
Target Audience: 14-70 year old male/females –
English speaking countries
Target Market: psychographic/behavioral
segmentation
Content – Two characters ( male/female) argue
semantic over the terms feminist.
Context – Language and Gender revealing a current
discussion over the definition of a feminist.
Claim: Rebecca Cohen challenges the semantics
surrounding the concept of gender equality to
support the feminist point of view.
Avoid Posters - Two Examples:
Not enough to analyze.
Not enough to analyze.
An introduction to a particular topic, for example, the social and
cultural contexts of a text.
A formal speech based on an aspect studied in part 1 or part 2 of the
course.
• A speech by Frederick Douglass http://historynewsnetwork.org/article/157508 • Fellow citizens, pardon me, and allow me to ask, why am I called upon to speak here today? What have I
or those I represent to do with your national independence? Are the great principles of political freedom
and of natural justice, embodied in that Declaration of Independence, extended to us? And am I,
therefore, called upon to bring our humble offering to the national altar, and to confess the benefits, and
express devout gratitude for the blessings resulting from your independence to us?
• Would to God, both for your sakes and ours, that an affirmative answer could be truthfully returned to
these questions. Then would my task be light, and my burden easy and delightful. For who is there so cold
that a nation's sympathy could not warm him? Who so obdurate and dead to the claims of gratitude, that
would not thankfully acknowledge such priceless benefits? Who so stolid and selfish that would not give
his voice to swell the hallelujahs of a nation's jubilee, when the chains of servitude had been torn from his
limbs? I am not that man. In a case like that, the dumb might eloquently speak, and the "lame man leap as
an hart."
• But such is not the state of the case. I say it with a sad sense of disparity between us. I am not included
within the pale of this glorious anniversary! Your high independence only reveals the immeasurable
distance between us. The blessings in which you this day rejoice are not enjoyed in common. The rich
inheritance of justice, liberty, prosperity, and independence bequeathed by your fathers is shared by you,
not by me.
Marketing article (excerpt) that reveals gender, propaganda,
identity, archetypes and the human condition.
• We are what we drive, or so we’re told (and sold). When we buy a car, we’re not just
shopping for a way to get from point A to point B ; we’re acquiring an identity. No one
can deny that, culturally speaking, we have a fetish for cars and an autoerotic fixation on
the identities they provide. In hip hop culture, whole rhymes are built around the names
of luxury cars. In fact, in the early days, hip hop bling consisted of hood ornaments hung
on chains and worn as jewelry (Run-D.M.C. favored Cadillac while the Beastie Boys
preferred Volkswagen).
• Promising freedom, mobility, autonomy and aspirational identity, the automobile has
shaped our psyches and our cities, particularly the suburbs, over the last century. The
Young and Affluent (Y&A) have been along for the ride since at least the 1950s. Pop
culture is full of songs about cars, driving, freedom and sex in the back seat. And it’s not
just for the boys anymore. Take M.I.A.’s Bad Girls, that celebrates female drivers and Arab
drifting (a dangerous maneuver in which drivers swerve, or drift, from left to right at high
speeds). Henry Ford could never have imagined we’d end up here.
• For generations,…
A critical article regarding a facet of society
(excerpt below).
"The trouble with my generation is that we all think we're fucking geniuses. Making
something isn't good enough for us, and neither is selling something, or teaching
something, or even just doing something; we have to BE something. It's our
inalienable right, as citizens of the twenty-first century. If Christian Aguilera or
Britney or some American Idol jerk can be something, then why can't I. Where's
mine, huh?" --Nick Hornby's "A Long Way Down"
According to a new study, college students in the United States are more
"narcissistic" than their predecessors. The already controversial report warns of
trends that could be harmful to the students' relationships and society. It states
that narcissists are more likely to "exhibit game-playing, dishonesty, and overcontrolling and violent behaviors."
The study's lead author blames this reported trend…”
A lengthy poem ( 17 stanzas) that depicts the
Languages… / human condition/archetypes
In a world where all the heroes
are pilots with voices like God
he brought her a strand of some woman’s
hair to wear on her wing.
She looked sideways at the ground
silent behind the cloudy film covering
her eyes knowing she would be his
forever. They cruised the city nights
each one spiralling away from the other
but always coming home to gather stories.
Dark streets bright tavern lights drunks
filled with beer in the gutters.
• A commentary on the use of a
particular image, idea or symbol
in a text or texts studied.
Text – connection to the “Languages” studied,
Cultural Context, Human condition, archetypes,
etc.
Advanced
6
Criterion A: Knowledge and
understanding of the text(s) and
subject matter or extract
• To what extent does the activity
show knowledge and
understanding of the text(s) and
subject chosen for the oral
activity?
• Has the student shown
awareness and understanding of
the meaning of the text(s) in
relation to the subject?
The activity shows
excellent knowledge
and understanding
of the text(s) and
excellent awareness
of the significance
of the text(s) in
relation to the
subject chosen. (910)
Proficient
The activity
shows good
knowledge and
understanding
of the text(s)
and good
awareness of
the significance
of the text(s) in
relation to the
subject chosen.
(7-8)
Basic
The activity shows
adequate
knowledge and
understanding of
the text(s) and
awareness of the
significance of the
text(s) in relation
to the subject
chosen. (5-6)
Below Basic
The activity
shows some
knowledge and
understanding of
the text(s) and
some awareness
of the significance
of the text(s) in
relation to the
subject chosen.
(3-4)
Far Below Basic
The activity shows
limited knowledge
and little or no
understanding of
the text(s) and the
subject chosen. (12)
Language creates meaning: stylistic devices/
structure.
4
6
5
Criterion B: Understanding of
how language is used
• To what extent does the
activity show understanding of
the way language is used to
create meaning?
• Has the student shown an
appreciation of how language
and style is used to particular
effect in the text?
The work shows an
excellent
understanding of
the way language is
used to create
meaning. The
appreciation of the
use of language and
style is thorough
and detailed. (9-10)
The work shows
a good
understanding
of the way
language is used
to create
meaning and
good
appreciation of
the use of
language and
style. (7-8)
The work shows
an adequate
understanding of
the way language
is used to create
meaning and
adequate
appreciation of
the use of
language and
style. (5-6)
The work shows
some
understanding of
the way language
is used to create
meaning; there is
some
appreciation of
the use of
language and
style. (3-4)
The work shows a
superficial
understanding of
the way language
is used to create
meaning; there is
little appreciation
of the use of
language and style.
(1-2)
Organization: Intro, Body paragraphs,
Conclusion
4
6
5
Criterion C: Organization
• How well organized is the oral
activity?
• How coherent is the structure?
The oral activity is
effectively
organized; the
structure is
coherent and
effective. (5)
The oral activity
is well
organized; the
structure is
mostly coherent.
(4)
The oral activity is
organized; the
structure is
generally
coherent. (3)
Some
organization is
apparent; the oral
activity has some
structure. (2)
Little organization
is apparent; the
oral activity has
little structure. (1)
Language – no “like”, “um”, etc. Clear use of
higher level vocabulary – transitions, etc.
Criterion D: Language
• How clear, varied and accurate is
the language?
• How appropriate is the choice of
register and style? (“Register”
refers, in this context, to the
student’s use of elements such as
vocabulary, tone, sentence
structure and idiom appropriate to
the further oral activity.)
The language is very
clear and entirely
appropriate, with a
high degree of
accuracy in grammar
and sentence
construction; the
register and style are
consistently effective
and appropriate to
the oral activity. (5)
The language is
clear and
appropriate, with
a good degree of
accuracy in
grammar and
sentence
construction;
register and style
are effective and
appropriate to
the oral activity.
(4)
The language is
mostly clear and
appropriate, with
an adequate degree
of accuracy in
grammar and
sentence
construction; the
register and style
are mostly
appropriate to the
oral activity. (3)
The language is
sometimes clear
and appropriate;
grammar and
sentence
construction are
generally accurate,
although errors
and inconsistencies
are apparent;
register and style
are to some extent
appropriate to the
oral activity. (2)
The language is
rarely clear and
appropriate, with
many errors in
grammar and
sentence
construction and
little sense of
register and style.
(1)